Speaking and Listening GLEs& EOs Transition...presentation (such as memorizing k phrases, creating note cards, practi ... and poetry Use information from texts to support analysis

Middle Level Vertical Alignment

11

visual displays in presentations to clarify claims and findings and emphasize salient information strengthen claims and

Speaking and Listening GLEs& EOsNote: Blue indicates the Grade Level Expectations (GLEs)

6th 7th 8th

Prepares for and delivers effective oral presentations

Prepares for and deliveeffective oral presenta

rs tions

Prepares for and delivers effective oral presentations

Presentation of Knowledge and Ideas: Presentation of Knowledge and Ideas: Presentation of Knowledge and Ideas:

a. Present claims and findings, sequencing ideas logically and usingpertinent descriptions, facts, and deto accentuate main ideas or themesappropriate eye contact, adequate volume, and clear pronunciation. (CSL.6.4)

tails ; use

CSS:

a. Present claims and findiemphasizing salient points icoherent manner with pertindescriptions, facts, details, ause appropriate eye contactvolume, and clear pronunciaSL.7.4)

ngs, n a focused, ent nd examples;

, adequate tion. (CCSS:

a. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation (CCSS: SL.8.4)

b. Include multimedia components graphics, images, music, sound) anvisual displays in presentations to clarify information. (CCSS: SL.6.5)

(e.g., d

b. Include multimedia comvisual displays in presentaticlaims and findings and emphasize salient points. (CCSS: SL.7.5)

ponents and ons to clarify

b. Integrate multimedia and visual displays into presentations to clarify information strengthen claims and ,evidence, and add interest. (CCSS: SL 8 5)

c. Adapt speech to a variety of contand tasks, demonstrating commandformal English when indicated or appropriate. (CCSS: SL.6.6) (See gLanguage expectations within the Wstandard and the BVSD ConventionScope & Sequence page.)

exts of

rade 6 riting

s

c. Adapt speech to a varietand tasks, demonstrating coformal English when indicateappropriate. (CCSS: SL.7.6)Language expectations withstandard and the BVSD ConScope & Sequence page.)

y of contexts mmand of d or (See grade 7 in the Writing ventions

c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.8.6) (See grade 8 Language expectations within the Writing standard and the BVSD Conventions Scope & Sequence page.)


22

d. Prepare for audience and purposensuring proper length of presentatsuitable mode of dress, appropriateand engaging content.

e by ion, topic,

d. Prepare for audience andensuring proper length of prsuitable mode of dress, appand engaging content.

purpose by esentation, ropriate topic,

d. Prepare for audience and purpose by rehearsing appropriate verbal and nonverbal delivery techniques (clear enunciation, gesture, volume, pace, use of visuals, and language) for intended effect.

e. Implement strategies to rehearspresentation (such as memorizing kphrases, creating note cards, practiwith friends, etc.).

e ey cing

e. Implement strategies topresentation (such as memophrases, creating note cardswith friends, etc.).

rehearse rizing key , practicing

e. Refine strategies to independently rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.).

f. Use formal and informal feedbaevaluate effectiveness of presentati

ck to on.

f. Use formal and informalevaluate effectiveness of pre

feedback to sentation.

f. Use formal and informal feedback to evaluate effectiveness of presentation.

Prepare for and participate effectively in a range of collaborative discussions

Prepare for and particieffectively in a range ocollaborative discussio

pate f ns

Prepare for and participate effectively in a range of collaborative discussions

Comprehension and Collaboration: Comprehension and Collaboration: Comprehension and Collaboration:

a. Engage effectively in a range of collaborative discussions (one-on-ogroups, and teacher-led) with diverpartners on grade 6 topics, texts, aissues, building on others' ideas andexpressing their own clearly. (CCSSSL.6.1)

ne, in se nd :

a. Engage effectively in a rcollaborative discussions (ongroups, and teacher-led) wipartners on grade 7 topics, issues, building on others' idexpressing their own clearlySL.7.1)

ange of e-on-one, in

th diverse texts, and eas and . (CCSS:

a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. (CCSS: SL.8.1)


33

SL 6 ) as d d (CCSS 7 ) SL 8 )

i. Come to discussions preparhaving read or studied requirematerial; explicitly draw on thpreparation by referring to evon the topic, text, or issue to and reflect on ideas under discussion. (CCSS: SL.6.1a)

ed d at idence probe

i. Come to discussionhaving read or researcunder study; explicitlypreparation by referrinon the topic, text, or iand reflect on ideas udiscussion. (CCSS: SL

s prepared hed material draw on that g to evidence

ssue to probe nder .7.1a)

i. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.8.1a)

ii. Follow rules for collegial discussions, set specific goalsdeadlines, and define individuroles as needed. (CCSS: SL.6

and al .1b)

ii. Follow rules for codiscussions, track prospecific goals and deadefine individual roles(CCSS: SL.7.1b)

llegial gress toward dlines, and as needed.

ii. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (CCSS: SL.8.1b)

iii. Pose and respond to specifquestions with elaboration andetail by making comments thcontribute to the topic, text, oissue under discussion. (CCSSSL 6 1c). .1c

ic d at r :

iii. Pose questions thelaboration and respoquestions and commerelevant observations bring the discussion bas needed (CCSS: SL nee e . : SL

at elicit nd to others' nts with and ideas that ack on topic 7 1c)

iii. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. (CCSS: SL 8 1c). .1c . .1c

iv. Review the key ideas exprand demonstrate understandimultiple perspectives throughreflection and paraphrasing. (SL.6.1d)

essed ng of CCSS:

iv. Acknowledge newexpressed by others awarranted, modify the(CCSS: SL.7.1d)

information nd, when ir own views.

iv. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (CCSS: SL.8.1d)

b. Interpret information presented idiverse media and formats (e.g., viquantitatively, orally) and explain hcontributes to a topic, text, or issuestudy. (CCSS: SL.6.2)

n sually, ow it under

b. Analyze the main ideas supporting details presentedmedia and formats (e.g., visquantitatively, orally) and eideas clarify a topic, text, orstudy. (CCSS: SL.7.2)

and in diverse ually,

xplain how the issue under

b. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (CCSS: SL.8.2)


44

f Recognize the difference between f Recognize the difference between f Recognize the difference between

c. Delineate a speaker's argument aspecific claims, distinguishing claimare supported by reasons and evidefrom claims that are not. (CCSS: SL

nd s that nce .6.3)

c. Delineate a speaker's arspecific claims, evaluating thof the reasoning and the relsufficiency of the evidence. SL.7.3)

gument and e soundness

evance and (CCSS:

c. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (CCSS: SL.8.3)

d. Use evidence to develop credibilisuch as citing textual evidence to suopinions.

ty, pport

d. Use evidence to developsuch as citing textual evidenopinions.

credibility, ce to support

d. Use evidence to develop credibility, such as citing textual evidence to support opinions.

e. Focusing on a central idea, prepaask relevant interview questions forresearching and developing ideas fuevaluate the effectiveness of the techniques used and information gafrom the interview.

re and rther;

ined

e. Focusing on a central idand ask relevant interview qbroadening research and furdeveloping ideas; evaluate teffectiveness of the techniquinformation gained from the

ea, prepare uestions for ther he es used and interview.

e. Focusing on a central idea, prepare and ask relevant interview questions for broadening research and further developing ideas; evaluate the effectiveness of the techniques used and information gained from the interview.

f Recognize the difference between .informal and formal language and mchoices appropriate for group purpo

f Recognize the difference between ake ses.

.informal and formal languagchoices appropriate for grou

f Recognize the difference between e and make p purposes.

.informal and formal language and make choices appropriate for group purposes.

Listening to Presentations of Knowledge and Ideas:

Listening to PresentationsKnowledge and Ideas:

of Listening to Presentations of Knowledge and Ideas:

g. Demonstrate listening by providoral and written feedback that refleunderstanding, and insights into spmessage.

ing cts eaker’s

g. Demonstrate listening byoral and written feedback thunderstanding, and insightsmessage.

providing at reflects into speaker’s

g. Demonstrate listening by providing oral and written feedback that reflects understanding, and insights into speaker’s message.


h. Asks questions to pursue deepebroader understanding and establisconnections linking the purpose of tpresentation to self and world.

r and h he

h. Asks questions to pursuebroader understanding and connections linking the purppresentation to self and wor

deeper and establish ose of the ld.

h. Asks questions to pursue deeper and broader understanding and establish connections linking the purpose of the presentation to self and world.

55


66

j

Reading for all Purposes GLEs & EOs

6th 7th 8th

Use information from texts tosupport analysis and personresponses to literature and p

al oetry

Use information from tsupport analysis and presponses to literature

exts to ersonal and poetry

Use information from texts to support analysis and personal responses to literature and poetry

Key Ideas and Details: Key Ideas and Details: Key Ideas and Details:

a. Cite textual evidence to support analysis of what the text says explicwell as inferences drawn from the t(CCSS: RL.6.1)

itly as ext.

a. Cite several pieces of texto support analysis of what explicitly as well as inferencthe text. (CCSS: RL.7.1)

tual evidence the text says es drawn from

a. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.8.1)

b. Determine a theme or central idetext and how it is conveyed throughparticular details; provide a summathe text distinct from personal opinj d (CCSS RL 6 2)udgments. (CCSS: RL.6.2)

a of a ry of ions or

b. Determine a theme or cetext and analyze its developcourse of the text; provide asummary of the text. (CCSS

ntral idea of a ment over the n objective : RL.7.2)

b. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting,

d l id bj i and plot; provide an objective summary of the text. (CCSS: RL.8.2)

c. Describe how a particular story's drama's plot unfolds in a series of episodes as well as how the charactrespond or change as the plot movetoward a resolution. (CCSS: RL.6.3)

or

ers s

c. Analyze how particular elestory or drama interact (e.gshapes the characters or ploRL.7.3)

ments of a ., how setting t). (CCSS:

c. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (CCSS: RL.8.3)

d. Analyze the theme or central idetext to draw parallels to personal experience.

a of a d. Analyze the theme or centext to draw parallels to perexperience.

tral idea of a sonal

d. Analyze the theme or central idea of a text to draw parallels to personal experience.

Craft and Structure: Craft and Structure: Craft and Structure:


77

e. Determine the meaning of wordsphrases as they are used in a text, including figurative and connotativemeanings; analyze the impact of a specific word choice on meaning an(CCSS: RL.6.4)

and

d tone.

e. Determine the meaning ophrases as they are used inincluding figurative and conmeanings; analyze the impaand other repetitions of soualliteration) on a specific veof a poem or section of a sto(CCSS: RL.7.4)

f words and a text, notative ct of rhymes nds (e.g., rse or stanza ry or drama.

e. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS: RL.8.4)

f. Analyze how a particular sentencechapter, scene, or stanza fits into thoverall structure of a text and contrto the development of the theme, sor plot. (CCSS: RL.6.5)

, e ibutes etting,

f. Analyze how a drama's oror structure (e.g., soliloquy,contributes to its meaning. RL.7.5)

poem's form sonnet) (CCSS:

f. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS: RL.8.5)

g. Explain how an author develops tpoint of view of the narrator or speaa text. (CCSS: RL.6.6)

he ker in

g. Analyze how an author decontrasts the points of viewcharacters or narrators in a RL.7.6)

velops and of different text. (CCSS:

g. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (CCSS: RL.8.6)

Integration of Knowledge and Ideas: Integration of Knowledge and Ideas: Integration of Knowledge and Ideas:

h. Compare and contrast the experiof reading a story, drama, or poemlistening to or viewing an audio, vidlive version of the text, including contrasting what they "see" and "hewhen reading the text to what theyperceive when they listen or watch.(CCSS: RL.6.7)

ence to eo, or

ar"

h. Compare and contrast a wdrama, or poem to its audiostaged, or multimedia versiothe effects of techniques unmedium (e.g., lighting, souncamera focus and angles in (CCSS: RL.7.7)

ritten story, , filmed, n, analyzing

ique to each d, color, or a film).

h. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. (CCSS: RL.8.7)


88

as, g 8 as, g as, at g

i. Compare and contrast texts in difforms or genres (e.g., stories and phistorical novels and fantasy storiesterms of their approaches to similarthemes and topics. (CCSS: RL.6.9)

ferent oems; ) in

i. Compare and contrast a fiportrayal of a time, place, oand a historical account of tperiod as a means of undersauthors of fiction use or alte(CCSS: RL.7.9)

ctional r character he same tanding how r history.

i. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. (CCSS: RL.8.9)

j. Use questions and simple graphicorganizers to clarify and extend comprehension of literature

j. Create and use various outo track events, setting chancharacter development in a literature

tline formats ges, and piece of

j. Use graphic organizers and note-taking formats while reading to map relationships among implied or explicit ideas or viewpoints

k. Develop and share interpretationliterary works of personal interest

s of k. Develop and share interpliterary works of personal in

retations of terest

k. Develop and share interpretations of literary works of personal interest

Range of Reading and ComplexiText :

ty of Range of Reading and CoText :

mplexity of Range of Reading and Complexity of Text :

l. By the end of the year, read and comprehend literature, including stodramas, and poems, in the grades 6d a a d poe s, t e adestext complexity band proficiently, wscaffolding as needed at the high enthe range. (CCSS: RL.6.10)

ries, -8

l. By the end of the year, recomprehend literature, includramas, and poems, in the 6

ith d of

d a a d poe s, t etext complexity band proficiscaffolding as needed at thethe range. (CCSS: RL.7.10)

ad and ding stories, grades 6-8

l. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of ades 6 8

ently, with high end of

d a a d poe s, t e e d ogrades 6-8 text complexity band independently and proficiently. (CCSS: RL.8.10)

Use textual evidence to suppsummary , analysis and evaluation of informational apersuasive texts

ort

nd

Use textual evidence tosummary , analysis anevaluation of informatpersuasive texts

support d ional and

Use textual evidence to support summary , analysis and evaluation of informational and persuasive texts

Key Ideas and Details: Key Ideas and Details: Key Ideas and Details:

a. Cite textual evidence to support analysis of what the text says explicwell as inferences drawn from the t(CCSS: RI.6.1)

itly as ext.

a. Cite several pieces of texto support analysis of what explicitly as well as inferencthe text. (CCSS: RI.7.1)

tual evidence the text says es drawn from

a. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.8.1)


99

tone (CCSS: RI 7 tone including analogies or allusions to

b. Determine a central idea of a texhow it is conveyed through particuladetails; provide a summary of the tdistinct from personal opinions or judgments. (CCSS: RI.6.2)

t and r

ext

b. Determine two or more ca text and analyze their devthe course of the text; provobjective summary of the teRI.7.2)

entral ideas in elopment over ide an xt. (CCSS:

b. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (CCSS: RI.8.2)

c. Analyze in detail how a key indivevent, or idea is introduced, illustraand elaborated in a text (e.g., throuexamples or anecdotes). (CCSS: RI

idual, ted, gh .6.3)

c. Analyze the interactions bindividuals, events, and idea(e.g., how ideas influence inevents, or how individuals inor events). (CCSS: RI.7.3)

etween s in a text dividuals or fluence ideas

c. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (CCSS: RI.8.3)

Craft and Structure: Craft and Structure: Craft and Structure:

d. Determine the meaning of wordsphrases as they are used in a text, including figurative, connotative, antechnical meanings. (CCSS: RI.6.4)

and

d

d. Determine the meaning ophrases as they are used inincluding figurative, connotatechnical meanings; analyzea specific word choice on metone (CCSS: RI 7 4). . .4)

f words and a text, tive, and the impact of aning and

d. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone including analogies or allusions to ,other texts. (CCSS: RI.8.4)

e. Analyze how a particular sentencparagraph, chapter, or section fits ioverall structure of a text and contrto the development of the ideas. (CRI.6.5)

e, nto the ibutes CSS:

e. Analyze both the structurgraphical representations anto organize a text, includingmajor sections contribute toand to the development of t(Adapted from CCSS: RI 7

e and author uses how the the whole he ideas.

5)

e. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (CCSS: RI.8.5)

f. Determine an author's point of vipurpose in a text and explain how iconveyed in the text. (CCSS: RI.6.6

ew or t is )

f. Determine an author's popurpose in a text and analyzauthor distinguishes his or hfrom that of others. (CCSS:

int of view or e how the er position

RI.7.6)

f. Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (CCSS: RI.8.6)


1010

advancing different interpretations of interpretation (CCSS: RI 8

Integration of Knowledge and Ideas: Integration of Knowledge and Ideas: Integration of Knowledge and Ideas:

g. Integrate information presented different media or formats (e.g., visquantitatively) as well as in words tdevelop a coherent understanding otopic or issue. (CCSS: RI.6.7)

in ually, o f a

g. Compare and contrast a taudio, video, or multimedia text, analyzing each mediumof the subject (e.g., how thespeech affects the impact of(CCSS: RI.7.7)

ext to an version of the 's portrayal delivery of a the words).

g. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. (CCSS: RI.8.7)

h. Trace and evaluate the argumenspecific claims in a text, distinguishclaims that are supported by reasonevidence from claims that are not. (RI.6.8)

t and ing s and CCSS:

h. Trace and evaluate the arspecific claims in a text, asswhether the reasoning is soevidence is relevant and sufsupport the claims. (CCSS:

gument and essing und and the ficient to RI.7.8)

h. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (CCSS: RI.8.8)

i. Compare and contrast one authorpresentation of events with that of another (e.g., a memoir written by biography on the same person). (CCRI 6 9)RI.6.9)

's

and a SS:

i. Analyze how two or more writing about the same topipresentations of key informaemphasizing different evideadvancing different interpretations of facts. (CCSS: RI.7.9)

authors c shape their tion by

nce or

i. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation (CCSS: RI 8 9). . .9)

j. Use and organize information frtext and text features (such as timediagram, captions) to answer questperform specific tasks.

om line, ions or

j. Use and organize informtext and text features (suchdiagram, captions) to answeperform specific tasks.

ation from as timeline, r questions or

j. Use and organize information from text and text features (such as timeline, diagram, captions) to answer questions or perform specific tasks.

k. Organize and synthesize informfrom multiple sources, determining relevance of information.

ation the

k. Organize and synthesizefrom multiple sources, deterrelevance of information.

information mining the

k. Organize and synthesize information from multiple sources, determining the relevance of information supported by text-based evidence.

l. Locate, interpret and explain informational texts of personal interest.

l. Locate, interpret and exinformational texts of perso

plain nal interest.

l. Locate, interpret and explain informational texts of personal interest.


1111

un un un s or

Range of Reading and Level of TComplexity:

ext Range of Reading and LeComplexity:

vel of Text Range of Reading and Level of Text Complexity:

k. By the end of the year, read andcomprehend literary nonfiction in thgrades 6-8 text complexity band proficiently, with scaffolding as neethe high end of the range. (CCSS: RI.6.10)

e

ded at

m. By the end of the year, rcomprehend literary nonfictgrades 6-8 text complexity proficiently, with scaffoldingthe high end of the range. (RI.7.10)

ead and ion in the band as needed at CCSS:

m. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. (CCSS: RI.8.10)

Analyze word relationships wliterary, persuasive, and informational texts to learn gappropriate conversational, general academic and contenspecific words and phrases.

ithin

rade-

t-

Analyze word relationsliterary, persuasive, aninformational texts to appropriate conversatigeneral academic and specific words and phr

hips within d

learn grade-onal, content-ases.

Analyze word relationships within literary, persuasive, and informational texts to learn grade-appropriate conversational, general academic and content-specific words and phrases.

Vocabulary Acquisition and Use: Vocabulary Acquisition and Use: Vocabulary Acquisition and Use:

a. Determine or clarify the meaningunknown and multiple meaning words known and multiple-meaning worand phrases based on grade 6 readand content, choosing flexibly fromrange of strategies. (CCSS: L.6.4)

of a. Determine or clarify the munknown and multiple meaning words ds

ing a

known and multiple-meanand phrases based on gradeand content, choosing flexibrange of strategies. (CCSS:

eaning of a. Determine or clarify the meaning of unknown and multiple meaning words or ing words

7 reading ly from a L.7.4)

known and multiple-meaning wordphrases based on grade 8 reading and content, choosing flexibly from a range of strategies. (CCSS: L.8.4)

i. Use context (e.g., the overameaning of a sentence or paragraph; a word's position function in a sentence) as a cthe meaning of a word or phr(CCSS: L.6.4a)

ll

or lue to ase.

i. Use context (e.g., thmeaning of a sentenceparagraph; a word's pfunction in a sentencethe meaning of a word(CCSS: L.7.4a)

e overall or osition or ) as a clue to or phrase.

i. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.8.4a)


1212

ii. Use common, grade-appropGreek or Latin affixes and rooclues to the meaning of a wor(e.g., audience, auditory, aud(CCSS: L.6.4b)

riate ts as d ible).

ii. Use common, gradeGreek or Latin affixes clues to the meaning (e.g., belligerent, bell(CCSS: L.7.4b)

-appropriate and roots as of a word icose, rebel).

ii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (CCSS: L.8.4b)

iii. Consult reference material(e.g., dictionaries, glossaries,thesauruses), both print and to find the pronunciation of a or determine or clarify its premeaning or its part of speech(CCSS: L.6.4c)

s digital, word cise .

iii. Consult general anreference materials (edictionaries, glossariethesauruses), both prto find the pronunciator determine or clarifymeaning or its part of(CCSS: L.7.4c)

d specialized .g., s, int and digital, ion of a word its precise speech.

iii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (CCSS: L.8.4c)

iv. Verify the preliminary determination of the meaningword or phrase (e.g., by checthe inferred meaning in contein a dictionary). (CCSS: L.6.4

of a king xt or d)

iv. Verify the prelimindetermination of the mword or phrase (e.g., the inferred meaning in a dictionary). (CCSS

ary eaning of a

by checking in context or : L.7.4d)

iv. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CCSS: L.8.4d)

v. Make connections back to previous sentences and ideasresolve problems in comprehe

to nsion.

v. Use the tone of a pdetermine an approximof a word.

assage to ate meaning

v. Select and employ strategies to persist when encountering unknown or ambiguous words or difficult passages.

vi. Employ synonyms or antongleaned from a passage to pran approximate meaning of a

yms ovide word.

vi. Differentiate betweand secondary meanin

en primary gs of words.

vi. Explain how authors use language to influence audience perceptions of events, people, and ideas.

vii. Explain how word choicesentence structure are used tachieve specific effects (such tone, voice, and mood).

and o as

vii. Explain how worsentence structure areachieve specific effecttone, voice, and mood).

d choice and used to

s (such as

vii. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood).


1313

l f l l i i l )

y

b. Demonstrate understanding of figurative language, word relationshand nuances in word meanings. (CCL.6.5)

ips, SS:

b. Demonstrate understandifigurative language, word reand nuances in word meaninL.7.5)

ng of lationships, gs. (CCCS:

b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.8.5)

i. Interpret figures of speech personification) in context. (CL.6.5a)

(e.g., CSS:

i. Interpret figures of literary, biblical, and mallusions) in context. (L.7.5a)

speech (e.g., ythological

CCCS:

i. Interpret figures of speech (e.g. verbal irony, puns) in context. (CCSS: L.8.5a)

ii. Use the relationship betweeparticular words (e.g., cause/part/whole, item/category) tounderstand each of the words(CCSS: L.6.5b)

n effect, better .

ii. Use the relationshipparticular words (e.g.synonym/antonym, anbetter understand eacwords. (CCCS: L.7.5b

between , alogy) to h of the )

ii. Use the relationship between particular words to better understand each of the words. (CCSS: L.8.5b)

iii. Distinguish among the connotations (associations) owith similar denotations (definitions) (e.g., stingy,

i i i l scrimping, economica , unwasthrifty). (CCSS: L.6.5c)

f words

f l

iii. Distinguish amongconnotations (associawith similar denotatio(definitions) (e.g., bul

illf l fi ite u , willfu , f rm, pers sten(CCSS: L.8.5c)

the tions) of words ns lheaded, l )

iii. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded,

illf l fi i l ) t, reso ute . willful, firm, persistent, resolute). (CCSS: L.8.5c)

iv. Understand that languagrepresents and constructs howreaders perceive events, peopgroups, and ideas; recognize positive and negative implicatlanguage and identify how it caffect readers in different wa

e le,

ions of an s.

iv. Understand that larepresents and constrreaders perceive evengroups, and ideas; recpositive and negative of language and identaffect readers in differ

nguage ucts how ts, people, ognize implications ify how it can ent ways.

iv. Understand that language represents and constructs how readers perceive events, people, groups, and ideas; recognize positive and negative implications of language and identify how it can affect readers in different ways.


c. Acquire and use accurately gradeappropriate general academic and dspecific words and phrases; gather vocabulary knowledge when consideword or phrase important to comprehension or expression. (CCSL.6.6)

-omain-

ring a

S:

c. Acquire and use accurateappropriate general academspecific words and phrases;vocabulary knowledge whenword or phrase important tocomprehension or expressioL.7.6)

ly grade-ic and domain- gather considering a n. (CCSS:

c. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.8.6)

1414


1515

Writing and Composition GLEs & EOs

6th 7th 8th

With awareness of audience purpose, compose narrative writing

and With awareness of audpurpose, compose narrwriting

ience and ative

With awareness of audience and purpose, compose narrative writing

Text Types and Purposes: Text Types and Purposes: Text Types and Purposes:

a. Write narratives to develop real oimagined experiences or events usieffective technique, relevant descripdetails, and well-structured event sequences. (CCSS: W.6.3)

r ng tive

a. Write narratives to deveimagined experiences or eveeffective technique, relevandetails, and well-structured sequences. (CCSS: W.7.3)

lop real or nts using

t descriptive event

a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.8.3)

i. Engage and orient the readestablishing a context and introducing a narrator and/orcharacters; organize an eventsequence that unfolds naturalogically. (CCSS: W.6.3a)

er by

lly and

i. Engage and orientestablishing a contextview and introducing aand/or characters; orgevent sequence that unaturally and logically

)W.7.3a)

the reader by and point of narrator anize an nfolds . (CCSS:

i. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W 8 3 )W.8.3a)

ii. Use narrative techniques, sdialogue, pacing, and descripdevelop experiences, events, characters. (CCSS: W.6.3b)

uch as tion, to and/or

ii. Use narrative techndialogue, pacing, and develop experiences, characters. (CCSS: W

iques, such as description, to events, and/or .7.3b)

ii. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. (CCSS: W.8.3b)

iii. Use a variety of transition phrases, and clauses to convesequence and signal shifts frotime frame or setting to anoth(CCSS: W.6.3c)

words, y m one er.

iii. Use a variety of traphrases, and clauses tsequence and signal stime frame or setting (CCSS: W.7.3c)

nsition words, o convey hifts from one to another.

iii. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (CCSS: W.8.3c)


1616

iv. Use precise words and phrrelevant descriptive details, asensory language to convey experiences and events. (CCSW.6.3d)

ases, nd

S:

iv. Use precise words relevant descriptive dsensory language to caction and convey expevents. (CCSS: W.7.3

and phrases, etails, and apture the eriences and d)

iv. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS: W.8.3d)

v. Provide a conclusion that fofrom the narrated experienceevents. (CCSS: W.6.3e)

llows s or

v. Provide a conclusiofrom and reflects on texperiences or eventsW.7.3e)

n that follows he narrated . (CCSS:

v. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CCSS: W.8.3e)

b. Use a range of poetic techniques(alliteration, onomatopoeia, rhyme scheme); figurative language (similmetaphor, personification); and graelements (capital letters, line lengthword position) to express personal narrative voice in texts.

e, phic ,

or

b. Write using poetic techn(alliteration, onomatopoeia,scheme, repetition); figurat(simile, metaphor, personifigraphic elements (capital lelength, word position) typicachosen genre.

iques rhyme ive language cation); and tters, line l of the

b. Write using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor, personification, hyperbole); and graphic elements (capital letters, line length, word position) for intended effect.

U f l i c. Use a range of planning strategorganize ideas, and generate descriand sensory details (outline, web, fwrite, graphic organizers, list, etc.).

i U f l iies to ptive ree

c. Use a range of planningorganize ideas, generate anplace descriptive and sensor(outline, web, free write, grorganizers, list, etc.) to addtargeted audience and purp

i U f l i i strategies to d thoughtfully y details aphic ress the ose.

c. Use a range of planning strategies to organize ideas, generate and thoughtfully place descriptive and sensory details (outline, web, free write, graphic organizers, list, etc.) to address the targeted audience and purpose.

d. Use word choice, sentence structand sentence length to create voicetone in writing.

ure, and

d. Express voice and tone areaders' perceptions by varyvocabulary, sentence structdescriptive details.

nd influence ing

ure, and

d. Express voice and tone and influence readers' perceptions by varying vocabulary, sentence structure, and descriptive details.


1717

e. Revise and edit writing to strenclarity, fluency, ideas, vividness of vtone, organization, and convention.

gthen oice,

e. Revise and edit writing tclarity, fluency, ideas, vividntone, organization, and conv

o strengthen ess of voice, ention.

e. Revise and edit writing to strengthen clarity, fluency, ideas, vividness of voice, tone, organization, and convention.

f. Using specific criteria, engage inevaluation and peer review to explastrengths and weaknesses of one’s writing and the writing of others.

self-in own

f. Using specific criteria, eevaluation and peer review strengths and weaknesses owriting and the writing of ot

ngage in self-to explain f one’s own hers.

f. Using specific criteria, engage in self-evaluation and peer review to explain strengths and weaknesses of one’s own writing and the writing of others.

g. As writers, use mentor texts anauthors to help craft appropriate technique.

d g. As writers, use mentor tauthors to help craft approptechnique.

exts and riate

g. As writers, use mentor texts and authors to help craft appropriate technique.

With awareness of audience purpose, compose persuasivinformational writing

and e and

With awareness of audpurpose, compose persinformational writing

ience and uasive and

With awareness of audience and purpose, compose persuasive and informational writing

Text Types and Purposes: Text Types and Purposes: Text Types and Purposes:

a. Write arguments to support claimclear reasons and relevant evidence(CCSS: W.6.1)

s with .

a. Write arguments to suppoclear reasons and relevant e(CCSS: W.7.1)

rt claims with vidence.

a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.8.1)

i. Introduce claim(s) and orgathe reasons and evidence clea(CCSS: W.6.1a)

nize rly.

i. Introduce claim(s), alternate or opposing organize the reasons alogically. (CCSS: W.7.

acknowledge claims, and nd evidence 1a)

i. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (CCSS: W.8.1a)


1818

ii. Support claim(s) with clearreasons and relevant evidencusing credible sources and demonstrating an understandthe topic or text. (CCSS: W.6

e,

ing of .1b)

ii. Support claim(s) wireasoning and relevanusing accurate, credibdemonstrating an undthe topic or text. (CCS

th logical t evidence, le sources and erstanding of S: W.7.1b)

ii. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (CCSS: W.8.1b)

iii. Use words, phrases, and cto clarify the relationships amclaim(s) and reasons. (CCSS:W.6.1c)

lauses ong

iii. Use words, phrasesto create cohesion andrelationships among creasons, and evidenceW.7.1c)

, and clauses clarify the

laim(s), . (CCSS:

iii. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (CCSS: W.8.1c)

iv. Establish and maintain a fostyle. (CCSS: W.6.1d)

rmal iv. Establish and mainstyle. (CCSS: W.7.1d)

tain a formal iv. Establish and maintain a formal style. (CCSS: W.8.1d)

v. Provide a concluding statemor section that follows from thargument presented. (CCSS: W.6.1e)

ent e

v. Provide a concludinor section that followssupports the argumen(CCSS: W.7.1e)

g statement from and t presented.

v. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.8.1e)

vi. Identify and use several efarguments in a piece of writinintended to persuade an audi

fective g ence.

vi. Explain and imitateappeals used by writepersuade an audience

emotional rs trying to .

vi. Explain and imitate emotional and logical appeals used by writers trying to persuade an audience.

vii. Demonstrate awareness oaudience expectations and powhen writing informational orpersuasive text.

f ssible

vii. Demonstrate awaraudience expectationsbias when writing infopersuasive text.

eness of and possible rmational or

vii. Demonstrate awareness of audience expectations and possible bias when writing informational or persuasive text.

viii. Demonstrate awareness opossible bias when writing informational or persuasive te

f own

xt.

viii. Demonstrate awapossible bias when wrinformational or persu

reness of own iting asive text.

viii. Demonstrate awareness of own possible bias when writing informational or persuasive text.


p

1919

ix. Revise ideas and structureimprove depth of argument/information and logorganization; identify persuaselements in a peer’s writing acritique the effectiveness.

to

ic of ive nd

ix. Revise ideas and simprove depth of argument/informationorganization; identify elements in a peer’s wcritique the effectiven

tructure to

and logic of persuasive riting and

ess.

ix. Revise ideas and structure to improve depth of argument/information and logic of organization; identify persuasive elements in a peer’s writing and critique the effectiveness.

x. Explain and imitate effectivpersuasive writing used by wrwho are trying to persuade anaudience.

e iters

x. Explain and imitatepersuasive writing usewho are trying to persaudience.

effective d by writers uade an

x. Explain and imitate effective persuasive writing used by writers who are trying to persuade an audience.

b. Write informative/explanatory teexamine a topic and convey ideas, concepts, and information through selection, organization, and analysisrelevant content. (CCSS: W.6.2)

xts to

the of

b. Write informative/explanaexamine a topic and conveyconcepts, and information thselection, organization, and relevant content. (CCSS: W

tory texts to ideas, rough the analysis of .7.2)

b. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS: W.8.2)

i. Introduce a topic; organize concepts, and information, usstrategies such as definition, strategies such as definition, classification, comparison/conand cause/effect; include form(e.g., headings), graphics (e.charts, tables), and multimedwhen useful to aiding comprehension. (CCSS: W.6.

ideas, ing

i. Introduce a topic clepreviewing what is to organize ideas, conce

trast, atting

g., ia

2a)

organize ideas, concepts, and information, using straas definition, classificacomparison/contrast, cause/effect; include f(e.g., headings), grapcharts, tables), and mwhen useful to aiding comprehension. (CCS

arly, follow; ts, and

i. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

tegies such tion, and ormatting hics (e.g., ultimedia

S: W.7.2a)

organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (CCSS: W.8.2a)

ii. Develop the topic with relefacts, definitions, concrete dequotations, or other informatiexamples. (CCSS: W.6.2b)

vant tails, on and

ii. Develop the topic wfacts, definitions, concquotations, or other inexamples. (CCSS: W.7

ith relevant rete details, formation and .2b)

ii. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (CCSS: W.8.2b)


2020

iii. Use appropriate transitionsclarify the relationships amonideas and concepts. (CCSS: W

to g .6.2c)

iii. Use appropriate tracreate cohesion and crelationships among idconcepts. (CCSS: W.7

nsitions to larify the eas and .2c)

iii. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (CCSS: W.8.2c)

iv. Use precise language and domain-specific vocabulary toinform about or explain the to(CCSS: W.6.2d)

pic.

iv. Use precise languadomain-specific vocabinform about or expla(CCSS: W.7.2d)

ge and ulary to in the topic.

iv. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.8.2d)

v. Establish and maintain a fostyle. (CCSS: W.6.2e)

rmal v. Establish and maintstyle. (CCSS: W.7.2e)

ain a formal v. Establish and maintain a formal style. (CCSS: W.8.2e)

vi. Provide a concluding stateor section that follows from thinformation or explanation presented. (CCSS: W.6.2f)

ment e

vi. Provide a concludinor section that followssupports the informatexplanation presentedW.7.2f)

g statement from and ion or . (CCSS:

vi. Provide a concluding statement or section that follows from and supports the information or explanation presented. (CCSS: W.8.2f)

c. Write multi-paragraph compositions c. Write multi-paragraph compositions that have clear topic development, organization, effective use of detail,variety in sentence structure.

c. Develop multi-paragraph texts that logical and

c. Develop multi-paragraph texts that explain a process; define a poffer a solution; or support

c. Develop multi-paragraph texts that roblem and

an opinion.

c. Develop multi-paragraph texts that offer a comparison, show cause and effect, or support a point; elaborate to give detail, add depth, and continue the flow of an idea

d. Organize information into a coheessay or report with a thesis statemthe introduction and transition sentto link paragraphs.

rent ent in

ences

d. Explain how and why wrorganization and details to ctheir purpose.

iters us ommunicate

d. Evaluate the effectiveness and importance of organization and well-chosen details in communicating the author’s purpose.

e. Write to analyze and explain procedures, processes, and informatexts (e.g. steps in a scientific investigation, how a bill becomes a

tional

law).

e. Write to analyze and explprocedures, processes, and texts (e.g. steps in a scientiinvestigation, how a bill bec

ain informational fic omes a law).

e. Write to analyze and explain procedures, processes, and informational texts (e.g. steps in a scientific investigation, how a bill becomes a law).


2121

f. Write and justify a personal interpretation of literary or informational text that includes a thesis, supporting details from the literature, and a conclusion

Use the recursive process of writing, including revising anediting for clarity and grammand conventions use, to prodwell-written documents for specific purposes and audien

d ar uce

ces

Use the recursive procwriting, including revisediting for clarity and gand conventions use, twell-written documentspecific purposes and a

ess of ing and rammar

o produce s for udiences

Use the recursive process of writing, including revising and editing for clarity and grammar and conventions use, to produce well-written documents for specific purposes and audiences

Production and Distribution of Writing: Production and Distribution of Writing: Production and Distribution of Writing:

a. Produce clear and coherent writinwhich the development, organizatiostyle are appropriate to task, purpoand audience. (Grade-specific expectations for writing types are di d l l t ti 1 d 2 in grade level expectations 1 and 2 above.) (CCSS: W.6.4)

g in n, and se,

efined

a. Produce clear and coherewhich the development, orgstyle are appropriate to taskand audience. (CCSS: W.7.4

nt writing in anization, and , purpose, )

a. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS: W.8.4)

b. With some guidance and supportpeers and adults, develop and strenwriting as needed by planning, revisediting, rewriting, or trying a new approach. (CCSS: W.6.5)

from gthen ing,

b. With some guidance and peers and adults, develop awriting as needed by planninediting, rewriting, or trying approach, focusing on how wand audience have been add(CCSS.W.7.5)

support from nd strengthen g, revising,

a new ell purpose ressed.

b. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (CCSS: W.8.5)

c. Employ a range of planning stratto generate descriptive and sensorydetails And informational organizati(webbing, free writing, graphic organizers).

egies on

c. Use a variety of planning generate and organize ideasbrainstorming, mapping, graorganizers).

strategies to (such as phic

c. Use planning strategies to select and narrow topics.


2222

d. Analyze writing to improve clarityparagraphs, transitions, vocabularyinformation to enhance the central

of and idea.

d. Revise writing to strengthand vividness of voice, tone

en the clarity , and ideas.

d. Analyze and revise writing to strengthen the clarity of the message and vividness of voice, tone, and ideas.

e. Use technology, including the Intto produce and publish writing as wto interact and collaborate with othedemonstrate sufficient command ofkeyboarding skills to type a minimuthree pages in a single sitting. (CCSW.6.6)

ernet, ell as rs;

m of S:

e. Use technology, includingto produce and publish writiand cite sources as well as tcollaborate with others, inclto and citing sources. (CCSS

the Internet, ng and link to o interact and uding linking : W.7.6)

e. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (CCSS: W.8.6)

Conventions of Standard English: Conventions of Standard English: Conventions of Standard English:

f. Demonstrate command of the conventions of standard English graand usage when writing or speaking(CCSS: L.6.1)

mmar .

f. Demonstrate command ofconventions of standard Engand usage when writing or s(CCSS: L.7.1)

the lish grammar peaking.

f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.8.1)

i. Ensure that pronouns are inproper case (subjective, objecand possessive). (CCSS: L.6.1

the tive, a)

i. Explain the functionand clauses in generafunction in specific sen(CCSS: L.7.1a)

of phrases l and their tences.

i. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. (CCSS: L.8.1a)

ii. Use intensive pronouns (e.myself, ourselves). (CCSS: L.

g., 6.1b)

ii. Choose among simpcompound, complex, acomplex sentences todiffering relationships(CCSS: L.7.1b)

le, nd compound-

signal among ideas.

ii. Form and use verbs in the active and passive voice. (CCSS: L.8.1b)


2323

th subjec g

iii. Recognize and correct inappropriate shifts in pronounumber and person. (CCSS: L

n .6.1c)

iii. Place phrases and a sentence, recognizincorrecting misplaced amodifiers. (CCSS: L.7

clauses within g and nd dangling

.1c)

iii. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. (CCSS: L.8.1c)

iv. Recognize and correct vagpronouns (i.e., ones with uncambiguous antecedents). (CCL.6.1d)

ue lear or SS:

iv. Use punctuation co(commas and parenthparenthetical elementintroduce a list; and h

rrectly eses to offset s; colons to yphens).

iv. Recognize and correct inappropriate shifts in verb voice and mood. (CCSS: L.8.1d)

v. Recognize variations from standard English in their own others' writing and speaking, identify and use strategies to improve expression in convenlanguage. (CCSS: L.6.1e)

and and

tional

v. Write and punctuatand complex sentence

e compound s correctly.

v. Use comparative and superlative adjectives and adverbs correctly in sentences.

vi. Identify fragments and runand revise sentences to eliminthemem.

-ons ate

vi. Vary sentences usiprepositional phrases,subjects and verbs agree in the ts and verbs apresence of intervenin

ng ensuring that

vi. Combine sentences with subordinate conjunctions.

ree in the g phrases.

vii. Use coordinating conjunctcompound sentences.

ions in vii. Use pronoun-anteagreement including ipronouns.

cedent ndefinite

vii. Use subject-verb agreement with intervening phrases and clauses.

viii. Maintain consistent verb within paragraph.

tense viii. Write with consisttense across paragrap

ent verb hs.

viii. Identify main and subordinate clauses and use that knowledge to write varied, strong, correct, complete sentences.


2424

ix. Choose adverbs to describverbs, adjectives, and other adverbs.

e ix. Use adjectives andcorrectly in sentencesverbs, adjectives, andadverbs.

adverbs to describe other

ix. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs.

x. Combine sentencescoordinate conjunction

with s.

x. Combine sentences with coordinate conjunctions.

xi. Improve word choivariety of references, thesaurus.

ce by using a such as a

xi. Improve word choice by using a variety of references, such as a thesaurus.

g. Demonstrate command of the conventions of standard English capitalization, punctuation, and spewhen writing. (CCSS: L.6.2)

lling

g. Demonstrate command oconventions of standard Engcapitalization, punctuation, when writing. (CCSS: L.7.2)

f the lish

and spelling

g. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.8.2)

i. Use punctuation (commas, parentdashes) to set off. nonrestrictive/parenthetical elemen(CCSS: L.6.2a)(CCSS: L.6.2a)

heses,

ts.

i. Use a comma to separate adjectives (e.g., “It was a faenjoyable movie.” Not, “He green shirt.”). (CCSS: L.7.2green shirt. ). (CCSS: L.7.2a)

coordinate scinating, wore an old[,] a)

i. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. (CCSS: L.8.2a)

ii. Spell correctly. (CCSS: L.6.2b) ii. Spell correctly. (CCSS: L.7.2b) ii. Spell correctly. (CCSS: L.8.2c)

iii. Format and punctuate dialogue correctly

iv. Use an ellipsis to indicate an omission. (CCSS: L.8.2b)

Knowledge of Language: Knowledge of Language: Knowledge of Language:

h. Use knowledge of language and iconventions when writing, speakingreading, or listening. (CCSS: L.6.3)

ts ,

h. Use knowledge of languaconventions when writing, sreading, or listening. (CCSS

ge and its peaking, : L.7.3)

h. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.8.3)


2525

i. Vary sentence patterns for meaning, reader/listener inteand style. (CCSS: L.6.3a)

rest, i. Choose language thideas precisely and corecognizing and eliminwordiness and redundL.7.3a)

at expresses ncisely, ating ancy. (CCSS:

i. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). (CCSS: L.8.3a)

ii. Maintain consistency in stytone. (CCSS: L.6.3b)

le and ii. Maintain consistenctone. (CCSS: L.6.3b)

y in style and ii. Maintain consistency in style and tone. (CCSS: L.6.3b)

Range of Writing: Range of Writing: Range of Writing:

i. Write routinely over extended timframes (time for research, reflectionrevision) and shorter time frames (single sitting or a day or two) for a of discipline-specific tasks, purposeaudiences. (CCSS.W.6.10)

e , and

a range s, and

i. Write routinely over extenframes (time for research, rrevision) and shorter time frsingle sitting or a day or twoof discipline-specific tasks, paudiences. (CCSS.W.7.10)

ded time eflection, and ames (a ) for a range urposes, and

i. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.8.10)


2626

Researching and Reasoning GLEs EOs

6th 7th 8th

Conducts and shares researcsynthesizing information frommultiple sources

h by

Conducts and shares resynthesizing informatimultiple sources

search by on from

Conducts and shares research by synthesizing information from multiple sources

Research to Build and Present Knowledge:

Research to Build and PreKnowledge:

sent Research to Build and Present Knowledge:

a. Conduct short research projects answer a question, drawing on sevesources and refocusing the inquiry wappropriate. (CCSS: W.6.7)

to ral hen

a. Conduct short research answer a question, drawing sources and generating addfocused questions for furtheinvestigation. (CCSS: W.7.7

projects to on several itional related, r research and )

a. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (CCSS: W.8.7)

b. Gather relevant information frommultiple print and digital sources; athe credibility of each source; and qy ; qor paraphrase the data and conclusothers while avoiding plagiarism anproviding basic bibliographic informfor sources. (CCSS: W.6.8)

ssess uote

b. Gather relevant informamultiple print and digital sousearch terms effectively; as

ions of d ation

y;credibility and accuracy of eand quote or paraphrase theconclusions of others while aplagiarism and following a sformat for citation. (CCSS: W

tion from rces, using

sess the

b. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the

ach source; data and voiding

tandard .7.8)

y;credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSS: W.8.8)

c. Draw evidence from literary or informational texts to support analyreflection, and research. (CCSS: W.

sis, 6.9)

c. Draw evidence from literinformational texts to supporeflection, and research. (CC

ary or rt analysis, SS: W.7.9)

c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.8.9)


2727

d Prepare presentation of research d Synthesize information from multiple d Organize and present research that

i. Apply grade 6 Reading stanto literature (e.g., "Compare contrast texts in different formgenres [e.g., stories and poemhistorical novels and fantasy stories] in terms of their apprto similar themes and topics"(CCSS: W.6.8a)

dards and

s or s;

oaches ).

i. Apply grade 7 Reastandards to literature"Compare and contrasportrayal of a time, plcharacter and a historthe same period as a understanding how aufiction use or alter hisW.7.9a)

ding (e.g., t a fictional ace, or ical account of means of thors of tory"). (CCSS:

i. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). (CCSS: W.8.a)

ii. Apply grade 6 Reading stanto literary nonfiction (e.g., "Tand evaluate the argument anspecific claims in a text, distinguishing claims that aresupported by reasons and evifrom claims that are not"). (CW.6.8b)

dards race d

dence CSS:

ii. Apply grade 7 Reastandards to literary n"Trace and evaluate thand specific claims in assessing whether thesound and the evidencand sufficient to suppoclaims"). (CCSS: W.7.

ding onfiction (e.g. e argument

a text, reasoning is e is relevant rt the 9b)

ii. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). (CCSS: W.8.9b)

d Prepare presentation of research . findings (written, oral, or a visual product) for clarity of content and eand grammatically correct use of language, spelling, and mechanics.

d Synthesize information from multiple

ffect,

. sources using logical organizeffective supporting evidencin sentence structure.

d Organize and present research that ation, e, and variety

.matches the intended audience and purpose.

e. Identify a topic for research, dethe central idea or focus and potentresearch question(s), and locate appropriate resources.

velop ial

e. Identify a topic for reseadeveloping the central idea formulate open-ended reseaand identify potential sourceinformation (such as referenelectronic media), differentiprimary and secondary sour

rch, or focus and rch questions s of ce materials,

ating between ce materials.

e. Identify a topic for research, developing the central idea or focus and formulate open-ended research questions and identify potential sources of information (such as reference materials, electronic media), differentiating between primary and secondary source materials.


2828

evidence details or quotations that findings that includes quotations findings that includes quotations

f. Locate specific information withresources using indexes, tables of contents, electronic search featureswords, etc.

in

, key

f. Collect, interpret, and arelevant information; identifquotes for use in the report information to summarize othat will support the thesis oquestion.

nalyze y direct and r paraphrase r research

f. Document information and quotations using a consistent format for footnotes or endnotes; and use standard bibliographic format to document sources.

g. Use a range of print and non-prisources (atlases, data bases, referematerials, online and electronic resointerviews, direct observation) to loinformation to answer research que

nt nce urces,

cate stions.

g. Use organizational featuelectronic text (bulletin boarengines, databases) to locatand obtain useful informatiostandard news stories.

res of ds, search e information n from

g. Use organizational features of electronic text (bulletin boards, search engines, databases) and advanced search methods to locate information and obtain useful information from scholarly sources.

h. Follow established criteria for evaluating accuracy, validity, and usefulness of information.

h. Evaluate accuracy and uinformation, and the credibisources used.

sefulness of lity of the

h. Differentiate between valid and faulty generalizations and identify common reasoning fallacies in print and non-printed sources.

i. Select and organize informationevidence details or quotations that , ,support the central idea or focus.

, i. Write reports based on rfindings that includes quotationsfootnotes, or endnotes, andbibliographic format to docuor a works cited page.

esearch

i. Write reports based on research findings that includes quotations ,

use standard ment sources

,footnotes, or endnotes, and use standard bibliographic format to document sources or a works cited page; differentiate between paraphrasing and using direct quotes in a report.

Recognize the implications oand assumptions in research

f bias Recognize the implicatbiases and assumptionresearch and media

ions of s in

Recognize the implications of biases and assumptions in research and media


2929

a. Determine strengths and weakneof own and others’ thinking by usincriteria including relevance, clarity, accuracy, fairness, significance, depbreadth, and logic.

sses g

th,

a. Determine strengths and of own and others’ thinking criteria including relevance, accuracy, fairness, significanbreadth, and logic.

weaknesses by using clarity, ce, depth,

a. Determine and evaluate strengths and weaknesses of own and others’ thinking by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, and logic.

b. Identify the natural tendency in humans to use stereotypes, prejudibiases, and distortions.

ces, b. Identify stereotypes, prejbiases, and distortions in seof others.

udices, lf and thinking

b. Identify stereotypes, prejudices, biases, and distortions in self and thinking of others.

c. Identify and articulate own assumptions and assumptions of otthat underlie inferences being madeassess those assumptions for justifi

hers and ability.

c. Identify and articulate owassumptions and assumptiothat underlie inferences beinassess those assumptions fo

n ns of others g made and r justifiability.

c. Identify and articulate own assumptions and assumptions of others that underlie inferences being made and assess those assumptions for justifiability.

d. Identify the purpose or amedia presentations and coalternative perspectives of vpresentations.

genda of nsider arious media

d. Take a position on an issue and support it using appropriate media to demonstrate reasoning and explain decisions in the creative process.

Documents

Speaking and Listening GLEs& EOs Transition...presentation (such as memorizing k phrases, creating note cards, practi ... and poetry Use information from texts to support analysis