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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
Title
Suggested Dates
All nine weeks
On-Going
Big Ideas
Learner Outcomes
Assurance Words/Critical Content Vocabulary
The ideas and materials listed below provide a framework to address the teaching and learning goals of the GISD English Language
Arts Curriculum. Teaching using only the ideas and materials listed does not guarantee that all students will master the standards to
the depth and complexity required for success. Teachers are encouraged to use research-based best practices for instruction,
available data on individual student capabilities and learning styles/needs, campus guidelines, and their own professional judgment
to plan meaningful learning experiences for their students.
Knowledge and Skills with
Student Expectations
Listening and Speaking / Listening Students use
comprehension skills to listen attentively to others in formal
and informal settings. Students will continue to apply earlier
standards with greater complexity. Students are expected
to:
26.A listen to and interpret a speaker’s purpose by explain in
the content, evaluating the delivery of the presentation, and
asking questions or making comments about the evidence
that supports a speaker’s claims
26.B follow and give complex oral instructions to perform
specific tasks, answer questions, or solve problems
26.C draw conclusions about the speaker’s message by
GISD/ELAR Instructional Coaches-2013
English
Language
Proficiency
Standards
(ELPS)
ELPS 2 Cross-curricular
second language
acquisition/listening.
(D) Monitor understanding of
spoken language during
classroom instruction and
interactions and seek
clarification as needed
(E) use visual, contextual, and
linguistic support to enhance
and confirm understanding of
increasingly complex and
Career &
College
Readiness
Standards
(CCRS)
CCRS E/LAS
IV. Listening: A. Apply
listening skills as an
individual and as a member
of a group in a variety of
settings (e.g., lectures,
discussions, conversations,
team projects,
presentations, interviews).
3. Use a variety of
strategies to enhance
listening comprehension
(e.g., focus attention on
District
Specificity/Examples/
Notes/Resources
Including responds overtly to the
question, “Why are we listening to
(each other, to the teacher, the
speaker, the recording)?
Differentiation
EXTENSIONS:
ADDITIONAL
PRACTICE:
Including asks himself/herself
questions such as:



What is the speaker’s
purpose?
What is the speaker’s main
idea(s)?
Does the speaker
support/elaborate the main
ideas?
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
considering verbal communication (e.g., word choice, tone)
and nonverbal cues (e.g., posture, gestures, facial
expressions).
elaborated spoken language
(G) understand the general
meaning, main points, and
important details of spoken
language ranging from
situations in which topics,
language, and contexts are
familiar to unfamiliar;
(I) demonstrate listening
comprehension of
increasingly complex spoken
English by following
directions, retelling or
summarizing spoken
messages, responding to
questions and requests,
collaborating with peers, and
taking notes commensurate
with content and grade-level
needs.
message, monitor message
for clarity and
understanding, provide
verbal and nonverbal
feedback, note
cues such as change of pace
or particular words that
indicate a new point is
about to be made, select
and organize key
information).
B. Listen effectively in
informal and formal
situations.
3. Listen actively and
effectively in group
discussions.
B. Listen effectively in
informal and formal
situations.

Is the support fact or
opinion?

Do I agree or disagree
(persuasive)?

What is not clear to me?

What else do I need to
know?
Including comparing the speaker’s




Verbal and non-verbal
techniques
Success in communicating
the major message(s)
Use of language (style)
Persuasive devices (e.g.,
examples, statistics,
emotional appeals,
citations of authority, etc.)
Including active listening to readings
from the teacher, other fluent oral
readers, and/or electronic
recordings.
On-going process skill including:
Shares his or
her experiences and ideas with
peers and adults and connects those
ideas/experiences with those of others
Listening and Speaking / Speaking: Students speak clearly
and to the point, using the conventions of language.
Students will continue to apply earlier standards, with
greater complexity. Students are expected to:
ELPS 1 Cross-curricular
second language
acquisition/learning
strategies.
27.A Advocate a position using anecdotes, analogies, and /
or illustrations, and use eye contact, speaking rate, volume,
enunciation, a variety of natural gestures, and conventions
(G) demonstrate an increasing
ability to distinguish between
formal and informal English
and an increasing knowledge
GISD/ELAR Instructional Coaches-2013
III. Speaking: A. Understand
the elements of
communication both in
informal group discussions
and formal presentations
(e.g., accuracy, relevance,
rhetorical features,
organization of
such demands as interviewing,
reporting, requesting, and providing
information
On-going process skill including:

Uses accurate and
appropriate spoken
language in individual
formal and informal
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
of language to communicate ideas effectively
of when to use each one
commensurate with gradelevel learning expectations
ELPS 3 Cross-curricular
second language
acquisition/speaking.
(C) speak using a variety of
grammatical structures,
sentence lengths, sentence
types, and connecting words
with increasing accuracy and
ease as more English is
acquired;
(D) speak using grade-level
content area vocabulary in
context to internalize new
English words and build
academic language
proficiency;
information).
1. Understand how style
and content of spoken
language varies in different
contexts and influences the
listener’s understanding
2. Adjust presentation
(delivery, vocabulary,
length) to particular
audiences and purposes.
3. Plan and deliver focused
and coherent presentations
that convey clear and
distinct perspectives and
demonstrate solid
reasoning.
presentations to the class
and other audiences

Determines the purpose for
various oral language
experiences (e.g.,
discussions, conversations,
formal and informal
presentations)

Develop an oral
presentation (or chose a
published speech) and
adapt the language for a
different audience
Ongoing process skill including


Including:

(H) narrate, describe, and
explain with increasing
specificity and detail as more
English is acquired;

(I) adapt spoken language
appropriately for formal and
informal purposes
Listening and Speaking / Teamwork: Students work
productively with others in teams. Students will continue to
apply earlier standards with greater complexity. Students
are expected to:
ELPS 3 Cross-curricular
second language
acquisition/speaking.
(E)
28.A participate productively in discussions, plan agendas
with clear goals and deadlines, set time limits for speakers,
take notes, and vote on key issues.
GISD/ELAR Instructional Coaches-2013
(F)
share information in
cooperative learning
interactions
ask and give information
ranging from using a
very limited bank of
high-frequency , high-
III. Speaking: B. Develop
effective speaking styles for
both group and one-on-one
situations.
Experiment with an oral
presentation by changing
the rate, pitch, volume,
and/or tone
Evaluate the changes
Gives a planned persuasive
oral presentation, using
visuals to support his or her
ideas
Speaks persuasively in
group activities and in oral
presentations, supporting
his or her ideas with
evidence, elaboration, and
examples
Make relevant contributions in
conversations and discussions (16F
from 9th grade)

1. Participate actively and
effectively in group
discussions.
2. Participate actively and
effectively in group
Including formal and
informal class discussions
of issues raised in response
to a variety of narrative and
expository texts
Use clear questions for a variety
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
Reading / Fluency: Students read grade-level text with
fluency and comprehension. Students are expected to:
1A. Adjust fluency when reading aloud grade-level text
based on the reading purpose and the nature of the text.
need, concrete
vocabulary, including
key words and
expressions needed for
basic communication in
academic and social
contexts, to using
abstract and contentbased vocabulary during
extended speaking
assignments
(G) express opinions, ideas,
and feelings ranging
from communicating
single words and short
phrases to participating
in extended discussions
on a variety of social and
grade-appropriate
academic topics.
ELPS 4 Cross-curricular
second language
acquisition/reading.
CCRS CDS
I. Key Cognitive Skills B.
Reasoning
ELPS 4 Cross-curricular
second language
acquisition/reading.
2.B Use context (within a sentence and in larger sections of
text) to determine or clarify the meaning of unfamiliar or
ambiguous words or words with novel meanings
(C) Develop basic sight
vocabulary, derive meaning of
environmental print, and
comprehend English
of purposes and respond
appropriately to the questions of
others (16E from 9th grade)

1. Consider arguments and
conclusions of self and
others.
2. Construct well-reasoned
arguments to explain
phenomena, validate
conjectures, or support
positions.
Including responding
appropriately to questions
from listeners and asking
clear, appropriate
questions to speakers to
probe, extend, and clarify
issues raised in the oral
presentation
On-going process skill including:


(E) read linguistically
accommodated content area
material with a decreasing
need for linguistic
accommodations as more
English is learned.
Reading/Vocabulary Development. Students understand
new vocabulary and use it when reading and writing.
Students are expected to:
GISD/ELAR Instructional Coaches-2013
discussions.

CCRS E/LAS
II. Reading B. Understand
new vocabulary and
concepts and use them
accurately in reading,
speaking, and writing.
Individually read aloud at
school and at home
Read with expression and
diction that indicates
understanding of meaning
Respond to
“comprehension
questions/prompts” (e.g.,
Why did a character do
something? Where did the
story/an event in the story
take place? Describe a
character/event in the
story) from adults or peers
after reading aloud.
On-going reading process skill with an
emphasis on 2-3 new words per text
read aloud
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
Reading/Comprehension.
Figure 19
Reading / Comprehension Skills. Students use a flexible
range of metacognitive reading skills in both assigned and
independent reading to understand an author’s message.
Students will continue to apply earlier standards with
greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is
expected to:
A.
B.
establish purposes for reading selected texts
based upon own or others’ desired outcome to
enhance comprehension
ask literal, interpretive, evaluative, and universal
questions of text;
vocabulary and language
structures used routinely in
written classroom materials
ELPS 4 Cross-curricular
second language
acquisition/reading.
(F) Use visual and contextual
support and support from
peers and teachers to read
grade-appropriate content
area text, enhance and
confirm understanding, and
develop vocabulary, grasp of
language structures, and
background knowledge
needed to comprehend
increasingly challenging
language
chosen and articulated by either
the teacher or student
Predicts outcomes and actions in
fiction selections and narrative
poems, based on content clues
and on his or her own
experiences
Use study strategies to learn and
recall important ideas from texts
such as preview, question,
reread, and record (6-8).
C.
reflect on understanding to monitor
comprehension (e.g., summarizing and
synthesizing; making textual, personal, and world
connections; creating sensory images);
Takes independent action when he or
she has trouble understanding text
(e.g., rereads, asks for help)
Uses contextual, syntactic, and
structural analysis strategies to
understand the meaning of unfamiliar
words
D.
E.
F.
make complex inferences about text and use
textual evidence to support understanding;
summarize, paraphrase, and synthesize texts in
ways that maintain meaning and logical order
within a text and across texts; and
make intertextual links among and across texts,
GISD/ELAR Instructional Coaches-2013
Uses his or her own experience and
knowledge to understand texts
Including:

Participates
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
including other media (e.g., film, play), and
provide textual evidence.





Reading / Comprehension of Literary Text / Theme and
Genre: Students analyze, make inferences and draw
conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are
expected to:
3.A analyze literary works that share similar themes across
cultures
3.B compare and contrast the similarities and differences in
mythologies from various cultures (e.g., ideas of afterlife,
roles and characteristics of deities, purposes of myths);
3.C. explain how the values and beliefs of particular
characters are affected by the historical and cultural setting
of the literary work.
GISD/ELAR Instructional Coaches-2013
CCRS E/LAS
II. Reading C. Describe,
analyze, and evaluate
information within and
across literary and other
texts from a variety of
cultures and historical
periods.
1. Read a wide variety of
texts from American,
European, and world
constructively in
classroom discussions
Creates questions at
the literal,
interpretive, and
evaluative levels to
assess his or her
comprehension of
complex information
in fiction and
nonfiction poetry
selections
Speculates/predicts
based on text
evidence and
personal experience
Draws conclusions
(both fact and
opinion) based on
text evidence and
personal experience
Makes connections
(compares/contrasts)
between the text and
personal experience,
and real-world
situations
Makes connections
between the text and
other texts
Discuss with text events related to
customs, language, and culture
Compare/contrast the text events with
his/her and other readers’ customs
and culture
Recalls the stated and inferred
characteristics of various cultures from
a wide variety of cultures and authors
Analyzes narrative and expository text
to identify the experiences of
characters from other cultures, with
an emphasis on world cultures outside
the United States
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
literatures.
1. 1. Identify new words and
concepts acquired through
study of their relationships
to other words and
concepts.
Read text representing a variety of
cultures and authors with an emphasis
on world writers from other cultures
Identify and discuss themes that arise
on the culture
Connect, compare, and contrast
cultural themes across texts
2. Analyze themes,
structures, and elements of
myths, traditional
narratives, and classical and
contemporary literature.
D. Explain how literary and
other texts evoke personal
experience and reveal
character in particular
historical circumstances.
2. Analyze the influence of
myths, folktales, fables, and
classical literature from a
variety of world cultures on
later literature and film.
4. Analyze and compare the
use of language in literary
works from a variety of
world cultures.
Oral and Written Conventions / Spelling Students spell
correctly. Students are expected to:
21. A spell correctly, including using various resources to
determine and check correct spellings.
GISD/ELAR Instructional Coaches-2013
ELPS 5 Cross-curricular
second language
acquisition/writing.
(C) spell familiar English
words with increasing
accuracy, and employ English
spelling patterns and rules
with increasing accuracy as
more English is acquired
Including print and electronic:



Dictionary
Thesaurus
Dictionary of
Synonyms
And uses the replacement
words in composition
Page 7 of 13
Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
Reading / Media Literacy: Students use comprehension
skills to analyze how words, images, graphics, and sounds
work together in various forms to impact meaning. Students
will continue to apply earlier standards with greater depth in
increasingly more complex texts. Students are expected to:
Including, analysis of book
illustrations, age-appropriate political
cartoons, print and electronic
advertisements, comics, an Internet
site, informational brochure, etc.
13.A Evaluate the role of media in focusing attention on
events and informing opinion on issues
to identify:
13.B interpret how visual and sound techniques (e.g., special
effects, camera angles, lighting, music) influence the
message;
13.C evaluate various techniques used to create a point of
view in media and the impact on audience.
13.D asses the correct level of formality and tone for
successful participation on various digital media
Illustrator’s choice of style (e.g.,
realistic, imaginary, literal, humorous)
influence the text’s meaning
Including:
compare and contrast ideas and
points of view in various media (ageappropriate political cartoons, ageappropriate comics, print and
electronic advertisements, Internet
sites, informational brochure, etc.)
such as:
analyzing advertisements, political
messages, television, radio, film,
newspapers, magazines, and “special
interest” Publications
Writing/Expository and Procedural Texts: Students write
expository and procedural or work-related texts to
communicate ideas and information to specific audiences
for specific purposes. Students are expected to:
Such as:
developing a class newspaper,
multimedia reports, or video reports.
17D. Produce a multimedia presentation involving text,
graphics, images, and sound using available technology.
Writing Focus-- TEKS/Student Expectations for Writing
GISD/ELAR Instructional Coaches-2013
Page 8 of 13
Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
Link to Composition Template #___
Writing/Writing Process: Students use elements of the
writing process (planning, drafting, revising, editing, and
publishing) to compose text. Students are expected to:
14A. Plan a first draft by selecting a genre appropriate for
conveying the intended meaning to an audience,
determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal
interests, interviews), and developing a thesis or
controlling idea
14B.Develop drafts by choosing an appropriate
organizational strategy (e.g., sequence of events, causeeffect, compare-contrast) and building on ideas to create a
focused, organized, and coherent piece of writing
14C. Revise drafts to ensure precise word choice and vivid
images; consistent point of view; use of simple, compound
and complex sentences; internal and external coherence;
and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been
addressed.
14D. Edit drafts for grammar, mechanics, and spelling.
14E. Revise final draft in response to feedback from peers
and teacher and publish written work for appropriate
audiences
ELPS 5 Cross-curricular
second language
acquisition/writing.
D) edit writing for standard
grammar and usage, including
subject-verb agreement,
pronoun agreement, and
appropriate verb tenses
commensurate with gradelevel expectations as more
English is acquired;
(F) write using a variety of
grade-appropriate sentence
lengths, patterns, and
connecting words to combine
phrases, clauses, and
sentences in increasingly
accurate ways as more English
is acquired
(G) narrate, describe, and
explain with increasing
specificity and detail to fulfill
content area writing needs as
more English is acquired.
CCRS E/LAS
I Writing A. Compose a
variety of texts that
demonstrate clear focus,
the logical development of
ideas in well-organized
paragraphs, and the use of
appropriate language that
advances the author’s
purpose.
such as to persuade, argue, and
request, explain, describe, report, and
narrate
including journals, letters, editorials,
reviews, poems, memoirs, narratives,
and instructions
(see writing templates for purpose
and text structure from “universe of
possibilities”)
1. Deterrmine effective
approaches, forms, and
rhetorical techniques that
demonstrate understanding
of the writer’s purpose and
audience.
2. Generate ideas and
gather information relevant
to the topic and purpose,
keeping careful records of
outside sources.
3. Evaluate relevance,
quality, sufficiency, and
depth of preliminary ideas
and information, organize
material generated, and
formulate a thesis.
4. Recognize the
importance of revision as a
key to effective writing.
Each draft should refine key
ideas and organize them
more logically and fluidly,
GISD/ELAR Instructional Coaches-2013
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
use language more precisely
and effectively, and draw
the reader to the author’s
purpose.
5. Edit writing for proper
voice, tense, and syntax,
assuring that it conforms to
standard English, when
appropriate.
CCRS/CDS
II Foundational Skills B.
Writing Across the
Curriculum
1.
Write clearly and
coherently using
standard writing
conventions.
2.
Write in a variety
of forms for
various
audiences and
purposes.
3.
Compose and
revise drafts.
Writing/Literary Texts: Students write literary texts to
express their ideas and feelings about real or imagined
people, events, and ideas. Students are expected to:
15A. (v) uses a range of literary strategies and devises to
enhance style and tone
15B (ii) use figurative language(e.g., figurative language,
idioms, hyperbole)
GISD/ELAR Instructional Coaches-2013
Page 10 of 13
Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
Oral and Written Conventions: Students write legibly and
use appropriate capitalization and punctuation conventions
in their compositions. Students will continue to apply earlier
standards with greater complexity. Students are expected
to:
19A. Use and understand the function of the following parts
of speech in the context of reading, writing, and speaking:
(i)verbs (perfect and progressive tenses) and participles
appositive phrases
(ii)
adverbial and adjectival phrases and clauses
(iii)
relative pronouns (e.g.’ whose, that, which)
19B. write complex sentences and differentiate between
main versus subordinate clauses
19C. Use a variety of complete sentences (e.g., simple,
compound, complex) that include properly placed modifiers,
correctly identified antecedents, parallel structures and
consistent tenses.
ELPS 5 Cross-curricular
second language
acquisition/writing.
(D) edit writing for standard
grammar and usage, including
subject-verb agreement,
pronoun agreement, and
appropriate verb tenses
commensurate with gradelevel expectations as more
English is acquired;
(E) employ increasingly
complex grammatical
structures in content area
writing commensurate with
grade-level expectations, such
as:
(i) using correct verbs,
tenses, and
pronouns/antecedents;
(ii) using possessive case
(apostrophe s) correctly; and
(iii) using negatives and
contractions correctly;
(F) write using a variety of
grade-appropriate sentence
lengths, patterns, and
connecting words to combine
phrases, clauses, and
sentences in increasingly
accurate ways as more English
is acquired
such as present, past, future, perfect,
and progressive (6-8).
such as "She stepped between them
and us." (6-8).
including subject-verb agreement,
pronoun referents, and parts of
speech (4-8)
Subject/Verb Agreement
o
o
o
o
o
compound
when noun or
prepositional phrase is placed
between subject and verb
(The list of addresses was
prepared by the secretary.)
when phrases or clauses
are placed between the noun
and verb (The problem of
building more schools, in
addition to paying teachers’
salaries for them, was
discussed by the board.)
conjunctions
subordinate
conjunctions (as, because,
inasmuch as, now, that. . .)
(see grade-level choices from
GISD/ELAR Instructional Coaches-2013
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
“universe of grammar”)
20A: Use conventions of capitalization.
Capitalization
 Quotations
 Titles
20B. Use correct punctuation marks, including:
(i)
commas after introductory structures and
dependent adverbial clauses, and correct
punctuation of complex sentences.
Punctuation:
when to use a comma with a
dependent adverbial clause
(Before the sale is advertised, the
store will open for the regular
customers. The Store will open for the
regular customers before the sale is
advertised. Before I began to teach
school, I spent many years in school.)
when to use a comma between two
adjectives and when not to do so
(This is the shortened, simplified form.
We will pay any additional reasonable
costs.)
Including apostrophes such as in:
doesn't and possessives such as
Texas’s (4-8).
(iI)
semicolons, colons, hyphens, parentheses,
brackets, and ellipses.
Oral and Written Conventions/Spelling: Students spell
correctly. Students are expected to:
21 A. spell correctly, including using various resources to
determine and check correct spellings.
GISD/ELAR Instructional Coaches-2013
ELPS 5 Cross-curricular
second language
acquisition/writing.
(C) spell familiar English
words with increasing
accuracy, and employ English
spelling patterns and rules
with increasing accuracy as
more English is acquired
Including:
Spell derivatives correctly
by applying the spellings of
bases and affixes (7-8). (see
“universe of affixes”)
Spell frequently
misspelled words correctly
such as their, they’re, and
there (7-8).
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Grade 8 English Language Arts/Reading Curriculum – On-Going Process Skills
Including print and electronic



Dictionary
Thesaurus
Dictionary of
Synonyms
And uses the
replacement words in composition
Reading/Vocabulary Development: Students understand
new vocabulary and use it when reading and writing.
Students are expected to:
ELPS 4 Cross-curricular
second language
acquisition/reading.
2D: identify common words or word parts from other
languages that are used in written English (phenomenon,
charisma, chorus, passé, flora, fauna)
(C) Develop basic sight
vocabulary, derive meaning of
environmental print, and
comprehend English
vocabulary and language
structures used routinely in
written classroom materials
GISD/ELAR Instructional Coaches-2013
CCRS E/LAS
II. Reading B. Understand
new vocabulary and
concepts and use them
accurately in reading,
speaking, and writing.
Including, trace the origins of a variety
of commonly used English words to
discover historical influences on our
words and their spellings
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