Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

Rules for Capitalization in Writing

VIEWS: 11 PAGES: 38

Rules for Capitalization in Writing document sample

More Info
  • pg 1
									    8th Grade English Language Arts                                                                                                                       Work in Progress
                                                               Northwest Arkansas Instructional Alignment
                                                                     Grade 8 English Language Arts

                             Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
Enduring Understandings:
1. Students read a wide range of print and non-print text, including literature from many periods and genres, to build an
understanding of the human experience.
2. Students apply a wide range of reading strategies to comprehend, interpret, evaluate, and appreciate text.
3. Students employ a wide range of writing strategies and different process elements to communicate with different audiences for a
variety of purposes.
4. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to
create, critique, and discuss print and non-print text.
5. Students use a variety of technological and informational resources to gather, evaluate, and synthesize data and to create and
communicate knowledge.
6. Students develop an understanding and respect for linguistic diversity and use their first language to develop competency in the
English language arts and content across the curriculum.
Ongoing Student Learning Expectations: Writing
Essential Question: How does an author determine the purpose for writing?
Essential Question: How does an author determine the audience for a piece of writing?
Essential Question: How does an author develop a plan before beginning to write?
Essential Question: How does drafting help the author get his thoughts on paper?
Essential Question: How can writing be improved through revising?
Essential Question: How can writing be improved through editing?
Essential Question: When is a piece of writing ready to share with an audience?
         AR Department of Education
                                                                   Objective                                    Task Analysis                  Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
W.5.8.2                                         Select the form of writing that addresses the   *identify and select the appropriate mode of
Select the form of writing that addresses the   intended audience                               writing based on purpose and audience
intended audience




    rev. 05-2008                                                                                                                                                                1 of 38
    8th Grade English Language Arts                                                                                                                                     Work in Progress
        AR Department of Education
                                                                    Objective                                         Task Analysis                          Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: works in a variety of modes of *create narrative pieces
W.5.8.1                                         Develop multiple Writing - Pre-writing                                                                      discourse
Develop multiple works in a variety of modes of discourse that include narrative, expository, *create expository pieces
discourse                                       persuasive, descriptive                       *create descriptive pieces
                                                                                              *create persuasive pieces

Ongoing Student Learning Expectations: Writing - Drafting
W.5.8.6                                         A. Write to reflect ideas/interpretations of        *write to reflect ideas/ interpretations of
Write to reflect ideas/interpretations of       multicultural themes and concepts (tolerance,       multicultural themes and concepts (tolerance,
multicultural and universal themes and concepts diversity)                                          diversity)
                                                B. Write to reflect universal themes and            *write to reflect universal themes and concepts
                                                concepts (friendship, love, loyalty, greed,         (friendship, love, loyalty, greed, survival, rites of
                                                survival, rites of passage)                         passage)
W.5.8.7                                          A. Write with a prompt for a sustained period of   *identify purpose and audience, topic, and form
Write with and without prompts for a sustained   time                                               of writing
period of time                                   B. Write without a prompt for a sustained period   *demonstrate ability to write for a sustained
                                                 of time                                            period of time
                                                                                                    *choose topic
                                                                                                    *demonstrate pre-writing
                                                                                                    *identify purpose and audience
                                                                                                    *demonstrate ability to write for a sustained
                                                                                                    period of time

W.5.8.9                                         A. Write with a prompt for a given period of time *identify purpose and audience, topic, and form
Write on demand with or without prompt within a B. Write without a prompt for a given period of of writing
given time frame                                time                                              *demonstrate ability to write within a given
                                                                                                  timeframe
                                                                                                  *choose topic
                                                                                                  *demonstrate pre-writing
                                                                                                  *identify purpose and audience
                                                                                                  *demonstrate ability to write within a given
                                                                                                  timeframe

W.5.8.10                                         Write across the curriculum                        *write multiple times on various topics in all
Write across the curriculum                                                                         content areas

Ongoing Student Learning Expectations: Writing - Revising
W.7.8.2                                          Use a variety of sentence types and lengths        *create writing utilizing a variety of sentence
Use a variety of sentence types and lengths      (see Conventions Standard 6)                       types
(see Conventions Standard 6)




    rev. 05-2008                                                                                                                                                                              2 of 38
    8th Grade English Language Arts                                                                                                                             Work in Progress
         AR Department of Education
                                                                    Objective                                      Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing to Pre-writing*identify attributes of written pieces that
W.7.8.10                                     Use scoring guides or rubrics - improve all                                                            rubric
Use scoring guides or rubrics to improve all aspects of written projects                 correspond with each level of a writing rubric
aspects of written projects                                                              *utilize rubric to improve content, style,
                                                                                         sentence formation, usage, and conventions in
                                                                                         a written work


W.7.8.11                                        Self-evaluate writing                             *evaluate personal writing using various
Self-evaluate writing                                                                             methods

Ongoing Student Learning Expectations: Writing - Editing
W.6.8.7                                         Spell words correctly in all writing              *apply knowledge of grade appropriate spelling
Spell words correctly in all writing                                                              conventions in all writing
W.6.8.8                                         Apply conventional rules of capitalization in     *capitalize words conventionally in all writing
Apply conventional rules of capitalization in   writing
writing
W.6.8.9                                         Apply conventional rules of punctuation in        *construct sentences within a piece of writing
Apply conventional rules of punctuation in      writing                                           that demonstrate knowledge of end marks and
writing                                                                                           commas

Ongoing Student Learning Expectations: Writing - Publishing
W.4.8.11                                        Utilize available technology for sharing and/or   *identify an appropriate method of available
Use available technology to create a product    publication                                       technology to use in publishing
and communicate knowledge                                                                         *utilize available technology such as:
                                                                                                  -word processing program
                                                                                                  -PowerPoint
                                                                                                  -overhead projector
                                                                                                  -Elmo/projector
W.4.8.13                                        Publish/share according to purpose and            *identify purpose and audience
Publish/share according to purpose and          audience                                          *publish/present writing using a method
audience                                                                                          appropriate to the purpose and audience




    rev. 05-2008                                                                                                                                                                      3 of 38
    8th Grade English Language Arts                                                                                                                                    Work in Progress
         AR Department of Education
                                                                      Objective                                         Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

                                         Reading Pre-writing
Ongoing Student Learning Expectations: Writing - Comprehension
Essential Question: What strategies do good readers use to understand text?
Essential Question: How will developing a better vocabulary improve reading?
Essential Question: What are the goals for eighth grade fluency?
R.9.8.1                                            Use previewing, activating prior knowledge,          *use previewing strategies to aid in             previewing
Use previewing, activating prior knowledge,        predicting content of text, formulating questions,   comprehension                                    prior knowledge
predicting content of text, formulating questions, and establishing purposes for reading                *use prior knowledge to aid in comprehension     predicting
and establishing purposes for reading                                                                   *make predictions to aid in comprehension        questioning
                                                                                                        *generate questions to aid in comprehension      purpose for reading
                                                                                                        *determine purposes for reading to aid in
                                                                                                        comprehension



R.9.8.6                                            A. Monitor reading strategies, including             *use variety of connection and visualization     text connections
Monitor reading strategies, including rereading,   rereading, using resources, and questions            strategies                                       visualization
using resources, and questions, and modify         B. Modify reading strategies when                    *develop effective questioning strategies
them when understanding breakdowns                 understanding breaks down                            *practice levels of questioning (literal,
                                                                                                        inferential, deep-thinking)
                                                                                                        *recognize when and where comprehension of
                                                                                                        text breaks down apply appropriate strategy to
                                                                                                        repair reading comprehension


R.9.8.7                                            A. Connect own background knowledge and              *make connections between text and personal      schema
Connect own background knowledge and               personal experience to make inferences               experience/background information                text connections
personal experience to make inferences and to      B. Connect own background knowledge and              *infer with supporting evidence based on
respond to new information presented in text       personal experience to respond to new                background knowledge and personal
                                                   information presented in text                        experience
                                                                                                        *create original responses to new textual
                                                                                                        information based on background knowledge
                                                                                                        and personal experience


R.10.8.1                                           Read for a substantial amount of time daily,         *select appropriate reading text
Read for a substantial amount of time daily,       including assigned and self-selected materials       *read for a substantial amount of time daily,
including assigned and self-selected materials     at independent and instructional levels              including assigned and self-selected materials
at independent and instructional levels                                                                 at independent and instructional levels




    rev. 05-2008                                                                                                                                                                           4 of 38
    8th Grade English Language Arts                                                                                                                                          Work in Progress
         AR Department of Education
                                                                        Objective                                        Task Analysis                       Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing*define and identify multicultural text
R.10.8.2                                           Read texts that reflect contributions of different                                                       multicultural
Read texts that reflect contributions of different cultural groups                                    *select appropriate texts that reflect different
cultural groups                                                                                       cultures
                                                                                                      *read texts that reflect contributions of different
                                                                                                      cultural groups
R.10.8.3                                           Vary reading strategies according to text and       *identify purpose of text                            genre
Vary reading strategies according to text and      purpose                                             *identify reading strategies                         text structure
purpose                                                                                                *document strategies (connections, inferring,
                                                                                                       visualization, questioning, determining
                                                                                                       importance) used (i.e.) sticky notes,
                                                                                                       highlighting, bookmarks, two column notes,)
                                                                                                       *vary reading strategies according to text and
                                                                                                       purpose


R.10.8.5                                        Use skimming, scanning, note-taking, outlining, *use text features to locate specific information
Use skimming, scanning, note-taking, outlining, and questioning as study strategies             and/or formulate a general idea
and questioning as study strategies                                                             *demonstrate effective note-taking skills
                                                                                                *produce a variety of outlines
                                                                                                *develop effective questions
                                                                                                *use skimming, scanning, note-taking, outlining,
                                                                                                and questioning as study strategies


Ongoing Student Learning Expectations: Reading Word Study
R.11.8.1                                      Automatically decode words to ensure focus on *demonstrate ability to automatically decode
Automatically decode words to ensure focus on comprehension                                 words through oral and independent reading
comprehension
R.11.8.2                                           Continue to develop and maintain an adequate        *read daily
Continue to develop and maintain an adequate       body of sight words                                 *recognize sight words
body of sight words                                                                                    *master sight words
R.11.8.3                                           Add content words to sight vocabulary               *recognize content words using text features         sight words
Add content words to sight vocabulary                                                                  *determine words important to the content


Ongoing Student Learning Expectations: Reading Fluency
R.11.8.12                                          Read grade-level text orally with accuracy and      *automatically decode words                          fluency
Read grade-level text orally with accuracy and     expression                                          *maintains a vocabulary commensurate with
expression                                                                                             grade levels
                                                                                                       *use context strategies
                                                                                                       *practice prosody (accuracy, rate, phrasing,
                                                                                                       expression)




    rev. 05-2008                                                                                                                                                                              5 of 38
    8th Grade English Language Arts                                                                                                                                 Work in Progress
         AR Department of Education
                                                                    Objective                                      Task Analysis                      Essential Vocabulary      Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
                                            FIRST NINE WEEKS - WRITING
                         Student Learning Expectations to be Addressed the First Nine Weeks

               Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
First Nine Weeks: Writing - Pre-writing
Essential Question: How does an author develop a plan before beginning to write?
W.4.8.3                                          Select a focus and an organizational structure   *define and identify elements of narrative         organizational structure
Select a focus and an organizational structure   based on purpose, audience, length, and          descriptive writing including structure
based on purpose, audience, length, and          required format for expository, narrative,       *distinguish among four modes of writing
required format for expository, narrative,       descriptive writing                              *narrow focus for writing
descriptive, and persuasive writing                                                               *determine appropriate mode of writing and
                                                                                                  organizational structure for writer's purpose


First Nine Weeks: Writing - Drafting
Essential Question: How does drafting help the author get his thoughts on paper?
W.5.8.8                                          Write responses to literature that demonstrate *apply comprehension strategies in order to
Write responses to literature that demonstrate   understanding or interpretation                gain meaning (i.e., connecting, questioning,
understanding or interpretation                                                                 inferring, etc.)
                                                                                                *demonstrate ability to write a response to
                                                                                                reading (reading journals, reading logs)
                                                                                                *demonstrate interpretation and understanding
                                                                                                of literature through the writing


W.5.8.3                                          A. Create expository writings                    *identify characteristics of expository writings   expository
Create expository, narrative, descriptive, and   B. Create narrative writings                     *compose expository writing pieces                 persuasive
persuasive writings                              C. Create descriptive writings                   *identify characteristics of narrative writing
                                                 D. Create persuasive writings                    *compose narrative writing pieces
                                                                                                  *identify characteristics of descriptive writing
                                                                                                  *compose descriptive writing pieces
                                                                                                  *identify characteristics of persuasive writing
                                                                                                  *compose persuasive writing pieces




    rev. 05-2008                                                                                                                                                                          6 of 38
    8th Grade English Language Arts                                                                                                                                 Work in Progress
         AR Department of Education
                                                                       Objective                                       Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning- Expectations: Writing - Pre-writing
First Nine Weeks: Writing Revising
Essential Question: How can writing be improved through revising?
W.4.8.7                                           Revise content for                                 *identify central idea of writing
Revise content for                                -central Idea                                      *analyze and use effective elaborative
-central Idea                                     -organization                                      techniques
-organization                                     -unity                                             *recognize breakdowns in organizational
-unity                                            -elaboration                                       structure
-elaboration                                      -clarity                                           *apply various revision strategies to improve
-clarity                                                                                             content in self-selected and assigned writing


W.4.8.8                                           Revise style for                                   *identify problems in writer's sentence variety,
Revise style for                                  -sentence variety                                  tone, voice, word choice and details
-sentence variety                                 -tone (i.e., sense of audience, etc.)              *apply various revision strategies to improve
-tone (i.e., sense of audience, etc.)             -voice (i.e., specificity, vividness, rhythm of    stylistic elements in self-selected and assigned
-voice (i.e., specificity, vividness, rhythm of   piece, writer’s attitude and presence, etc.)       writing
piece, writer’s attitude and presence, etc.)      -selected vocabulary
-selected vocabulary                              -selected information
-selected information
W.6.8.1                                           A. Vary sentence structure by using simple,        *identify compound-complex sentences
Vary sentence structure by using simple,          compound, complex, and compound-complex            *differentiate among simple, compound,
compound, complex, and compound-complex           sentences                                          complex, and compound-complex sentences of
sentences and different kinds of sentences        B. Vary sentence structure using different kinds   different lengths
-declarative                                      of sentences (declarative, interrogative,          *utilize different types and structures of
-interrogative                                    imperative, exclamatory)                           sentences within a written piece
-imperative
-exclamatory


W.7.8.3                                           Use repetition for effect                          *identify examples of repetition for effect in
Use repetition for effect                                                                            personal and literature-based writing
                                                                                                     *use repetition for effect in writing
W.7.8.4                                           Use transition words/ phrases                      *locate transition words and phrases in a variety
Use transition words/ phrases                                                                        of texts
                                                                                                     *create student writing that displays correct use
                                                                                                     of transitional words and phrases

W.7.8.6                                           Create an effective lead and conclusion            *identify effective leads in personal and
Create an effective lead and conclusion                                                              literature-based writing
                                                                                                     *write effective leads and conclusions
                                                                                                     *create a piece of writing using effective leads
                                                                                                     and conclusions


    rev. 05-2008                                                                                                                                                                          7 of 38
    8th Grade English Language Arts                                                                                                                                      Work in Progress
        AR Department of Education
                                                                    Objective                                        Task Analysis                        Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)
W.7.8.7
Ongoing Student Learning                      Use flashback/time transitions
                                           Expectations: Writing - Pre-writing*identify different types of time elements in                            flashback
Use flashback/time transitions                                                                      personal and literature-based writing              time transition
                                                                                                    *write with flashback/time transitions effectively
                                                                                                    in written work
W.7.8.8                                          Use dialogue effectively                           *define dialogue                                   dialogue
Use dialogue effectively                                                                            *identify appropriate uses of dialogue in multiple
                                                                                                    modes of writing
                                                                                                    *employ standard conventions to increase
                                                                                                    effectiveness of dialogue
                                                                                                    *use dialogue effectively within a written work


W.7.8.9                                          Use anecdotes and quotes                           *define anecdote                                anecdote
Use anecdotes and quotes                                                                            *identify appropriate uses of anecdotes and
                                                                                                    quotes in multiple modes of writing
                                                                                                    *employ anecdotes and quotes effectively within
                                                                                                    a written work
W.7.8.1                                          Use figurative language purposefully, such as      *define alliteration and assonance                   alliteration
Use figurative language purposefully, such as    alliteration and assonance, to shape and control   *identify figurative language with emphasis on       assonance
alliteration and assonance, to shape and control language to affect readers                         alliteration and assonance
language to affect readers                                                                          *create written work including effective use of
                                                                                                    figurative language
W.7.8.5                                          Use purposeful vocabulary with emphasis on         *define elements of tone
Use purposeful vocabulary with emphasis on       developing tone                                    *read a variety of texts to identify effective use
developing tone                                                                                     of tone
                                                                                                    *identify vocabulary that is purposefully chosen
                                                                                                    to engage the reader and communicate a
                                                                                                    message
                                                                                                    *create a variety of writing that demonstrates
                                                                                                    purposeful and vivid vocabulary


W.7.8.7                                          Use flashback/time transitions                     *identify different types of time elements in      flashback
Use flashback/time transitions                                                                      personal and literature-based writing              time transition
                                                                                                    *write with flashback/time transitions effectively
                                                                                                    in written work
W.6.8.4                                          Correct fragments, run-ons, comma splices,         *identify incorrect sentence formation
Correct fragments, run-ons, comma splices,       and fused sentences                                *differentiate between types of errors in
and fused sentences                                                                                 sentence construction
                                                                                                    *correct errors in sentence construction within a
                                                                                                    written work for more effective writing style




    rev. 05-2008                                                                                                                                                                           8 of 38
    8th Grade English Language Arts                                                                                                                                Work in Progress
         AR Department of Education
                                                                     Objective                                       Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing*evaluate personal, peer, or literature-based
W.6.8.5                                           Evaluate personal, peer, or literature-based
Evaluate personal, peer, or literature-based      sentence formation for effective use of the parts sentence formation for effective use of the parts
sentence formation for effective use of the parts of speech                                         of speech
of speech                                         -Precise nouns                                    -precise nouns
-Precise nouns                                    -Pronouns to avoid repetition                     -pronouns to avoid repetition
-Pronouns to avoid repetition                     -Verbs                                            -verbs
-Verbs                                            •transitive active                                •transitive active
•transitive active                                •transitive passive                               •transitive passive
•transitive passive                               •intransitive linking                             •intransitive linking
•intransitive linking                             •intransitive complete                            •intransitive complete
•intransitive complete                            -Adjectives to modify nouns and pronouns          -adjectives to modify nouns and pronouns
-Adjectives to modify nouns and pronouns          -Adverbs to modify verbs, adjectives, and other -adverbs to modify verbs, adjectives, and other
-Adverbs to modify verbs, adjectives, and other adverbs                                             adverbs
adverbs                                           -Conjunctions                                     -conjunctions
-Conjunctions                                     •coordinate                                       •coordinate
•coordinate                                       •correlative                                      •correlative
•correlative                                      •subordinate                                      •subordinate
•subordinate                                      •interjections for excitement                     •interjections for excitement
•interjections for excitement                     •prepositions to indicate relationships           •prepositions to indicate relationships
•prepositions to indicate relationships


W.4.8.9                                           Revise writing using various tools/methods,       *identify various revision strategies
Revise writing using various tools/methods,       such as peer and/or teacher collaboration, a      *utilize revision tools/methods to improve self-
such as peer and/or teacher collaboration, a      revision checklist, rubric, and/or reference      selected and assigned writing
revision checklist rubric, and/or reference       materials (i.e., dictionary, thesaurus, etc.)
materials (i.e., dictionary, thesaurus, etc.)




    rev. 05-2008                                                                                                                                                                         9 of 38
   8th Grade English Language Arts                                                                                                                                  Work in Progress
        AR Department of Education
                                                                   Objective                                      Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning- Expectations: Writing - Pre-writing
First Nine Weeks: Writing Editing
Essential Question: How can writing be improved through editing?
W.4.8.10                                         Edit individually or in groups for appropriate   *re-read the draft                               embedding
Edit individually or in groups for appropriate   grade-level conventions, within the following    *change or edit to assure that the writing
grade-level conventions, within the following    features:                                        -contains complete sentences
features:                                        -Sentence formation                              -contains no run on sentences
-Sentence formation                              •completeness                                    -contains sentences that have been expanded
•completeness                                    •absence of fused sentences                      using standard coordination and modifiers
•absence of fused sentences                      •expansion through standard coordination         -contains sentences that employ elaboration
•expansion through standard coordination and     and modifiers                                    through standard subordination and modifiers
modifiers                                        •embedding through standard subordination and    -contains sentences that make sense
•embedding through standard subordination and    modifiers                                        -contains standard inflections, subject-verb
modifiers                                        •standard word order                             agreement, word meaning and conventions
•standard word order                             -Usage                                           -contains correct capitalization, punctuation,
-Usage                                           •standard inflections                            format, and spelling
•standard inflections                            •agreement
•agreement                                       •word meaning
•word meaning                                    •conventions
•conventions                                     -Mechanics
-Mechanics                                       •capitalization
•capitalization                                  •punctuation
•punctuation                                     •formatting
•formatting                                      •spelling
•spelling


W.6.8.6                                          Apply conventions of grammar with emphasis       *define conventions of grammar                   verbal phrases
Apply conventions of grammar with emphasis       on the following:                                *identify conventions of grammar in student
on the following:                                -Subject-verb agreement                          created examples
-Subject-verb agreement                          -Parts of speech                                 *construct sentences that demonstrate
-Parts of speech                                 -Pronoun and antecedent agreement                knowledge of grade-level conventions of
-Pronoun and antecedent agreement                -Parts of a sentence and sentence patterns       grammar
-Parts of a sentence and sentence patterns       •S-V                                             *demonstrate effective use of grammatical
•S-V                                             •S-V-DO                                          conventions in writing
•S-V-DO                                          •S-V-IO-DO
•S-V-IO-DO                                       •S-LV-PN
•S-LV-PN                                         •S-LV-PA
•S-LV-PA                                         -Conjugation in regular, progressive, and
-Conjugation in regular, progressive, and        emphatic verb forms
emphatic verb forms                              -Verbals
-Verbals




   rev. 05-2008                                                                                                                                                                     10 of 38
    8th Grade English Language Arts                                                                                                                                   Work in Progress
         AR Department of Education
                                                                        Objective                                       Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing -emphasis on
W.6.8.10                                  Edit own and peer papers with Pre-writing*identify punctuation problems
Edit own and peer papers with emphasis on -All end marks                           *correct personal and peer writing based on
-All end marks                            -Commas                                  conventional punctuation rules with emphasis
-Commas                                   -Dash                                    on
-Dash                                     -Hyphen                                  -all end marks
-Hyphen                                   -Quotation marks                         -commas
-Quotation marks                          •double                                  -dash
•double                                   •single                                  -hyphen
•single                                   -Parentheses                             -quotation marks
-Parentheses                              -Semicolons                              •double
-Semicolons                               -Colons                                  •single
-Colons                                                                            -parentheses
                                                                                   -semicolons
                                                                                   -colons


First Nine Weeks: Writing - Publishing
Essential Question: When is a piece of writing ready to share with an audience?
W.4.8.12                                            Maintain a writing portfolio that exhibits growth   *create writing of different genres
Maintain a writing portfolio that exhibits growth   in meeting goals and expectations                   *select pieces to include in the portfolio based
in meeting goals and expectations                                                                       upon pre-set goals and criteria that demonstrate
                                                                                                        growth




    rev. 05-2008                                                                                                                                                                           11 of 38
    8th Grade English Language Arts                                                                                                                                    Work in Progress
         AR Department of Education
                                                                      Objective                                          Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
                                            FIRST NINE WEEKS - READING
                         Student Learning Expectations to be Addressed the First Nine Weeks
First Nine Weeks: Reading Comprehension
Essential Question: What strategies do good readers use to understand text?
R.9.8.3                                       Compare and contrast ideas, themes, and                 *analyze texts for theme, important ideas, and theme
Connect, compare, and contrast ideas, themes, issues across texts                                     issues
and issues across texts                                                                               *utilize tools (graphic organizers, charts, etc.) to
                                                                                                      effectively compare/contrast
R.9.8.5                                           Generate questions related to universal themes *create questions related to universal themes             theme
Generate and define questions related to          to interpret meaning                           (refer to SLE R.9.8.3)                                    universal
universal themes to interpret meaning                                                                                                                      theme
R.9.8.8                                           Explain a character’s role in development of plot *examine character's influence on development protagonist/antagonist
Infer a character’s role in development of plot   and theme                                         plot and theme through traits, actions, thoughts plot
and theme                                                                                           and relationships                                theme
                                                                                                    *explain a character's role in development of
                                                                                                    plot and theme
R.9.8.9                                           A. Identify and explain the mood of text            *recognize mood (humorous, scary, depressing, mood
Infer mood and theme of text                      B. Identify and explain the theme of text           light-hearted, etc.)                            theme
                                                                                                      *examine text for different literary devices
                                                                                                      *authors use to create mood recognize theme
                                                                                                      *provide examples from text to support possible
                                                                                                      theme(s)


R.9.8.10                                          Identify author's intent by using literary elements *identify significant literary elements within a
Use literary elements and historical context to   and historical context                              given work
infer author’s intent                                                                                 *identify historical time period for given text(s)
                                                                                                      *explain author's intent based on literary
                                                                                                      elements and historical context




    rev. 05-2008                                                                                                                                                                            12 of 38
    8th Grade English Language Arts                                                                                                                                        Work in Progress
         AR Department of Education
                                                                      Objective                                        Task Analysis                        Essential Vocabulary     Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - of plot, subplot, *apply knowledge of plot structure (rising action,
R.9.8.11                                        A. Identify the literary elements Pre-writing                                                              plot
Analyze the literary elements of plot, subplot, and climax                                   climax, falling action, resolution) to given text             subplot
and climax, and explain the way in which        B. Analyze and explain the way in which      *identify subplot(s) within a given text                      internal conflict
conflicts are resolved or unresolved            conflicts are resolved or unresolved         *define subplot                                               external conflict
                                                                                             *identify examples of conflict (man vs. man,
                                                                                             nature, self, world)
                                                                                             *specify type of conflict
                                                                                             *analyze and explain how conflict(s) are
                                                                                             resolved or unresolved.


R.9.8.12                                           A. Compare and contrast points of view, such       *define points of view                              first person POV
Compare and contrast points of view, such as       as first person, limited and omniscient third      *distinguish among points of view                   third person limited POV
first person, limited, and omniscient third        person                                             *identify specific point of view in a given text(s) omniscient POV
person, and explain the effect on the overall      B. Explain the effect of points of view on the     *compare/contrast points of view within a text
theme of a literary work                           overall theme of a literary work                   and across multiple texts
                                                                                                      *explain the effect of points of view on the
                                                                                                      overall theme of a literary work.
                                                                                                      *compose an alternate passage based on
                                                                                                      original text changing narrator's point of view to
                                                                                                      show effect of point of view on the overall theme
                                                                                                      of a literary work


R.9.8.15                                           Identify main ideas and supporting evidence in     *identify the main idea of a given work           elaboration
Identify main ideas and supporting evidence in     short stories and novels                           *cite supporting details for identified main idea
short stories and novels                                                                              *explain the main idea and supporting evidence
                                                                                                      in short passages and novels

R.9.8.21                                           Evaluate conflicts, motivations, points of view,   *identify plot and theme of text                 plot
Evaluate conflicts, motivations, points of view,   and changes that affect the plot or theme          *determine how conflicts, motivations, points of theme
and changes that affect the plot or theme                                                             view and changes affect the plot or theme        conflict
                                                                                                                                                       point of view
                                                                                                                                                       character motivation
R.9.8.22                                           Evaluate personal, social, and political issues    *identify issues presented in text
Evaluate personal, social, and political issues    as presented in text                               *analyze personal, social, and political issues as
as presented in text                                                                                  presented in text
                                                                                                      *evaluate personal, social, and political issues
                                                                                                      as presented in text
                                                                                                      *support judgments based on evidence from
                                                                                                      text
R.10.8.10                                       Read a variety of poetry, with emphasis on free *define and identify free verse poetry                     free verse
Read a variety of poetry, with emphasis on free verse                                           *read a variety of poetry including free verse
verse                                                                                           poetry

    rev. 05-2008                                                                                                                                                                              13 of 38
    8th Grade English Language Arts                                                                                                                                     Work in Progress
        AR Department of Education
                                                                     Objective                                       Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
First Nine Weeks: Reading Word Study
Essential Question: How will developing a better vocabulary improve reading?
R.11.8.4                                         Use knowledge of root words and affixes and       *identify root words, affixes (prefixes and        root word
Use knowledge of root words and affixes and      word relationships to determine meaning           suffixes) and word relationships                   affix
word relationships to determine meaning                                                            *determine meaning using root words, affixes       suffix
                                                                                                   and word relationships                             word relationship
R.11.8.5                                         Use context to determine meaning of multiple-     *demonstrate ability to use context clues
Use context to determine meaning of multiple-    meaning words                                     (restatement, embedded definition, etc.) in
meaning words                                                                                      multiple reading situations
                                                                                                   *identify words with possible multiple meanings
                                                                                                   *use context clues to determine meaning


R.11.8.8                                         A. Identify and explain similes, metaphors,       *define personification and hyperbole              similes
Identify and explain similes, metaphors,         personification, hyperboles and analogies         *identify comparisons, personification,            metaphors
personification, hyperboles and analogies to     B. Infer the literal and figurative meanings of   hyperbole and analogies in text                    personification
infer the literal and figurative meanings of     phrases                                           *use figurative language to infer the literal or   hyperbole
phrases                                                                                            figurative meanings of phrases                     analogy
R.11.8.10                                        Use context, structure, denotations and           *define connotation/denotation                     connotation
Use context, structure, denotations and          connotations to determine meaning of words        *differentiate between connotation and             denotation
connotations to determine meaning of words       and phrases                                       denotation
and phrases                                                                                        *explain meaning of words and phrases based
                                                                                                   on context, structure, connotation and
                                                                                                   denotation

First Nine Weeks: Reading Fluency
Essential Question: What are the goals for eighth grade fluency?
R.11.8.11                                        Read grade-level text with an approximate rate    *automatically decode words                        fluency
Read grade-level text with an approximate rate   of 171 words per minute                           *maintain a vocabulary commensurate with
of 171 words per minute                                                                            grade-level text
                                                 Benchmark range: 150-170 wpm                      *use context strategies
                                                                                                   *read grade-level text with an approximate rate
                                                                                                   of 171 words per minute




    rev. 05-2008                                                                                                                                                                       14 of 38
    8th Grade English Language Arts                                                                                                                                      Work in Progress
         AR Department of Education
                                                                        Objective                                        Task Analysis                      Essential Vocabulary     Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
                                          SECOND NINE WEEKS - WRITING
                        Student Learning Expectations to be Addressed the Second Nine Weeks

               Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
Second Nine Weeks: Writing - Pre-writing
Essential Question: How does an author develop a plan before beginning to write?
W.4.8.2                                             Organize ideas by using such graphic                *select graphic organizer according to the mode
Organize ideas by using such graphic                organizers (i.e., charts/graphs) and formal         of writing
organizers as charts/graphs, and formal             outlining with main topics, sub-topics, and         *utilize appropriate organizer based on task
outlining with main topics, sub-topics, and         details                                             (i.e., webbing, mapping, charts/graphs, Venn
details                                                                                                 Diagrams, and formal outlining with main topics
                                                                                                        and sub-topics and details
W.4.8.1                                             A. Select appropriate pre-writing strategies for    *define pre-writing strategies with emphasis on
Self-select and apply an appropriate pre-writing    interviewing, note-taking, and gathering data       interviewing, note-taking, and gathering data
strategy for a variety of writing purposes across   B. Utilize appropriate pre-writing strategies for   *formulate relevant questions for interviews &
the curriculum, with emphasis on interviewing,      interviewing, note-taking, and gathering data       research as a pre-writing strategy
note-taking, and gathering data                                                                         *formulate effective notes relevant to topic as a
                                                                                                        pre-writing strategy
                                                                                                        *select pre-writing strategy appropriate for task




W.4.8.3                                             Select a focus and an organizational structure      *define & identify elements of persuasive writing organizational structure
Select a focus and an organizational structure      based on purpose, audience, length, and             including structure                               expository writing
based on purpose, audience, length, and             required format for expository, narrative,          *distinguish among four modes of writing          persuasive writing
required format for expository, narrative,          descriptive, and persuasive writing                 *narrow focus for writing
descriptive, and persuasive writing                                                                     *determine appropriate mode of writing and
                                                                                                        organizational structure for writer's purpose


W.4.8.4                                        A. Use available technology to access                    *gather information using various technological
Use available technology to access information information                                              media (card catalog, internet)
and to document interviews                     B. Use available technology to document                  *utilize word processing software to document
                                               interviews                                               interviews




    rev. 05-2008                                                                                                                                                                              15 of 38
    8th Grade English Language Arts                                                                                                                                  Work in Progress
         AR Department of Education
                                                                      Objective                                       Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
Second Nine Weeks: Writing - Drafting
Essential Question: How does drafting help the author get his thoughts on paper?
W.4.8.5                                        Use pre-writing to draft persuasive and              *draft by
Create a draft with emphasis on persuasive and expository paragraphs with emphasis on the           -developing a central idea
expository organization                        following:                                           -selecting appropriate information to support,
                                               -central idea (a narrow focus)                       elaborate, and explain central idea
                                               -explanation (topics, sub-topics)                    -using transitions to show unity for purpose and
                                               -elaboration (details, description)                  audience
                                               -unity (on topic)
                                               -purpose and audience
W.5.8.3                                           Create narrative writings                         *identify characteristics of narrative writing     expository
Create expository, narrative, descriptive, and                                                      *compose narrative writing pieces                  persuasive
persuasive writings
W.5.8.5                                          Write research reports that include a thesis and *choose a topic and identify a focus                 thesis statement
Write research reports that include a thesis and use a variety of sources                         *use a variety of sources                            paraphrase
use a variety of sources                                                                          *take notes, summarize, and paraphrase               plagiarism
                                                                                                  information from sources
                                                                                                  *differentiate between paraphrasing and
                                                                                                  plagiarism
                                                                                                  *employ graphic organizer
                                                                                                  *write a thesis
                                                                                                  *create a report that supports the thesis and
                                                                                                  incorporates research material
                                                                                                  *list sources for research material

W.4.8.6                                           Draft an effective lead paragraph by using        *identify an effective thesis statement in various thesis statement
Create an effective lead paragraph by using       quotes, description, or questions with the last   text                                               lead
quotes, description, or questions with the last   sentence as a thesis statement                    *identify effective lead paragraphs
sentence as a thesis statement                                                                      *write a variety of lead paragraphs that includes
                                                                                                    quotes, description, and questions
                                                                                                    *construct an effective lead paragraph


Second Nine Weeks: Writing - Revising
Essential Question: How can writing be improved through revising?
W.7.8.3                                           Use repetition for effect                         *identify examples of repetition for effect in
Use repetition for effect                                                                           personal and literature-based writing
                                                                                                    *use repetition for effect in writing




    rev. 05-2008                                                                                                                                                                        16 of 38
    8th Grade English Language Arts                                                                                                                                     Work in Progress
         AR Department of Education
                                                                     Objective                                       Task Analysis                       Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)
W.4.8.7
Ongoing Student                            Revise content for
                               Learning Expectations: Writing - Pre-writing*identify central idea of writing
Revise content for                                -central Idea                                     *analyze and use effective elaborative
-central Idea                                     -organization                                     techniques
-organization                                     -unity                                            *recognize breakdowns in organizational
-unity                                            -elaboration                                      structure
-elaboration                                      -clarity                                          *apply various revision strategies to improve
-clarity                                                                                            content in self-selected and assigned writing


W.4.8.8                                           Revise style for                                  *identify problems in writer's sentence variety,
Revise style for                                  -sentence variety                                 tone, voice, word choice and details
-sentence variety                                 -tone (i.e., sense of audience, etc.)             *apply various revision strategies to improve
-tone (i.e., sense of audience, etc.)             -voice (i.e., specificity, vividness, rhythm of   stylistic elements in self-selected and assigned
-voice (i.e., specificity, vividness, rhythm of   piece, writer’s attitude and presence, etc.)      writing
piece, writer’s attitude and presence, etc.)      -selected vocabulary
-selected vocabulary                              -selected information
-selected information
W.4.8.9                                           Revise writing using various tools/methods,       *identify various revision strategies
Revise writing using various tools/methods,       such as peer and/or teacher collaboration, a      *utilize revision tools/methods to improve self-
such as peer and/or teacher collaboration, a      revision checklist rubric, and/or reference       selected and assigned writing
revision checklist rubric, and/or reference       materials (i.e., dictionary, thesaurus, etc.)
materials (i.e., dictionary, thesaurus, etc.)


W.6.8.2                                     Write more effective sentences by embedding             *identify clauses and phrases, including verbal     verbal phrase
Write more effective sentences by using all clauses and prepositional, appositive, and              phrases                                             gerund
compound elements and by embedding clauses verbal phrases                                           *use clauses and phrases effectively in a written   participle
and prepositional, appositive, and verbal                                                           work for effective style                            infinitive
phrases
W.6.8.3                                           Use clauses and phrases, including verbal, to     *define prepositional phrase, appositive,
Use clauses and phrases, including verbal, to     invert sentence order for emphasis and variety    adjective, adverbial, and verbal clauses within
invert sentence order for emphasis and variety                                                      authentic writing
                                                                                                    *identify prepositional phrase, appositive,
                                                                                                    adjective, adverbial, and verbal clauses within
                                                                                                    authentic writing
                                                                                                    *create a sentence using phrases and clauses
                                                                                                    in standard word order
                                                                                                    *create a sentence using phrases and clauses
                                                                                                    in non-standard order for emphasis and variety




    rev. 05-2008                                                                                                                                                                         17 of 38
    8th Grade English Language Arts                                                                                                                                     Work in Progress
         AR Department of Education
                                                                       Objective                                         Task Analysis                       Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)
W.7.8.9
Ongoing Student                          Use anecdotes and quotes
                             Learning Expectations: Writing - Pre-writing*define anecdote                                                                   anecdote
Use anecdotes and quotes                                                                                *identify appropriate uses of anecdotes and
                                                                                                        quotes in multiple modes of writing
                                                                                                        *employ anecdotes and quotes effectively within
                                                                                                        a written work
W.6.8.5                                             Evaluate personal, peer, or literature-based        *evaluate personal, peer, or literature-based
Evaluate personal, peer, or literature-based        sentence formation for effective use of the parts   sentence formation for effective use of the parts
sentence formation for effective use of the parts   of speech                                           of speech
of speech                                           -Precise nouns                                      -precise nouns
-Precise nouns                                      -Pronouns to avoid repetition                       -pronouns to avoid repetition
-Pronouns to avoid repetition                       -Verbs                                              -verbs
-Verbs                                              •transitive active                                  •transitive active
•transitive active                                  •transitive passive                                 •transitive passive
•transitive passive                                 •intransitive linking                               •intransitive linking
•intransitive linking                               •intransitive complete                              •intransitive complete
•intransitive complete                              -Adjectives to modify nouns and pronouns            -adjectives to modify nouns and pronouns
-Adjectives to modify nouns and pronouns            -Adverbs to modify verbs, adjectives, and other     -adverbs to modify verbs, adjectives, and other
-Adverbs to modify verbs, adjectives, and other     adverbs                                             adverbs
adverbs                                             -Conjunctions                                       -conjunctions
-Conjunctions                                       •coordinate                                         •coordinate
•coordinate                                         •correlative                                        •correlative
•correlative                                        •subordinate                                        •subordinate
•subordinate                                        •interjections for excitement                       •interjections for excitement
•interjections for excitement                       •prepositions to indicate relationships             •prepositions to indicate relationships
•prepositions to indicate relationships




    rev. 05-2008                                                                                                                                                                             18 of 38
   8th Grade English Language Arts                                                                                                                                  Work in Progress
        AR Department of Education
                                                                   Objective                                      Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
Second Nine Weeks: Writing - Editing
Essential Question: How can writing be improved through editing?
W.4.8.10                                         Edit individually or in groups for appropriate   *re-read the draft                               embedding
Edit individually or in groups for appropriate   grade-level conventions, within the following    *change or edit to assure that the writing
grade-level conventions, within the following    features:                                        -contains complete sentences
features:                                        -Sentence formation                              -contains no run on sentences
-Sentence formation                              •completeness                                    -contains sentences that have been expanded
•completeness                                    •absence of fused sentences                      using standard coordination and modifiers
•absence of fused sentences                      •expansion through standard coordination and     -contains sentences that employ elaboration
•expansion through standard coordination and     modifiers                                        through standard subordination and modifiers
modifiers                                        •embedding through standard subordination        -contains sentences that make sense
•embedding through standard subordination and    and modifiers                                    -contains standard inflections, subject-verb
modifiers                                        •standard word order                             agreement, word meaning and conventions
•standard word order                             -Usage                                           -contains correct capitalization, punctuation,
-Usage                                           •standard inflections                            format, and spelling
•standard inflections                            •agreement
•agreement                                       •word meaning
•word meaning                                    •conventions
•conventions                                     -Mechanics
-Mechanics                                       •capitalization
•capitalization                                  •punctuation
•punctuation                                     •formatting
•formatting                                      •spelling
•spelling


W.6.8.6                                          Apply conventions of grammar with emphasis       *define conventions of grammar                   verbal phrases
Apply conventions of grammar with emphasis       on the following:                                *identify conventions of grammar in student
on the following:                                -Subject-verb agreement                          created examples
-Subject-verb agreement                          -Parts of speech                                 *construct sentences that demonstrate
-Parts of speech                                 -Pronoun and antecedent agreement                knowledge of grade-level conventions of
-Pronoun and antecedent agreement                -Parts of a sentence and sentence patterns       grammar
-Parts of a sentence and sentence patterns       •S-V                                             *demonstrate effective use of grammatical
•S-V                                             •S-V-DO                                          conventions in writing
•S-V-DO                                          •S-V-IO-DO
•S-V-IO-DO                                       •S-LV-PN
•S-LV-PN                                         •S-LV-PA
•S-LV-PA                                         -Conjugation in regular, progressive, and
-Conjugation in regular, progressive, and        emphatic verb forms
emphatic verb forms                              -Verbals
-Verbals




   rev. 05-2008                                                                                                                                                                     19 of 38
    8th Grade English Language Arts                                                                                                                                   Work in Progress
         AR Department of Education
                                                                        Objective                                       Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing -emphasis on
W.6.8.10                                  Edit own and peer papers with Pre-writing*identify punctuation problems
Edit own and peer papers with emphasis on -All end marks                           *correct personal and peer writing based on
-All end marks                            -Commas                                  conventional punctuation rules with emphasis
-Commas                                   -Dash                                    on
-Dash                                     -Hyphen                                  -all end marks
-Hyphen                                   -Quotation marks                         -commas
-Quotation marks                          •double                                  -dash
•double                                   •single                                  -hyphen
•single                                   -Parentheses                             -quotation marks
-Parentheses                              -Semicolons                              •double
-Semicolons                               -Colons                                  •single
-Colons                                                                            -parentheses
                                                                                   -semicolons
                                                                                   -colons


Second Nine Weeks: Writing - Publishing
Essential Question: When is a piece of writing ready to share with an audience?
W.4.8.12                                            Maintain a writing portfolio that exhibits growth   *create writing of different genres
Maintain a writing portfolio that exhibits growth   in meeting goals and expectations                   *select pieces to include in the portfolio based
in meeting goals and expectations                                                                       upon pre-set goals and criteria that demonstrate
                                                                                                        growth




    rev. 05-2008                                                                                                                                                                           20 of 38
    8th Grade English Language Arts                                                                                                                                Work in Progress
        AR Department of Education
                                                                   Objective                                       Task Analysis                    Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
                                          SECOND NINE WEEKS - READING
                        Student Learning Expectations to be Addressed the Second Nine Weeks
Second Nine Weeks: Reading Comprehension
Essential Question: What strategies do good readers use to understand text?
R.9.8.2                                         Evaluate the interrelations of text and world   *apply connection strategies to a variety of texts text connections
Evaluate the interrelations of text and world   issues/events by applying connection strategies to evaluate the interrelations of text and world
issues/events by applying connection strategies                                                 issues/events
                                                                                                *justify conclusions based on connections of
                                                                                                text to world issues/events
R.9.8.4                                         Defend questions formulated and purposes          *identify the purposes for reading (enjoyment,
Defend questions formulated and purposes        established for reading                           information, persuading)
established for reading                                                                           *create questions to establish purposes for
                                                                                                  reading
                                                                                                  *adapt/revise questions when meaning needs to
                                                                                                  be clarified or extended
                                                                                                  *prioritize questions to determine importance
                                                                                                  and purpose
                                                                                                  *defend questions formulated and purposes
                                                                                                  established for reading

R.9.8.13                                        Distinguish among stated fact, reasoned           *identify examples of facts, reasoned            fact
Distinguish among stated fact, reasoned         judgment, and opinion in text                     judgments, and opinions                          reasoned judgment
judgment, and opinion in text                                                                     *differentiate between reasoned judgment and     opinion
                                                                                                  opinion
                                                                                                  *distinguish among facts, reasoned judgments,
                                                                                                  and opinions within a given text
R.9.8.14                                        Classify and organize information from more       *gather information from multiple texts
Classify and organize information from more     than one text, based on purpose and/or level of   *determine purpose/level of importance for
than one text, based on purpose and/or level of importance                                        information gathered
importance                                                                                        *classify and organize information based on
                                                                                                  purpose/level of importance
R.9.8.16                                        Use the text features to locate and recall        *identify text organizers (headings and          text features
Use the text features to locate and recall      information, with emphasis on text organizers     subheadings)
information, with emphasis on text organizers                                                     *use the text features to locate and recall
                                                                                                  information




    rev. 05-2008                                                                                                                                                                    21 of 38
    8th Grade English Language Arts                                                                                                                                      Work in Progress
         AR Department of Education
                                                                      Objective                                       Task Analysis                         Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)
R.9.8.17
Ongoing Student Learning                        Determine text structure(s) to - Pre-writing
                                             Expectations: Writing enhance                  *define and identify text structures for fiction
Determine text structure(s) to enhance            understanding                                     (flashback, story within a story, narrative journal,
understanding                                                                                       etc.) to enhance understanding
                                                                                                    *define and identify text structures for nonfiction
                                                                                                    texts (compare/contrast, cause/effect,
                                                                                                    sequence, problem/solution, etc.) to enhance
                                                                                                    understanding


R.9.8.18                                         Create a product to organize information,          *categorize information
Organize information, including simple outlining including simple outlining                         *create a product to organize information
                                                                                                    including simple outlining
R.9.8.19                                        Use skimming, scanning, note-taking, outlining, *use skimming, scanning, note-taking, outlining,
Use skimming, scanning, note-taking, outlining, and questioning as study strategies             and questioning as study strategies
and questioning as study strategies

R.9.8.20                                          Synthesize information from multiple texts and    *gather information from multiple texts
Synthesize information from multiple texts and    provide evidence to support                       *synthesize information from multiple texts and
provide evidence to support                                                                         provide evidence to support
R.9.8.22                                          Evaluate personal, social, and political issues   *identify issues presented in text
Evaluate personal, social, and political issues   as presented in text                              *analyze personal, social, and political issues as
as presented in text                                                                                presented in text
                                                                                                    *evaluate personal, social, and political issues
                                                                                                    as presented in text
                                                                                                    *support judgments based on evidence from
                                                                                                    text
                                                                                                    *analyze personal, social, and political issues as
                                                                                                    presented in text

R.10.8.4                                          Examine the author’s credibility, use of text     *define credibility                               credibility
Examine the author's credibility, use text        structure, word choice, and viewpoint to          *identify uses of text structure, word choice and viewpoint
structure, word choice, and viewpoint to          determine message                                 viewpoint within a given work
evaluate message                                                                                    *analyze the author’s credibility, use of text
                                                                                                    structure, word choice, and viewpoint to
                                                                                                    determine message

Second Nine Weeks: Reading Word Study
Essential Question: How will developing a better vocabulary improve reading?
R.11.8.4                                          Use knowledge of root words and affixes and       *identify root words, affixes (prefixes and            root word
Use knowledge of root words and affixes and       word relationships to determine meaning           suffixes) and word relationships                       affix
word relationships to determine meaning                                                             *determine meaning using root words, affixes           suffix
                                                                                                    and word relationships                                 word relationship



    rev. 05-2008                                                                                                                                                                            22 of 38
    8th Grade English Language Arts                                                                                                                               Work in Progress
        AR Department of Education
                                                                   Objective                                      Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing*demonstrate ability to use context clues
R.11.8.5                                      Use context to determine meaning of multiple-
Use context to determine meaning of multiple- meaning words                                 (restatement, embedded definition, etc.) in
meaning words                                                                               multiple reading situations
                                                                                            *identify words with possible multiple meanings
                                                                                            *use context clues to determine meaning


R.11.8.9                                         A. Identify words from other cultures           *identify words from other cultures                etymology
Identify how words from other cultures have      B. Explain how they have been incorporated into *explain how they have been incorporated into
been incorporated into English vocabulary        English vocabulary usage                        English vocabulary usage
usage
R.11.8.10                                        Use context, structure, denotations and          *define connotation/denotation                    connotation
Use context, structure, denotations and          connotations to determine meaning of words       *differentiate between connotation and            denotation
connotations to determine meaning of words       and phrases                                      denotation
and phrases                                                                                       *explain meaning of words and phrases based
                                                                                                  on context, structure, connotation and
                                                                                                  denotation

Second Nine Weeks: Reading Fluency
Essential Question: What are the goals for eighth grade fluency?
R.11.8.11                                        Read grade-level text with an approximate rate   *automatically decode words                       fluency
Read grade-level text with an approximate rate   of 171 words per minute                          *maintain a vocabulary commensurate with
of 171 words per minute                                                                           grade-level text
                                                 Benchmark range: 160-180 wpm                     *use context strategies
                                                                                                  *read grade-level text with an approximate rate
                                                                                                  of 171 words per minute




    rev. 05-2008                                                                                                                                                                     23 of 38
    8th Grade English Language Arts                                                                                                                                      Work in Progress
         AR Department of Education
                                                                        Objective                                        Task Analysis                      Essential Vocabulary     Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
                                            THIRD NINE WEEKS - WRITING
                         Student Learning Expectations to be Addressed the Third Nine Weeks

               Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
Third Nine Weeks: Writing - Pre-writing
Essential Question: How does an author develop a plan before beginning to write?
W.4.8.1                                             A. Select appropriate pre-writing strategies for    *define pre-writing strategies with emphasis on
Self-select and apply an appropriate pre-writing    interviewing, note-taking, and gathering data       interviewing, note-taking, and gathering data
strategy for a variety of writing purposes across   B. Utilize appropriate pre-writing strategies for   *formulate relevant questions for interviews and
the curriculum, with emphasis on interviewing,      interviewing, note-taking, and gathering data       research as a pre-writing strategy
note-taking, and gathering data                                                                         *formulate effective notes relevant to topic as a
                                                                                                        pre-writing strategy
                                                                                                        *select pre-writing strategy appropriate for task




W.4.8.2                                             Organize ideas by using such graphic                *select graphic organizer according to the mode
Organize ideas by using such graphic                organizers (i.e., charts/graphs) and formal         of writing
organizers as charts/graphs, and formal             outlining with main topics, sub-topics, and         *utilize appropriate organizer based on task
outlining with main topics, sub-topics, and         details                                             (i.e., webbing, mapping, charts/graphs, Venn
details                                                                                                 Diagrams) and formal outlining with main topics
                                                                                                        and sub-topics and details
W.4.8.3                                             Select a focus and an organizational structure      *define & identify elements of persuasive writing organizational structure
Select a focus and an organizational structure      based on purpose, audience, length, and             including structure                               expository writing
based on purpose, audience, length, and             required format for expository, narrative,          *distinguish among four modes of writing          persuasive writing
required format for expository, narrative,          descriptive, and persuasive writing                 *narrow focus for writing
descriptive, and persuasive writing                                                                     *determine appropriate mode of writing and
                                                                                                        organizational structure for writer's purpose




    rev. 05-2008                                                                                                                                                                              24 of 38
    8th Grade English Language Arts                                                                                                                                 Work in Progress
         AR Department of Education
                                                                       Objective                                      Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)
W.5.8.3                                        A. Create expository writings
Ongoing Student Learning Expectations: Writing -                                   Pre-writing*identify characteristics of expository writings         expository
Create expository, narrative, descriptive, and B. Create narrative writings                         *compose expository writing pieces                 persuasive
persuasive writings                            C. Create descriptive writings                       *identify characteristics of narrative writing
                                               D. Create persuasive writings                        *compose narrative writing pieces
                                                                                                    *identify characteristics of descriptive writing
                                                                                                    *compose descriptive writing pieces
                                                                                                    *identify characteristics of persuasive writing
                                                                                                    *compose persuasive writing pieces




Third Nine Weeks: Writing - Drafting
Essential Question: How does drafting help the author get his thoughts on paper?
W.5.8.8                                           Write responses to literature that demonstrate *apply comprehension strategies in order to
Write responses to literature that demonstrate    understanding or interpretation                gain meaning (i.e., connecting, questioning,
understanding or interpretation                                                                  inferring, etc.)
                                                                                                 *demonstrate ability to write a response to
                                                                                                 reading (reading journals, reading logs)
                                                                                                 *demonstrate interpretation and understanding
                                                                                                 of literature through the writing


Third Nine Weeks: Writing - Revising
Essential Question: How can writing be improved through revising?
W.4.8.7                                           Revise content for                                *identify central idea of writing
Revise content for                                -central Idea                                     *analyze and use effective elaborative
-central Idea                                     -organization                                     techniques
-organization                                     -unity                                            *recognize breakdowns in organizational
-unity                                            -elaboration                                      structure
-elaboration                                      -clarity                                          *apply various revision strategies to improve
-clarity                                                                                            content in self-selected and assigned writing


W.4.8.8                                           Revise style for                                  *identify problems in writer's sentence variety,
Revise style for                                  -sentence variety                                 tone, voice, word choice and details
-sentence variety                                 -tone (i.e., sense of audience, etc.)             *apply various revision strategies to improve
-tone (i.e., sense of audience, etc.)             -voice (i.e., specificity, vividness, rhythm of   stylistic elements in self-selected and assigned
-voice (i.e., specificity, vividness, rhythm of   piece, writer’s attitude and presence, etc.)      writing
piece, writer’s attitude and presence, etc.)      -selected vocabulary
-selected vocabulary                              -selected information
-selected information


    rev. 05-2008                                                                                                                                                                        25 of 38
    8th Grade English Language Arts                                                                                                                                    Work in Progress
         AR Department of Education
                                                                       Objective                                         Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writingtools/methods,
W.4.8.9                                       Revise writing using various - Pre-writing    *identify various revision strategies
Revise writing using various tools/methods,   such as peer and/or teacher collaboration, a *utilize revision tools/methods to improve self-
such as peer and/or teacher collaboration, a  revision checklist rubric, and/or reference   selected and assigned writing
revision checklist rubric, and/or reference   materials (i.e., dictionary, thesaurus, etc.)
materials (i.e., dictionary, thesaurus, etc.)


W.6.8.1                                             A. Vary sentence structure by using simple,         *identify compound-complex sentences
Vary sentence structure by using simple,            compound, complex, and compound-complex             *differentiate among simple, compound,
compound, complex, and compound-complex             sentences                                           complex, and compound-complex sentences of
sentences and different kinds of sentences          B. Vary sentence structure using different kinds    different lengths
-declarative                                        of sentences (declarative, interrogative,           *utilize different types and structures of
-interrogative                                      imperative, exclamatory)                            sentences within a written piece
-imperative
-exclamatory


W.6.8.4                                             Correct fragments, run-ons, comma splices,          *identify incorrect sentence formation
Correct fragments, run-ons, comma splices,          and fused sentences                                 *differentiate between types of errors in
and fused sentences                                                                                     sentence construction
                                                                                                        *correct errors in sentence construction within a
                                                                                                        written work for more effective writing style


W.6.8.5                                             Evaluate personal, peer, or literature-based        *evaluate personal, peer, or literature-based
Evaluate personal, peer, or literature-based        sentence formation for effective use of the parts   sentence formation for effective use of the parts
sentence formation for effective use of the parts   of speech                                           of speech
of speech                                           -Precise nouns                                      -precise nouns
-Precise nouns                                      -Pronouns to avoid repetition                       -pronouns to avoid repetition
-Pronouns to avoid repetition                       -Verbs                                              -verbs
-Verbs                                              •transitive active                                  •transitive active
•transitive active                                  •transitive passive                                 •transitive passive
•transitive passive                                 •intransitive linking                               •intransitive linking
•intransitive linking                               •intransitive complete                              •intransitive complete
•intransitive complete                              -Adjectives to modify nouns and pronouns            -adjectives to modify nouns and pronouns
-Adjectives to modify nouns and pronouns            -Adverbs to modify verbs, adjectives, and other     -adverbs to modify verbs, adjectives, and other
-Adverbs to modify verbs, adjectives, and other     adverbs                                             adverbs
adverbs                                             -Conjunctions                                       -conjunctions
-Conjunctions                                       •coordinate                                         •coordinate
•coordinate                                         •correlative                                        •correlative
•correlative                                        •subordinate                                        •subordinate
•subordinate                                        •interjections for excitement                       •interjections for excitement
•interjections for excitement                       •prepositions to indicate relationships             •prepositions to indicate relationships
•prepositions to indicate relationships




    rev. 05-2008                                                                                                                                                                            26 of 38
   8th Grade English Language Arts                                                                                                                             Work in Progress
        AR Department of Education
                                                                 Objective                                    Task Analysis                    Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations:orWritingfor appropriate
W.4.8.10                                       Edit individually in groups - Pre-writing     *re-read the draft                               embedding
Edit individually or in groups for appropriate grade-level conventions, within the following *change or edit to assure that the writing
grade-level conventions, within the following  features:                                     -contains complete sentences
features:                                      -Sentence formation                           -contains no run on sentences
-Sentence formation                            •completeness                                 -contains sentences that have been expanded
•completeness                                  •absence of fused sentences                   using standard coordination and modifiers
•absence of fused sentences                    •expansion through standard coordination      -contains sentences that employ elaboration
•expansion through standard coordination and and modifiers                                   through standard subordination and modifiers
modifiers                                      •embedding through standard subordination -contains sentences that make sense
•embedding through standard subordination and and modifiers                                  -contains standard inflections, subject-verb
modifiers                                      •standard word order                          agreement, word meaning and conventions
•standard word order                           -Usage                                        -contains correct capitalization, punctuation,
-Usage                                         •standard inflections                         format, and spelling
•standard inflections                          •agreement
•agreement                                     •word meaning
•word meaning                                  •conventions
•conventions                                   -Mechanics
-Mechanics                                     •capitalization
•capitalization                                •punctuation
•punctuation
                                               •formatting
•formatting
                                               •spelling
•spelling


Third Nine Weeks: Writing - Editing
Essential Question: How can writing be improved through editing?
W.6.8.6                                        Apply conventions of grammar with emphasis     *define conventions of grammar                  verbal phrases
Apply conventions of grammar with emphasis     on the following:                              *identify conventions of grammar in student
on the following:                              -Subject-verb agreement                        created examples
-Subject-verb agreement                        -Parts of speech                               *construct sentences that demonstrate
-Parts of speech                               -Pronoun and antecedent agreement              knowledge of grade-level conventions of
-Pronoun and antecedent agreement              -Parts of a sentence and sentence patterns     grammar
-Parts of a sentence and sentence patterns     •S-V                                           *demonstrate effective use of grammatical
•S-V                                           •S-V-DO                                        conventions in writing
•S-V-DO                                        •S-V-IO-DO
•S-V-IO-DO                                     •S-LV-PN
•S-LV-PN                                       •S-LV-PA
•S-LV-PA                                       -Conjugation in regular, progressive, and
-Conjugation in regular, progressive, and      emphatic verb forms
emphatic verb forms                            -Verbals
-Verbals




   rev. 05-2008                                                                                                                                                                27 of 38
    8th Grade English Language Arts                                                                                                                                   Work in Progress
         AR Department of Education
                                                                        Objective                                       Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing -emphasis on
W.6.8.10                                  Edit own and peer papers with Pre-writing*identify punctuation problems
Edit own and peer papers with emphasis on -All end marks                           *correct personal and peer writing based on
-All end marks                            -Commas                                  conventional punctuation rules with emphasis
-Commas                                   -Dash                                    on
-Dash                                     -Hyphen                                  -all end marks
-Hyphen                                   -Quotation marks                         -commas
-Quotation marks                          •double                                  -dash
•double                                   •single                                  -hyphen
•single                                   -Parentheses                             -quotation marks
-Parentheses                              -Semicolons                              •double
-Semicolons                               -Colons                                  •single
-Colons                                                                            -parentheses
                                                                                   -semicolons
                                                                                   -colons


Third Nine Weeks: Writing - Publishing
Essential Question: When is a piece of writing ready to share with an audience?
W.4.8.12                                            Maintain a writing portfolio that exhibits growth   *create writing of different genres
Maintain a writing portfolio that exhibits growth   in meeting goals and expectations                   *select pieces to include in the portfolio based
in meeting goals and expectations                                                                       upon pre-set goals and criteria that demonstrate
                                                                                                        growth




    rev. 05-2008                                                                                                                                                                           28 of 38
    8th Grade English Language Arts                                                                                                                                        Work in Progress
         AR Department of Education
                                                                     Objective                                        Task Analysis                         Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
                                            THIRD NINE WEEKS - READING
                         Student Learning Expectations to be Addressed the Third Nine Weeks
Third Nine Weeks: Reading Comprehension
Essential Question: What strategies do good readers use to understand text?
R.9.8.14                                        Classify and organize information from more         *gather information from multiple texts
Classify and organize information from more     than one text, based on purpose and/or level of     *determine purpose/level of importance for
than one text, based on purpose and/or level of importance                                          information gathered
importance                                                                                          *classify and organize information based on
                                                                                                    purpose/level of importance
R.9.8.16                                          Use the text features to locate and recall        *identify text organizers (headings and                text features
Use the text features to locate and recall        information, with emphasis on text organizers     subheadings)
information, with emphasis on text organizers                                                       *use the text features to locate and recall
                                                                                                    information
R.9.8.17                                          Determine text structure(s) to enhance            *define and identify text structures for fiction
Determine text structure(s) to enhance            understanding                                     (flashback, story within a story, narrative journal,
understanding                                                                                       etc.) to enhance understanding
                                                                                                    *define and identify text structures for nonfiction
                                                                                                    texts (compare/contrast, cause/effect,
                                                                                                    sequence, problem/solution, etc.) to enhance
                                                                                                    understanding


R.9.8.19                                        Use skimming, scanning, note-taking, outlining, *use skimming, scanning, note-taking, outlining,
Use skimming, scanning, note-taking, outlining, and questioning as study strategies             and questioning as study strategies
and questioning as study strategies

R.9.8.20                                          Synthesize information from multiple texts and    *gather information from multiple texts
Synthesize information from multiple texts and    provide evidence to support                       *synthesize information from multiple texts and
provide evidence to support                                                                         provide evidence to support
R.9.8.22                                          Evaluate personal, social, and political issues   *identify issues presented in text
Evaluate personal, social, and political issues   as presented in text                              *analyze personal, social, and political issues as
as presented in text                                                                                presented in text
                                                                                                    *evaluate personal, social, and political issues
                                                                                                    as presented in text
                                                                                                    *support judgments based on evidence from
                                                                                                    text
                                                                                                    *analyze personal, social, and political issues as
                                                                                                    presented in text




    rev. 05-2008                                                                                                                                                                            29 of 38
    8th Grade English Language Arts                                                                                                                                   Work in Progress
        AR Department of Education
                                                                    Objective                                      Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: practical texts, including
R.10.8.12                                    Read and utilize Writing - Pre-writing       *identify examples of practical text                      job application
Read and utilize functional/practical texts, manuals, memos, job applications, and career *recognize features of practical text
including manuals, memos, job applications,  guides                                       *locate specific information within a given
and career guides                                                                         functional/practical text
                                                                                          *use text features to locate information in a
                                                                                          selected functional/practical text
                                                                                          *read and utilize practical texts, including
                                                                                          manuals, memos, job applications, and career
                                                                                          guides

R.10.8.13                                        Analyze newspaper articles and editorials for    *differentiate between bias and propaganda        editorial
Analyze newspaper articles and editorials for    bias and propaganda                              *identify examples of bias and propaganda in      bias
bias and propaganda                                                                               given text(s)                                     propaganda
                                                                                                  *analyze newspaper articles and editorials for
                                                                                                  bias and propaganda


Third Nine Weeks: Reading Word Study
Essential Question: How will developing a better vocabulary improve reading?
R.11.8.5                                         Use context to determine meaning of multiple-    *demonstrate ability to use context clues
Use context to determine meaning of multiple-    meaning words                                    (restatement, embedded definition, etc.) in
meaning words                                                                                     multiple reading situations
                                                                                                  *identify words with possible multiple meanings
                                                                                                  *use context clues to determine meaning


R.11.8.6                                         Use resources to determine meaning of            *locate and utilize multiple resources to
Use resources to determine meaning of            technical and specialized vocabulary             determine meaning of technical and specialized
technical and specialized vocabulary                                                              vocabulary
                                                                                                  *recognize new specialized vocabulary to
                                                                                                  determine meaning
                                                                                                  *apply learned word meanings to multiple
                                                                                                  reading and writing situations

Third Nine Weeks: Reading Fluency
Essential Question: What are the goals for eighth grade fluency?
R.11.8.11                                        Read grade-level text with an approximate rate   *automatically decode words                       fluency
Read grade-level text with an approximate rate   of 171 words per minute                          *maintain a vocabulary commensurate with
of 171 words per minute                                                                           grade-level text
                                                 Benchmark range: 140-165 wpm                     *use context strategies
                                                                                                  *read grade-level text with an approximate rate
                                                                                                  of 171 words per minute



    rev. 05-2008                                                                                                                                                                     30 of 38
    8th Grade English Language Arts                                                                                                                                  Work in Progress
         AR Department of Education
                                                                    Objective                                       Task Analysis                      Essential Vocabulary      Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
                                           FOURTH NINE WEEKS - WRITING
                        Student Learning Expectations to be Addressed the Fourth Nine Weeks

               Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
Fourth Nine Weeks: Writing - Pre-writing
Essential Question: How does an author develop a plan before beginning to write?
W.4.8.3                                           Select a focus and an organizational structure   *define and identify elements of persuasive        organizational structure
Select a focus and an organizational structure   based on purpose, audience, length, and           writing including structure                        expository writing
based on purpose, audience, length, and          required format for expository and persuasive     *distinguish among four modes of writing           persuasive writing
required format for expository, narrative,       writing                                           *narrow focus for writing
descriptive, and persuasive writing                                                                *determine appropriate mode of writing and
                                                                                                   organizational structure for writer's purpose


Fourth Nine Weeks: Writing - Drafting
Essential Question: How does drafting help the author get his thoughts on paper?
W.5.8.3                                          A. Create expository writings                     *identify characteristics of expository writings   expository
Create expository, narrative, descriptive, and   B. Create narrative writings                      *compose expository writing pieces                 persuasive
persuasive writings                              C. Create descriptive writings                    *identify characteristics of narrative writing
                                                 D. Create persuasive writings                     *compose narrative writing pieces
                                                                                                   *identify characteristics of descriptive writing
                                                                                                   *compose descriptive writing pieces
                                                                                                   *identify characteristics of persuasive writing
                                                                                                   *compose persuasive writing pieces




W.5.8.4                                          Write poems using a variety of                    *identify free verse poetry and its characteristics free verse
Write poems using a variety of                   techniques/devices, with emphasis on free         *create poems using a variety of poetic devices,
techniques/devices, with emphasis on free        verse                                             with an emphasis on free verse
verse




    rev. 05-2008                                                                                                                                                                          31 of 38
    8th Grade English Language Arts                                                                                                                               Work in Progress
         AR Department of Education
                                                                       Objective                                     Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
Fourth Nine Weeks: Writing - Revising
Essential Question: How can writing be improved through revising?
W.4.8.7                                           Revise content for                                *identify central idea of writing
Revise content for                                -central Idea                                     *analyze and use effective elaborative
-central Idea                                     -organization                                     techniques
-organization                                     -unity                                            *recognize breakdowns in organizational
-unity                                            -elaboration                                      structure
-elaboration                                      -clarity                                          *apply various revision strategies to improve
-clarity                                                                                            content in self-selected and assigned writing


W.4.8.8                                           Revise style for                                  *identify problems in writer's sentence variety,
Revise style for                                  -sentence variety                                 tone, voice, word choice and details
-sentence variety                                 -tone (i.e., sense of audience, etc.)             *apply various revision strategies to improve
-tone (i.e., sense of audience, etc.)             -voice (i.e., specificity, vividness, rhythm of   stylistic elements in self-selected and assigned
-voice (i.e., specificity, vividness, rhythm of   piece, writer’s attitude and presence, etc.)      writing
piece, writer’s attitude and presence, etc.)      -selected vocabulary
-selected vocabulary                              -selected information
-selected information
W.4.8.9                                           Revise writing using various tools/methods,       *identify various revision strategies
Revise writing using various tools/methods,       such as peer and/or teacher collaboration, a      *utilize revision tools/methods to improve self-
such as peer and/or teacher collaboration, a      revision checklist rubric, and/or reference       selected and assigned writing
revision checklist rubric, and/or reference       materials (i.e., dictionary, thesaurus, etc.)
materials (i.e., dictionary, thesaurus, etc.)


W.6.8.3                                           Use clauses and phrases, including verbal, to  *define prepositional phrase, appositive,
Use clauses and phrases, including verbal, to     invert sentence order for emphasis and variety adjective, adverbial, and verbal clauses within
invert sentence order for emphasis and variety                                                   authentic writing
                                                                                                 *identify prepositional phrase, appositive,
                                                                                                 adjective, adverbial, and verbal clauses within
                                                                                                 authentic writing
                                                                                                 *create a sentence using phrases and clauses
                                                                                                 in standard word order
                                                                                                 *create a sentence using phrases and clauses
                                                                                                 in non-standard order for emphasis and variety




    rev. 05-2008                                                                                                                                                                       32 of 38
    8th Grade English Language Arts                                                                                                                                Work in Progress
         AR Department of Education
                                                                      Objective                                       Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing*evaluate personal, peer, or literature-based
W.6.8.5                                           Evaluate personal, peer, or literature-based
Evaluate personal, peer, or literature-based      sentence formation for effective use of the parts sentence formation for effective use of the parts
sentence formation for effective use of the parts of speech                                         of speech
of speech                                         -Precise nouns                                    -precise nouns
-Precise nouns                                    -Pronouns to avoid repetition                     -pronouns to avoid repetition
-Pronouns to avoid repetition                     -Verbs                                            -verbs
-Verbs                                            •transitive active                                •transitive active
•transitive active                                •transitive passive                               •transitive passive
•transitive passive                               •intransitive linking                             •intransitive linking
•intransitive linking                             •intransitive complete                            •intransitive complete
•intransitive complete                            -Adjectives to modify nouns and pronouns          -adjectives to modify nouns and pronouns
-Adjectives to modify nouns and pronouns          -Adverbs to modify verbs, adjectives, and other -adverbs to modify verbs, adjectives, and other
-Adverbs to modify verbs, adjectives, and other adverbs                                             adverbs
adverbs                                           -Conjunctions                                     -conjunctions
-Conjunctions                                     •coordinate                                       •coordinate
•coordinate                                       •correlative                                      •correlative
•correlative                                      •subordinate                                      •subordinate
•subordinate                                      •interjections for excitement                     •interjections for excitement
•interjections for excitement                     •prepositions to indicate relationships           •prepositions to indicate relationships
•prepositions to indicate relationships


W.7.8.3                                           Use repetition for effect                         *identify examples of repetition for effect in
Use repetition for effect                                                                           personal and literature-based writing
                                                                                                    *use repetition for effect in writing




    rev. 05-2008                                                                                                                                                                        33 of 38
   8th Grade English Language Arts                                                                                                                             Work in Progress
        AR Department of Education
                                                                   Objective                                      Task Analysis                    Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
Fourth Nine Weeks: Writing - Editing
Essential Question: How can writing be improved through editing?
W.4.8.10                                         Edit individually or in groups for appropriate   *re-read the draft                               embedding
Edit individually or in groups for appropriate   grade-level conventions, within the following    *change or edit to assure that the writing
grade-level conventions, within the following    features:                                        -contains complete sentences
features:                                        -Sentence formation                              -contains no run on sentences
-Sentence formation                              •completeness                                    -contains sentences that have been expanded
•completeness                                    •absence of fused sentences                      using standard coordination and modifiers
•absence of fused sentences                      •expansion through standard coordination and     -contains sentences that employ elaboration
•expansion through standard coordination and     modifiers                                        through standard subordination and modifiers
modifiers                                        •embedding through standard subordination and    -contains sentences that make sense
•embedding through standard subordination and    modifiers                                        -contains standard inflections, subject-verb
modifiers                                        •standard word order                             agreement, word meaning and conventions
•standard word order                             -Usage                                           -contains correct capitalization, punctuation,
-Usage                                           •standard inflections                            format, and spelling
•standard inflections                            •agreement
•agreement                                       •word meaning
•word meaning                                    •conventions
•conventions                                     -Mechanics
-Mechanics                                       •capitalization
•capitalization                                  •punctuation
•punctuation                                     •formatting
•formatting                                      •spelling
•spelling


W.6.8.10                                         Edit own and peer papers with emphasis on        *identify punctuation problems
Edit own and peer papers with emphasis on        -All end marks                                   *correct personal and peer writing based on
-All end marks                                   -Commas                                          conventional punctuation rules with emphasis
-Commas                                          -Dash                                            on
-Dash                                            -Hyphen                                          -all end marks
-Hyphen                                          -Quotation marks                                 -commas
-Quotation marks                                 •double                                          -dash
•double                                          •single                                          -hyphen
•single                                          -Parentheses                                     -quotation marks
-Parentheses                                     -Semicolons                                      •double
-Semicolons                                      -Colons                                          •single
-Colons                                                                                           -parentheses
                                                                                                  -semicolons
                                                                                                  -colons




   rev. 05-2008                                                                                                                                                                    34 of 38
    8th Grade English Language Arts                                                                                                                                   Work in Progress
         AR Department of Education
                                                                        Objective                                       Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
Fourth Nine Weeks: Writing - Publishing
Essential Question: When is a piece of writing ready to share with an audience?
W.4.8.12                                            Maintain a writing portfolio that exhibits growth   *create writing of different genres
Maintain a writing portfolio that exhibits growth   in meeting goals and expectations                   *select pieces to include in the portfolio based
in meeting goals and expectations                                                                       upon pre-set goals and criteria that demonstrate
                                                                                                        growth




    rev. 05-2008                                                                                                                                                                           35 of 38
    8th Grade English Language Arts                                                                                                                                Work in Progress
         AR Department of Education
                                                                     Objective                                     Task Analysis                      Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations: Writing - Pre-writing
                                          FOURTH NINE WEEKS - READING
                        Student Learning Expectations to be Addressed the Fourth Nine Weeks
Fourth Nine Weeks: Reading Comprehension
Essential Question: What strategies do good readers use to understand text?
R.9.8.9                                          A. Identify and explain the mood of text         *recognize mood (humorous, scary, depressing, mood
Infer mood and theme of text                     B. Identify and explain the theme of text        light-hearted, etc.)                            theme
                                                                                                  *examine text for different literary devices
                                                                                                  *authors use to create mood recognize theme
                                                                                                  *provide examples from text to support possible
                                                                                                  theme(s)


R.10.8.6                                         Read a variety of literature, including essays   *identify a variety of genre
Read a variety of literature, including essays   and plays                                        *read a variety of literature, including essays
and plays                                                                                         and plays
R.10.8.7                                         Evaluate the credibility of the narrator         *define credibility                               credibility
Evaluate the credibility of the narrator                                                          *determine if narrator is credible using evidence
                                                                                                  from text
R.10.8.8                                         Identify the basic parts of drama                *define staging and scripting                      stage directions
Identify the basic parts of drama                                                                 *define basic dramatic terminology                 acts
                                                                                                  *identify elements of drama                        scenes
                                                                                                                                                     dramatic irony
                                                                                                                                                     narration
                                                                                                                                                     playwright
                                                                                                                                                     cast
R.10.8.9                                         Describe how stage directions help the reader    *identify stage directions
Describe how stage directions help the reader    understand a play                                *explain how stage directions can affect a
understand a play                                                                                 character's role and improve overall
                                                                                                  understanding
                                                                                                  *describe how stage directions help the reader
                                                                                                  understand a play
R.10.8.10                                       Read a variety of poetry, with emphasis on free *define and identify free verse poetry               free verse
Read a variety of poetry, with emphasis on free verse                                           *read a variety of poetry including free verse
verse                                                                                           poetry




    rev. 05-2008                                                                                                                                                                      36 of 38
    8th Grade English Language Arts                                                                                                                                     Work in Progress
        AR Department of Education
                                                                     Objective                                       Task Analysis                     Essential Vocabulary   Materials/Resources
          CONTENT STANDARD/
    Student Learning Expectations (SLE)

Ongoing Student Learning Expectations:noting distinctive poetic devices *identify poetic devices in a variety of poetry
R.10.8.11                                           Interpret poetry, Writing - Pre-writing                                                           comparisons
Interpret poetry, noting distinctive poetic devices                                        *utilize poetic devices to help determine                  alliteration
                                                                                           meaning in context of whole poem                           repetition
                                                                                                                                                      onomatopoeia
                                                                                                                                                      rhyme
                                                                                                                                                      rhythm
                                                                                                                                                      line structure
                                                                                                                                                      punctuation

Fourth Nine Weeks: Reading Word Study
Essential Question: How will developing a better vocabulary improve reading?
R.11.8.4                                         Use knowledge of root words and affixes and       *identify root words, affixes (prefixes and        root word
Use knowledge of root words and affixes and      word relationships to determine meaning           suffixes) and word relationships                   affix
word relationships to determine meaning                                                            *determine meaning using root words, affixes       suffix
                                                                                                   and word relationships                             word relationship
R.11.8.5                                         Use context to determine meaning of multiple-     *demonstrate ability to use context clues
Use context to determine meaning of multiple-    meaning words                                     (restatement, embedded definition, etc.) in
meaning words                                                                                      multiple reading situations
                                                                                                   *identify words with possible multiple meanings
                                                                                                   *use context clues to determine meaning


R.11.8.8                                         A. Identify and explain similes, metaphors,       *define personification and hyperbole              similes
Identify and explain similes, metaphors,         personification, hyperboles and analogies         *identify comparisons, personification,            metaphors
personification, hyperboles and analogies to     B. Infer the literal and figurative meanings of   hyperbole and analogies in text                    personification
infer the literal and figurative meanings of     phrases                                           *use figurative language to infer the literal or   hyperbole
phrases                                                                                            figurative meanings of phrases                     analogy
R.11.8.10                                        Use context, structure, denotations and           *define connotation/denotation                     connotation
Use context, structure, denotations and          connotations to determine meaning of words        *differentiate between connotation and             denotation
connotations to determine meaning of words       and phrases                                       denotation
and phrases                                                                                        *explain meaning of words and phrases based
                                                                                                   on context, structure, connotation and
                                                                                                   denotation

Fourth Nine Weeks: Reading Fluency
Essential Question: What are the goals for eighth grade fluency?
R.11.8.11                                        Read grade-level text with an approximate rate    *automatically decode words                        fluency
Read grade-level text with an approximate rate   of 171 words per minute                           *maintain a vocabulary commensurate with
of 171 words per minute                                                                            grade-level text
                                                 Benchmark range: 171-191 wpm                      *use context strategies
                                                                                                   *read grade-level text with an approximate rate
                                                                                                   of 171 words per minute


    rev. 05-2008                                                                                                                                                                       37 of 38
   8th Grade English Language Arts                                                                                                                    Work in Progress
       AR Department of Education
                                                             Objective                                   Task Analysis                     Essential Vocabulary   Materials/Resources
         CONTENT STANDARD/
   Student Learning Expectations (SLE)
R.11.8.7
Ongoing Student Learning                 Determine useful and relevant Pre-writing
                                      Expectations: Writing -words                *identify text features (bold print, italics,
Determine useful and relevant words                                                      highlighted)
                                                                                         *determine useful and relevant words using text
                                                                                         features
                                                                                         *apply learned word meaning to multiple reading
                                                                                         and writing situations




   rev. 05-2008                                                                                                                                                            38 of 38

								
To top