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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? Page 1 of 13 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 Page 2 of 13 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 Page 3 of 13 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 Page 4 of 13 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 Page 5 of 13 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 Page 6 of 13 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 Page 9 of 13 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 Page 11 of 13 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). Page 12 of 13 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 Page 13 of 13