Escondido Union School District English Language Arts 6-8 Essential Levels of Standards Grade 8

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1 Escondido Union School District English Language Arts 6-8 Essential Levels of Standards The following chart represents all standards to be taught at grade level. These levels are representative of the emphasis placed on the standards by the state and assessed on the California Standards Tests. While it is understood that all grade level standards are part of the year long curriculum, the three levels can aid teachers in identifying areas of emphasis for instruction. Parenthetical numbers reflect the number of items currently on the CST assessing that standard; the second set in red reflects the same currently for the California High School Exit Exam (CAHSEE). Level 1 Standards Power Essential Standards weighted heavily on state assessments. These standards are foundational and should be a primary focus for instruction. Level 2 Standards Developing Developmental standards are moderately weighted on state assessments. These standards are important, but need not be recurring as are Essential Standards. Level 3 Standards Emerging Exposure standards are the least weighted standards on state assessments for grade level mastery. Instruction should expose the students to these standards, but they are not a primary focus of instruction. Word Analysis, Fluency, and Systematic Vocabulary Development - 9 questions - 12% 1.0 Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RW 1.1 (2) (5; 1.1) analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrase s RW 1.3 (5) (5; 1.1) use word meanings within appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast RW 1.2 (2) understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings Revised Adapted from Riverside Unified School District 1

2 Reading Comprehension (Focus on Informational Materials) - 18 questions - 24% 2.0 Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). RC 2.1 (2) (3; 2.1,CAHSEE Standard) compare/contrast features and elements of consumer materials to gain meaning RC 2.2 (3) analyze text that uses proposition and support patterns RC 2.4 (2) compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning RC 2.5 (3) understand and explain the use of a complex mechanical device by following technical directions RC 2.3 (2) (5; 2.8) find similarities and differences between texts in the treatment, scope, or organization of ideas RC 2.6 (3) use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem RC 2.7 (3) (3; 2.7) evaluate the unity, coherence, logic, internal consistency, and structural patterns of text Literary Response and Analysis - 15 questions 20% 3.0 Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. RL 3.2 (3) evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot s development, and the way in which conflicts are (or are not) addressed and resolved RL 3.6 (2) (2; 3.6 & 3.7) identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer s style and use those elements to interpret work RL 3.1 (2) determine and articulate the relationship among the purposes and characteristics of different forms of poetry RL 3.3 (2) (2; 3.3 & 3.4) compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts RL 3.5 (1) (2; 3.5) identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works Revised Adapted from Riverside Unified School District 2

3 RL 3.4 (2) analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text RL 3.7 (2) (3, CAHSEE Standard) analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author Written and Oral English Conventions 16 questions 21% 1.0 The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 2.0 WC 1.2 (2) (5; 1.2) identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis WC 1.3 (3) (5; 1.1) use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas WC 1.4 (3) 3; 1.9) edit written manuscripts to ensure that correct grammar is used WC 1.5 (3) use correct punctuation and capitalization WC 1.6 (3) use correct spelling conventions WC 1.1 (2) use correct and varied sentence types and sentence openings to present a lively and effective personal style Writing Strategies 17 questions 23% 1.0 Students write clear, coherent, and focused essays. The writing exhibits students' awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. WS 1.1 (4) (3; 1.1) create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion WS 1.2 (4) establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques WS 1.4 (NA) plan and conduct multiple-step information searches by using computer networks and modems WS 1.5 (NA) achieve an effective balance between researched information and original ideas Revised Adapted from Riverside Unified School District 3

4 WS 1.3 (3) (2; 1.4) support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices WS 1.6 (6) revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas Writing Applications (Genres and Their Characteristics) 1.0 Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. WA 2.1 Write biographies, autobiographies, short stories, or narratives: ( biographical) a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, or the writer's attitude about, the subject. c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters). WA 2.2 Write responses to literature: ( ) a. Exhibit careful reading and insight in their interpretations. b. Connect the student's own responses to the writer's techniques and to specific textual references. c. Draw supported inferences about the effects of a literary work on its audience. d. Support judgments through references to the text, other works, other authors, or to personal knowledge. WA 2.3 Write research reports: ( ) a. Define a thesis. b. Record important ideas, concepts, and direct quotations from significant 2.5 Write documents related to career development, including simple business letters and job applications: ( business letters) a. Present information purposefully and succinctly and meet the needs of the intended audience. b. Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum). 2.6 Write technical documents: a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization. b. Include all the factors and variables that need to be considered. c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension Revised Adapted from Riverside Unified School District 4

5 information sources and paraphrase and summarize all perspectives on the topic, as appropriate. c. Use a variety of primary and secondary sources and distinguish the nature and value of each. d. Organize and display information on charts, maps, and graphs. WA 2.4 Write persuasive compositions: ( ) a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion. c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments. WA 2.3 (Grades 9 & 10) Write expository compositions, including analytical essays and research reports: ( expository) a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. b. Convey information and ideas from primary and secondary sources accurately and coherently. c. Make distinctions between the relative value and significance of specific data, facts, and ideas. d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs. e. Anticipate and address readers' potential misunderstandings, biases, and expectations. f. Use technical terms and notations Revised Adapted from Riverside Unified School District 5

6 accurately Revised Adapted from Riverside Unified School District 6

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