ELA Middle School Scope and Sequence-Final · 2019. 12. 30. · The English Language Arts office is available to support schools in the implementation of the English Language Arts

Arlington Public SchoolsArlington Public SchoolsArlington Public SchoolsArlington Public Schools

English Language Arts (ELA) Middle School Scope and Sequence, Grades 6-8

Department of Instruction

September 2013

Arlington Public SchoolsArlington Public SchoolsArlington Public SchoolsArlington Public Schools English Language Arts (ELA) Scope and Sequence, Grades 6-8

Purpose

The English Language Arts Middle School Scope and Sequence serves as an instructional guideline to align classroom instruction with

the English Standards of Learning across Arlington Public Schools. Following the common scope and sequence will establish

consistency of instruction throughout the district by providing clear guidelines on what students must know and be able to do in order

to become proficient in reading and writing. This consistency benefits students, specifically those who move within the school

division, and also teachers. A common scope and sequence will provide opportunities for collaborative planning among team

members and allow for focused professional development.

The sequence established is designed to support the cycle of planning, assessment and instruction for classroom instruction as well as

to inform instruction in intervention and enrichment settings. Further, it is written to support teacher planning and collaboration.

Format of the ELA Scope and Sequence

The English Language Arts Middle School Scope and Sequence provides a quarterly pacing guide for grades six through eight. The

document focuses on the reading and writing strands of the English Standards of Learning. At each grade level there are some

standards that are expected to be taught throughout the year, as well as specific standards to be taught during each quarter. In this

document, all of the grade level standards are directly taught during the first three quarters of the year to allow for review, application,

and extension during the fourth quarter.

Tools for Teachers

The ELA Middle School Scope and Sequence provides a road map for the explicit instruction of reading and writing in Arlington

Public Schools. Additionally, quarterly checklists have been provided for teachers to support deliberate planning.

Formative Assessment Cycle

Arlington Public Schools will implement a cycle of ongoing formative assessments in language arts using the Interactive Achievement

(IA) system that are aligned with the English Language Arts Middle School Scope and Sequence, Grades 6-8. The following

assessments will be administered: beginning-of-the year diagnostic assessment, quarter 1, quarter 2, quarter 3, and the end-of-year

Standards of Learning Assessment. The IA assessments will be computer-based and reflect the format of the Standards of Learning

assessments. Use of student achievement data from these assessments will support teachers’ knowledge of their students’

understanding of the skills that have been taught each quarter. The data will inform decisions related to re-teaching and enrichment

opportunities. The extensive data provided (i.e., individual student, class, grade, strand, item analysis) will also support collaboration

in data analysis and instructional planning.

The English Language Arts office is available to support schools in the implementation of the English Language Arts Middle School

Scope and Sequence and the ongoing formative assessments for the purpose of student learning.

Special Thanks

The ELA Office would like to thank the curriculum development committee, who reviewed scope and sequence documents from

surrounding localities, learned to utilize Interactive Achievement, researched VDOE and other related resources to compose the APS

English Language Arts Middle School Scope and Sequence, Grades 6-8. Special thanks also belong to the administrators and teachers

at Swanson Middle Schools for field-testing the quarterly assessments.

Curriculum Committee Members

Dr. Michelle Picard, Supervisor, English Language Arts

Dr. Teri Adkins, Specialist, English Language Arts

Gayle Kelley, ELA Reading Specialist

Paula Lamina, ELA Secondary Specialist

John Stewart, Grade 8 Teacher, Gunston Middle School

Dinorah Macelwain, Middle School Reading Teacher (MSRT), Gunston Middle School

Jennifer Dodd, Middle School Reading Teacher (MSRT), Williamsburg Middle School

Nicole Goerss, Middle School Reading Teacher (MSRT), Swanson Middle School

Sherilyn Wall, Grade 7 Teacher, Williamsburg Middle School

Heather Martin, Grade 7 Teacher, Williamsburg Middle School

SOL Blueprint items are denoted in bold Arlington Public Schools

English Language Arts 2013

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The ELA Scope and Sequence introduces the explicit instruction of each standard in the first three quarters. Standards for reading and writing that are taught throughout the year are listed on the first page of this document. Subsequent pages denote which reading and writing skills and strategies are explicitly taught during that quarter. This allows for an integrated review in the fourth quarter. It is the expectation that these skills will be reinforced after they have been taught.

Reading Standards Taught throughout the Year

Reading Standards Taught throughout the Year

Grade Six Grade Seven Grade Eight

Reading

6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze figurative language. e) Use word-reference materials. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Identify and analyze figurative language. d) Identify connotations. e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author’s use of figurative language. b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. e) Discriminate between connotative and denotative meanings and interpret the connotation. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to the meaning of a text. d) Describe cause and effect relationships and their impact on plot. e) Use prior and background knowledge as context for new learning. f) Use information in the text to draw conclusions and make inferences. g) Explain how character and plot development are used in a selection to support a central conflict or story line.

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. b) Compare and contrast various forms and genres of fictional text. c) Identify conventional elements and characteristics of a variety of genres. d) Describe the impact of word choice, imagery, and literary devices including figurative language. e) Make, confirm, and revise predictions. f) Use prior and background knowledge as a context for new learning. g) Make inferences and draw conclusions based on the text.

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. a) Explain the use of symbols and figurative language. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the author’s use of conventional elements and characteristics within a variety of genres. e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. f) Compare and contrast authors’ styles. g) Identify and ask questions that clarify various viewpoints.



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h) Identify the main idea. i) Identify and summarize supporting details. j) Identify and analyze the author’s use of figurative language. k) Identify transitional words and phrases that signal an author’s organizational pattern. l) Use reading strategies to monitor comprehension throughout the reading process.

h) Identify the main idea. i) Summarize text relating supporting details. j) Identify the author’s organizational pattern. k) Identify cause and effect relationships. l) Use reading strategies to monitor comprehension throughout the reading process.

h) Identify the main idea. i) Summarize text relating supporting details. j) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. k) Identify cause and effect relationships. l) Use prior and background knowledge as a context for new learning. m) Use reading strategies to monitor comprehension throughout the reading process.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Identify questions to be answered. d) Make, confirm, or revise predictions. e) Draw conclusions and make inferences based on explicit and implied information. f) Differentiate between fact and opinion. g) Identify main idea. h) Summarize supporting details. i) Compare and contrast information about one topic, which may be contained in different selections. j) Identify the author’s organizational pattern. k) Identify cause and effect relationships. l) Use reading strategies to monitor comprehension throughout the reading process.

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Use prior and background knowledge as a context for new learning. b) Use text structures to aid comprehension. c) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. d) Draw conclusions and make inferences on explicit and implied information. e) Differentiate between fact and opinion. f) Identify the source, viewpoint, and purpose of texts. g) Describe how word choice and language structure convey an author’s viewpoint. h) Identify the main idea. i) Summarize text identifying supporting details. j) Identify cause and effect relationships. k) Organize and synthesize information for use in written formats. l) Use reading strategies to monitor comprehension throughout the reading process.

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. a) Draw on background knowledge and knowledge of text structure to understand selections. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Analyze the author’s qualifications, viewpoint, and impact. d) Analyze the author’s use of text structure and word choice. e) Analyze details for relevance and accuracy. f) Differentiate between fact and opinion. g) Identify the main idea. h) Summarize the text identifying supporting details. i) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. j) Identify cause and effect relationships. k) Evaluate, organize, and synthesize information for use in written and oral formats. l) Use reading strategies to monitor comprehension throughout the reading process.



6

Writing Standards Taught throughout the Year

Writing Standards Taught throughout the Year


Writing

6.7 The student will write narration, description, exposition, and persuasion. a) Identify audience and purpose. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement if appropriate. f) Write multiparagraph compositions with elaboration and unity. g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Revise sentences for clarity of content including specific vocabulary and information. j) Use computer technology to plan, draft, revise, edit, and publish writing.

7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. a) Identify intended audience. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement. f) Write multiparagraph compositions with unity elaborating the central idea. g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Use clauses and phrases for sentence variety. j) Revise sentences for clarity of content including specific vocabulary and information. k) Use computer technology to plan, draft, revise, edit, and publish writing.

8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational. a) Identify intended audience. b) Use prewriting strategies to generate and organize ideas. c) Distinguish between a thesis statement and a topic sentence. d) Organize details to elaborate the central idea and provide unity. e) Select specific vocabulary and information for audience and purpose. f) Use interview quotations as evidence. g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs. h) Use computer technology to plan, draft, revise, edit, and publish writing.

6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Use subject-verb agreement with intervening phrases and clauses. c) Use pronoun-antecedent agreement to include indefinite pronouns. d) Maintain consistent verb tense across paragraphs. e) Eliminate double negatives. f) Use quotation marks with dialogue. g) Choose adverbs to describe verbs, adjectives, and other adverbs. h) Use correct spelling for frequently used words.

7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Choose appropriate adjectives and adverbs to enhance writing. c) Use pronoun-antecedent agreement to include indefinite pronouns. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb tense consistency and point of view. f) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences. g) Use quotation marks with dialogue. h) Use correct spelling for commonly used words.

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words. c) Choose the correct case and number for pronouns in prepositional phrases with compound objects. d) Maintain consistent verb tense across paragraphs. e) Use comparative and superlative degrees in adverbs and adjectives. f) Use quotation marks with dialogue and direct quotations. g) Use correct spelling for frequently used words.



7

1st Quarter – Reading Standards introduced and explicitly taught during this quarter

Quarter One


Reading

6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. e) Discriminate between connotative and denotative meanings and interpret the connotation. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. e) Use prior and background knowledge as context for new learning. h) Identify the main idea. i) Identify and summarize supporting details. l) Use reading strategies to monitor comprehension throughout the reading process.

7.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, and conflict. b) Compare and contrast various forms and genres of fictional text. c) Identify conventional elements and characteristics of a variety of genres. f) Use prior and background knowledge as a context for new learning. h) Identify the main idea. i) Summarize text relating supporting details. l) Use reading strategies to monitor comprehension throughout the reading process.

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the author’s use of conventional elements and characteristics within a variety of genres. h) Identify the main idea. i) Summarize text relating supporting details. k) Identify cause and effect relationships. l) Use prior and background knowledge as a context for new learning. m) Use reading strategies to monitor comprehension throughout the reading process.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Identify questions to be answered. g) Identify main idea. h) Summarize supporting details. l) Use reading strategies to monitor comprehension throughout the reading process.

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Use prior and background knowledge as a context for new learning. b) Use text structures to aid comprehension. h) Identify the main idea. i) Summarize text identifying supporting details. l) Use reading strategies to monitor comprehension throughout the reading process.

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. a) Draw on background knowledge and knowledge of text structure to understand selections. e) Analyze details for relevance and accuracy. f) Differentiate between fact and opinion. g) Identify the main idea. h) Summarize the text identifying supporting details. l) Use reading strategies to monitor comprehension throughout the reading process.



8

1st Quarter – Word Parts introduced and explicitly taught during this quarter

Quarter One


Reading: Word Parts

6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.

7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary.

Set 1:

• fic, fact, fect

• grad, gress

• tain, ten, tent

• cap

• duc, duct Set 2:

• flu, flux

• pass, path, pot

• epi

• hypo

• astro Set 3:

• arch

• clast

• geno

• heli

• klept Set 4:

• macro

• meter

• micro

• morph

• very, ver Set 5:

• nome

• oymn

• paleo

• phil

• phone

Set 6:

• phob

• poly

• scop

• somato

• tele Set 7:

• therap

• en, em

• -hood

• ante

• pro Set 8:

• mega

• ize

• ceed, cede

• liber

• mot, mob Set 9:

• cide

• pent

• luna

• tude

• visc Set 10:

• digit

• don, donat

• neg

• phys

• terr

Set 1:

• min, sembl

• plur

• fer

• pude

• cogn, sci Set 2:

• tact, tang, tag

• men, min, mon

• pan

• cac

• andro Set 3:

• biblio

• cycl

• gest

• hydr

• litho Set 4:

• mania

• mer

• mis

• myri

• oligo Set 5:

• oper

• or

• path

• phile

• phon

Set 6:

• pod

• plu, plur, plus

• scope

• -ad

• thanas Set 7:

• xeno

• fore

• alb

• ab

• tox Set 8:

• presby

• fy, -ify

• cept, ceive

• leg, lect, lig

• urb Set 9:

• homo

• hod

• mar

• ium

• cogn Set 10:

• cardi

• maxim

• neo

• nov

• vac

Set 1:

• lin

• sed, sid, sess

• pend

• rupt

• sens, sent Set 2:

• clud, clus, claus

• cred, fid

• sym

• syring-

• antrop Set 3:

• acro

• entom

• grapho

• gram

• burs Set 4:

• meso

• mne

• meta

• naut

• noct Set 5:

• ne

• opt

• patho

• por

• phyll-

Set 6:

• oscill

• prehend

• soman

• brev

• the Set 7:

• taph

• dom

• pulver

• pup

• intra Set 8:

• ive, itive, ative

• -some

• quot

• rep

• ponder Set 9:

• rhin

• claim, clam

• pollin

• ery

• pel Set 10:

• ego

• ret

• nate, nat

• ren

• rur



9

1st Quarter – Writing Standards introduced and explicitly taught during this quarter

Quarter One


Writing

Usage 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. b) Use subject-verb agreement with intervening phrases and clauses. d) Maintain consistent verb tense across paragraphs. The student will edit writing for usage and mechanics.

• Identify abstract and concrete nouns

• Identify common and proper nouns

• Differentiate between possessives and plurals

• Follow rules of subject and verb agreement and verb tense

• Identify verbs (i.e., action verbs, etc.)

Usage 7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb tense consistency and point of view. The student will edit writing for usage and mechanics.


• Follow rules of subject and verb agreement

• Integrate appropriate verb tense

• Recognize action verbs

• Identify verb phrase

• Differentiate between transitive and intransitive verbs

• Recognize predicate adjective and predicate nominative

Usage 8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. d) Maintain consistent verb tense across paragraphs. The student will edit writing for usage and mechanics.

• Recognize infinities, gerunds, and participles

• Identify verb phrase, linking verbs, and action verbs




Mechanics The student will edit writing for usage and mechanics.

• Follow general capitalization rules

• Punctuate contractions and possessives appropriately

• Use appropriate punctuation for titles (plays, poems, movies, books, magazines, short stories, etc.)

• Use end marks appropriately

• Use commas appropriately to punctuate salutations and closings in letter writing, items in a series, dates, addresses, and introductory clauses


• Follow general capitalization rules and capitalize proper nouns


• Use commas appropriately to punctuate introductory clauses



Sentence Formation The student will edit writing for usage and mechanics.

• Recognize simple subjects and predicates

Sentence Formation

Sentence Formation .

General Formatting The student will edit writing for usage and mechanics.

• Respect left and right margins

• Use appropriate letter and envelope formatting

• Use neat and legible handwriting


• Use appropriate letter and envelope formatting

General Formatting



10

2nd Quarter – Reading Standards introduced and explicitly taught during this quarter

Quarter Two


Reading

6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. e) Use word-reference materials.

7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.


6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. d) Describe cause and effect relationships and their impact on plot. g) Explain how character and plot development are used in a selection to support a central conflict or story line. k) Identify transitional words and phrases that signal an author’s organizational pattern.

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. j) Identify the author’s organizational pattern. k) Identify cause and effect relationships.

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. a) Explain the use of symbols and figurative language. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. f) Compare and contrast authors’ styles. g) Identify and ask questions that clarify various viewpoints. j) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. j) Identify the author’s organizational pattern. k) Identify cause and effect relationships.

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. c) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. d) Draw conclusions and make inferences on explicit and implied information. e) Differentiate between fact and opinion. j) Identify cause and effect relationships.

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Analyze the author’s qualifications, viewpoint, and impact. d) Analyze the author’s use of text structure and word choice. i) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. j) Identify cause and effect relationships.



11

2nd Quarter – Word Parts introduced and explicitly taught during this quarter

Quarter Two


Reading: Word Parts




Set 11:

• ob

• col

• clast

• sci

• lumin Set 12:

• amic

• act

• amni

• bi

• graph Set 13

• aug

• aud

• chron

• com

• mal/e Set 14:

• aqu

• port

• circum/circle

• geo

• narr Set 15:

• auto

• bio

• trans

• nav

• vol

Set 16:

• ex-

• neg

• pre-

• post-

• milli Set 17:

• dict

• mid

• miss/mit

• plaud/plod/plaus/plos

• max Set 18:

• liber

• quart

• memor/i

• cycl

• dem Set 19:

• self

• inter

• out

• uni

• sol Set 20:

• xyl

• -able, -ible

• semi

• tri

• numer

Set 11:

• infra

• spect, spec

• migra

• phys

• mater, matri Set 12:

• ic

• aer/o

• mir

• chrom

• corp Set 13

• loc

• brev

• cirr

• counter/contra

• de- Set 14:

• clav

• dia

• man/i/u

• lig

• sex Set 15:

• sol

• clar

• felic

• cord

• zo

Set 16:

• nom/in

• nub

• bene

• extra, extro

• migr Set 17:

• anth

• intra, intro

• ject

• ped/i

• mater Set 18:

• pater

• etym

• herbi

• mon/o

• eu Set 19:

• fab

• over

• grat

• herp

• puni Set 20:

• sept/i

• ob, op

• sum

• ten/tin/tent

• reg

Set 11:

• super

• styl

• grat

• stup

• sume, sump Set 12:

• co, con, com

• ami

• tapet

• tars

• maj Set 13

• capt/cept/ceive

• cosm

• morph

• poli

• mand Set 14:

• cert

• clar

• funct

• dom

• lab Set 15:

• nat

• pop

• fract, frag

• neo

• vor

Set 16:

• soph

• dox

• duc, duct

• form

• dyna Set 17:

• dys

• ethno

• lingu

• pyr/o

• ostrac Set 18:

• cumul

• hypn

• serv

• path

• celer Set 19:

• pel

• mort

• urg

• ven

• nov Set 20:

• medi

• melior

• purg

• muls

• age



12

2nd Quarter – Writing Standards introduced and explicitly taught during this quarter


Quarter Two

Writing

Usage The student will edit writing for usage and mechanics.

• Use commas appropriately to punctuate a direct address, appositives, and interrupters.

• Use hyphens to divide syllables

• Identify adjectives and adverbs

• Recognize regular (-er, -est; more, most) comparative and superlative forms of adjectives

• Recognize comparative forms of adverbs

• Diagram simple sentences to analyze and improve sentence formation




• Identify proper adjectives

• Recognize regular (-er, -est; more, most) and irregular comparative and superlative forms of adjectives

• Recognize regular and irregular comparative forms of adverbs


• Recognize direct and indirect objects



• Recognize irregular comparative and superlative forms of adjectives and adverbs

• Integrate compound adjectives with hyphens appropriately


• Use paragraphing appropriately

• Spell out number



• Spell out numbers

General Formatting



13

3rd Quarter – Reading Standards introduced and explicitly taught during this quarter

Quarter Three


Reading

6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. d) Identify and analyze figurative language.

7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. c) Identify and analyze figurative language. d) Identify connotations.

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author’s use of figurative language. d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words.

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to the meaning of a text. f) Use information in the text to draw conclusions and make inferences. j) Identify and analyze the author’s use of figurative language.

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. d) Describe the impact of word choice, imagery, and literary devices including figurative language. e) Make, confirm, and revise predictions. g) Make inferences and draw conclusions based on the text.

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. d) Make, confirm, or revise predictions. e) Draw conclusions and make inferences based on explicit and implied information. f) Differentiate between fact and opinion. i) Compare and contrast information about one topic, which may be contained in different selections.

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. f) Identify the source, viewpoint, and purpose of texts. g) Describe how word choice and language structure convey an author’s viewpoint. k) Organize and synthesize information for use in written formats.

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. k) Evaluate, organize, and synthesize information for use in written and oral formats.



14

3rd Quarter – Word Parts introduced and explicitly taught during this quarter

Quarter Three


Reading: Word Parts




Set 21:

• quad/r/ri

• quin/t

• min/i

• terr/a/i

• magn/a Set 22:

• multi

• struct

• un-

• -ish

• rupt Set 23:

• -less

• -ac

• spec/t/spic

• -ology

• vice- Set 24:

• -ist

• viv, vit

• -ment

• neb

• -ar, -ary, -ory Set 25:

• ven/t

• para

• tract

• phobia

• photo

Set 26:

• re-

• simil

• sub

• super

• caps Set 27:

• cred

• equ

• nutria

• quer, quis

• sent Set 28:

• ana-

• co-

• crypto

• deca

• ident Set 29:

• belli

• carp

• carn

• cause, cus

• chrys Set 30:

• drome

• marc

• nov

• omni

• axi

Set 21:

• epi-

• temp/or

• mut

• tact/tang

• therm/o Set 22:

• scrib, script

• san

• spir

• vac

• fort Set 23:

• sphere

• frater

• ultra

• sect

• stud Set 24:

• surg

• gress

• hyper

• vince, vict

• junct Set 25:

• voc

• hypo

• pan

• per

• pot

Set 26:

• syn, sym

• hem

• cyt, cyto

• ide

• carn Set 27:

• alter

• cub

• athl

• culp

• host Set 28:

• jud

• leg, lect

• oma

• pac

• allo- Set 29:

• gravi

• lat

• longi

• an

• fruct Set 30:

• endo-

• arch

• pseudo

• demo

• bac

Set 21:

• retro

• cule

• omni

• techno

• term/ina Set 22:

• scend

• sta

• serr

• son

• rid Set 23:

• ortho

• stell

• algia

• ambi

• tort Set 24:

• -gamy

• gen

• vis/vid

• hetero

• ette Set 25:

• nomy

• -ism

• ance

• cy

• tox

Set 26:

• ship

• ten

• anthrop

• proto

• zyg/o Set 27:

• oid

• gyn-, gyno-

• agog, agogue

• -tomy

• cruc Set 28:

• crac, crat

• mar

• tend

• loqu-, locut

• pend Set 29:

• -cide

• rhomb

• chore

• ure

• -phile Set 30:

• ward

• plumb

• mit

• ine

• ar



15

3rd Quarter – Writing Standards introduced and explicitly taught during this quarter


Quarter Three

Writing


• Identify prepositions

• Identify conjunctions and interjections

• Make appropriate word choice (them/they, lie/lay, sit/set, except/accept, have/got, to/too, your/you’re, whose/who’s, could of/could have, would of/would have, should of/should have, a/an, good/bad/well)

• Identify pronouns

• Recognize pronoun case (subject and object)

• Correct for antecedent agreement

• Use possessive pronouns appropriately

• Differentiate reflexive and indefinite pronouns


• Use correlative conjunctions appropriately (neither/nor, either/or)

• Use coordinating conjunctions appropriately

• Use subordinating conjunctions appropriately

• Identify conjunctive adverbs


• Use prepositional phrases appropriately

• Make appropriate word choice (them/they, lie/lay, sit/set, except/accept, have/got, to/too, your/you’re, whose/who’s, could of/could have, would of/would have)

• Differentiate interrogative, demonstrative, and indefinite pronouns









• Use prepositions and prepositional phrases appropriately (preposition choice, avoiding prepositions at the end of sentences)




• Punctuate dialogue appropriately (use quotation marks, place period inside quotations marks)

• Punctuate abbreviations appropriately

• Avoid comma splices





Mechanics


• Integrate compound sentences, including coordinating and subordinating conjunction to join phrases and clauses

• Recognize correct sentence formation (avoid fragments, comma splices, and run-ons)

• Identify and punctuate various types of sentences (declarative, interrogative, imperative, and exclamatory)

• Identify complete subject and predicate


• Integrate complex sentences

• Differentiate between independent and dependent clauses


• Differentiate between restive and nonrestrictive dependent clauses

• Differentiate between phrases and clauses

• Recognize noun, adjective, and adverb clauses


• Indent dialogue


• Indent dialogue

General Formatting



16

4th Quarter – Reading Standards to be reviewed during this quarter

Quarter Four


Review, apply, and extend based on formative assessment data and information



Reading 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze figurative language. e) Use word-reference materials. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Identify and analyze figurative language. d) Identify connotations. e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. e) Discriminate between connotative and denotative meanings and interpret the connotation. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Identify questions to be answered. d) Describe cause and effect relationships and their impact on plot. e) Use prior and background knowledge as context for new learning. f) Use information in the text to draw conclusions and make inferences. g) Explain how character and plot development are used in a selection to support a central conflict or story line.

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, and conflict. b) Compare and contrast various forms and genres of fictional text. c) Identify conventional elements and characteristics of a variety of genres. d) Describe the impact of word choice, imagery, and literary devices including figurative language. e) Make, confirm, and revise predictions. f) Use prior and background knowledge as a context for new learning. g) Make inferences and draw conclusions based on the text.

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. a) Explain the use of symbols and figurative language. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the author’s use of conventional elements and characteristics within a variety of genres. e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. f) Compare and contrast authors’ styles. g) Identify and ask questions that clarify various viewpoints.



17

h) Identify the main idea. i) Identify and summarize supporting details. j) Identify and analyze the author’s use of figurative language. k) Identify transitional words and phrases that signal an author’s organizational pattern. l) Use reading strategies to monitor comprehension throughout the reading process.

h) Identify the main idea. i) Summarize text relating supporting details. j) Identify the author’s organizational pattern. k) Identify cause and effect relationships. l) Use reading strategies to monitor comprehension throughout the reading process.

h) Identify the main idea. i) Summarize text relating supporting details. j) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. k) Identify cause and effect relationships. l) Use prior and background knowledge as a context for new learning. m) Use reading strategies to monitor comprehension throughout the reading process.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Identify questions to be answered. d) Make, confirm, or revise predictions. e) Draw conclusions and make inferences based on explicit and implied information. f) Differentiate between fact and opinion. g) Identify main idea. h) Summarize supporting details. i) Compare and contrast information about one topic, which may be contained in different selections. j) Identify the author’s organizational pattern. k) Identify cause and effect relationships. l) Use reading strategies to monitor comprehension throughout the reading process.

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Use prior and background knowledge as a context for new learning. b) Use text structures to aid comprehension. c) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. d) Draw conclusions and make inferences on explicit and implied information. e) Differentiate between fact and opinion. f) Identify the source, viewpoint, and purpose of texts. g) Describe how word choice and language structure convey an author’s viewpoint. h) Identify the main idea. i) Summarize text identifying supporting details. j) Identify cause and effect relationships. k) Identify cause and effect relationships. l) Use reading strategies to monitor comprehension throughout the reading process.

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. a) Identify and analyze an author’s use of figurative language. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Analyze the author’s qualifications, viewpoint, and impact. d) Analyze the author’s use of text structure and word choice. e) Analyze details for relevance and accuracy. f) Differentiate between fact and opinion. g) Identify the main idea. h) Summarize the text identifying supporting details. i) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. j) Identify cause and effect relationships. k) Evaluate, organize, and synthesize information for use in written and oral formats. l) Use reading strategies to monitor comprehension throughout the reading process.



18

4th Quarter – Word Parts to be reviewed during this quarter

Quarter Four





Reading: Word Parts




Set 1:

• fic, fact, fect

• grad, gress

• tain, ten, tent

• cap

• duc, duct Set 2:

• flu, flux

• pass, path, pot

• epi

• hypo

• astro Set 3:

• arch

• clast

• geno

• heli

• klept Set 4:

• macro

• meter

• micro

• morph

• very, ver Set 5:

• nome

• oymn

• paleo

Set 16:

• ex-

• neg

• pre-

• post-

• milli Set 17:

• dict

• mid

• miss/mit

• plaud/plod/plaus/plos

• max Set 18:

• liber

• quart

• memor/i

• cycl

• dem Set 19:

• self

• inter

• out

• uni

• sol Set 20:

• xyl

• -able, -ible

• semi

Set 1:

• min, sembl

• plur

• fer

• pude

• cogn, sci Set 2:

• tact, tang, tag

• men, min, mon

• pan

• cac

• andro Set 3:

• biblio

• cycl

• gest

• hydr

• litho Set 4:

• mania

• mer

• mis

• myri

• oligo Set 5:

• oper

• or

• path

Set 16:

• nom/in

• nub

• bene

• extra, extro

• migr Set 17:

• anth

• intra, intro

• ject

• ped/i

• mater Set 18:

• pater

• etym

• herbi

• mon/o

• eu Set 19:

• fab

• over

• grat

• herp

• puni Set 20:

• sept/i

• ob, op

• sum

Set 1:

• lin

• sed, sid, sess

• pend

• rupt

• sens, sent Set 2:

• clud, clus, claus

• cred, fid

• sym

• syring-

• antrop Set 3:

• acro

• entom

• grapho

• gram

• burs Set 4:

• meso

• mne

• meta

• naut

• noct Set 5:

• ne

• opt

• patho

Set 16:

• soph

• dox

• duc, duct

• form

• dyna Set 17:

• dys

• ethno

• lingu

• pyr/o

• ostrac Set 18:

• cumul

• hypn

• serv

• path

• celer Set 19:

• pel

• mort

• urg

• ven

• nov Set 20:

• medi

• melior

• purg



19

• phil

• phone Set 6:

• phob

• poly

• scop

• somato

• tele Set 7:

• therap

• en, em

• -hood

• ante

• pro Set 8:

• mega

• ize

• ceed, cede

• liber

• mot, mob Set 9:

• cide

• pent

• luna

• tude

• visc Set 10:

• digit

• don, donat

• neg

• phys

• terr Set 11:

• ob

• col

• clast

• sci

• lumin Set 12:

• amic

• tri

• numer Set 21:

• quad/r/ri

• quin/t

• min/i

• terr/a/i

• magn/a Set 22:

• multi

• struct

• un-

• -ish

• rupt Set 23:

• -less

• -ac

• spec/t/spic

• -ology

• vice- Set 24:

• -ist

• viv, vit

• -ment

• neb

• -ar, -ary, -ory Set 25:

• ven/t

• para

• tract

• phobia

• photo Set 26:

• re-

• simil

• sub

• super

• caps Set 27:

• cred

• phile

• phon Set 6:

• pod

• plu, plur, plus

• scope

• -ad

• thanas Set 7:

• xeno

• fore

• alb

• ab

• tox Set 8:

• presby

• fy, -ify

• cept, ceive

• leg, lect, lig

• urb Set 9:

• homo

• hod

• mar

• ium

• cogn Set 10:

• cardi

• maxim

• neo

• nov

• vac Set 11:

• infra

• spect, spec

• migra

• phys

• mater, matri Set 12:

• ic

• ten/tin/tent

• reg Set 21:

• epi-

• temp/or

• mut

• tact/tang

• therm/o Set 22:

• scrib, script

• san

• spir

• vac

• fort Set 23:

• sphere

• frater

• ultra

• sect

• stud Set 24:

• surg

• gress

• hyper

• vince, vict

• junct Set 25:

• voc

• hypo

• pan

• per

• pot Set 26:

• syn, sym

• hem

• cyt, cyto

• ide

• carn Set 27:

• alter

• por

• phyll- Set 6:

• oscill

• prehend

• soman

• brev

• the Set 7:

• taph

• dom

• pulver

• pup

• intra Set 8:

• ive, itive, ative

• -some

• quot

• rep

• ponder Set 9:

• rhin

• claim, clam

• pollin

• ery

• pel Set 10:

• ego

• ret

• nate, nat

• ren

• rur Set 11:

• super

• styl

• grat

• stup

• sume, sump Set 12:

• co, con, com

• muls

• age Set 21:

• retro

• cule

• omni

• techno

• term/ina Set 22:

• scend

• sta

• serr

• son

• rid Set 23:

• ortho

• stell

• algia

• ambi

• tort Set 24:

• -gamy

• gen

• vis/vid

• hetero

• ette Set 25:

• nomy

• -ism

• ance

• cy

• tox Set 26:

• ship

• ten

• anthrop

• proto

• zyg/o Set 27:

• oid



20

• act

• amni

• bi

• graph Set 13

• aug

• aud

• chron

• com

• mal/e Set 14:

• aqu

• port

• circum/circle

• geo

• narr Set 15:

• auto

• bio

• trans

• nav

• vol

• equ

• nutria

• quer, quis

• sent Set 28:

• ana-

• co-

• crypto

• deca

• ident Set 29:

• belli

• carp

• carn

• cause, cus

• chrys Set 30:

• drome

• marc

• nov

• omni

• axi

• aer/o

• mir

• chrom

• corp Set 13

• loc

• brev

• cirr

• counter/contra

• de- Set 14:

• clav

• dia

• man/i/u

• lig

• sex Set 15:

• sol

• clar

• felic

• cord

• zo

• cub

• athl

• culp

• host Set 28:

• jud

• leg, lect

• oma

• pac

• allo- Set 29:

• gravi

• lat

• longi

• an

• fruct Set 30:

• endo-

• arch

• pseudo

• demo

• bac

• ami

• tapet

• tars

• maj Set 13

• capt/cept/ceive

• cosm

• morph

• poli

• mand Set 14:

• cert

• clar

• funct

• dom

• lab Set 15:

• nat

• pop

• fract, frag

• neo

• vor

• gyn-, gyno-

• agog, agogue

• -tomy

• cruc Set 28:

• crac, crat

• mar

• tend

• loqu-, locut

• pend Set 29:

• -cide

• rhomb

• chore

• ure

• -phile Set 30:

• ward

• plumb

• mit

• ine

• ar



21

4th Quarter – Writing Standards to be reviewed during this quarter





Quarter Four

Writing

6.7 The student will write narration, description, exposition, and persuasion. a) Identify audience and purpose. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement if appropriate. f) Write multiparagraph compositions with elaboration and unity. g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Revise sentences for clarity of content including specific vocabulary and information. j) Use computer technology to plan, draft, revise, edit, and publish writing.

7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. a) Identify intended audience. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement. f) Write multiparagraph compositions with unity elaborating the central idea. g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Use clauses and phrases for sentence variety. j) Revise sentences for clarity of content including specific vocabulary and information. k) Use computer technology to plan, draft, revise, edit, and publish writing.

8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational. a) Identify intended audience. b) Use prewriting strategies to generate and organize ideas. c) Distinguish between a thesis statement and a topic sentence. d) Organize details to elaborate the central idea and provide unity. e) Select specific vocabulary and information for audience and purpose. f) Use interview quotations as evidence. g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs. h) Use computer technology to plan, draft, revise, edit, and publish writing.

6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Use subject-verb agreement with intervening phrases and clauses. c) Use pronoun-antecedent agreement to include indefinite pronouns. d) Maintain consistent verb tense across paragraphs. e) Eliminate double negatives. f) Use quotation marks with dialogue. g) Choose adverbs to describe verbs, adjectives, and other adverbs. h) Use correct spelling for frequently used words.

7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Choose appropriate adjectives and adverbs to enhance writing. c) Use pronoun-antecedent agreement to include indefinite pronouns. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb tense consistency and point of view. f) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences. g) Use quotation marks with dialogue. h) Use correct spelling for commonly used words.

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words. c) Choose the correct case and number for pronouns in prepositional phrases with compound objects. d) Maintain consistent verb tense across paragraphs. e) Use comparative and superlative degrees in adverbs and adjectives. f) Use quotation marks with dialogue and direct quotations. g) Use correct spelling for frequently used words.



22

Usage 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. b) Use subject-verb agreement with intervening phrases and clauses. d) Maintain consistent verb tense across paragraphs. The student will edit writing for usage and mechanics.


• Identify common and proper nouns

• Differentiate between possessives and plurals


• Identify verbs (i.e., action verbs, etc.)



• Identify adjectives and adverbs

• Recognize regular (-er, -est; more, most) comparative and superlative forms of adjectives

• Recognize comparative forms of adverbs



• Identify conjunctions and interjections

• Make appropriate word choice (them/they, lie/lay, sit/set, except/accept, have/got, to/too, your/you’re, whose/who’s, could of/could have, would of/would have, should of/should have, a/an, good/bad/well)

• Identify pronouns




• Differentiate reflexive and indefinite pronouns

Usage 7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb tense consistency and point of view. The student will edit writing for usage and mechanics.


• Follow rules of subject and verb agreement

• Integrate appropriate verb tense

• Recognize action verbs

• Identify verb phrase





• Identify proper adjectives

• Recognize regular (-er, -est; more, most) and irregular comparative and superlative forms of adjectives

• Recognize regular and irregular comparative forms of adverbs








• Use prepositional phrases appropriately

• Make appropriate word choice (them/they, lie/lay, sit/set, except/accept, have/got, to/too, your/you’re, whose/who’s, could of/could have, would of/would have)

• Differentiate interrogative, demonstrative, and

Usage 8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. d) Maintain consistent verb tense across paragraphs. The student will edit writing for usage and mechanics.

• Recognize infinities, gerunds, and participles

• Identify verb phrase, linking verbs, and action verbs





• Recognize irregular comparative and superlative forms of adjectives and adverbs

• Integrate compound adjectives with hyphens appropriately





• Use prepositions and prepositional phrases appropriately (preposition choice, avoiding prepositions at the end of sentences)





23

indefinite pronouns



• Correct for antecedent agreement Mechanics The student will edit writing for usage and mechanics.

• Follow general capitalization rules


• Use appropriate punctuation for titles (plays, poems, movies, books, magazines, short stories, etc.)

• Use end marks appropriately

• Use commas appropriately to punctuate salutations and closings in letter writing, items in a series, dates, addresses, and introductory clauses







• Use commas appropriately to punctuate introductory clauses







• Recognize simple subjects and predicates

• Integrate compound sentences, including coordinating and subordinating conjunction to join phrases and clauses

• Recognize correct sentence formation (avoid fragments, comma splices, and run-ons)

• Identify and punctuate various types of sentences (declarative, interrogative, imperative, and exclamatory)

• Identify complete subject and predicate


• Integrate complex sentences

• Differentiate between independent and dependent clauses


• Differentiate between restive and nonrestrictive dependent clauses

• Differentiate between phrases and clauses

• Recognize noun, adjective, and adverb clauses


• Indent dialogue




• Indent dialogue



General Formatting The student will edit writing for usage and mechanics

Documents

ELA Middle School Scope and Sequence-Final · 2019. 12. 30. · The English Language Arts office is available to support schools in the implementation of the English Language Arts