Florida Grade Level Expectations 8 th Grade Language Arts Correlated to Connections Perfection Learning Corporation Florida Grade Level Expectations 8th Grade LA Reading refines and applies previously learned prereading knowledge and skills of the seventh grade with increasingly complex reading texts and assignments and tasks extends previously learned reading selections and assignments and tasks (for example, using context and word structure, making inferences and generalizations, using graphic organizers and notemaking, comparing and contrasting) extends the vocabulary-development expectations of the seventh grade using eighth grade or higher vocabulary reading texts and assignments and tasks (for example, monitoring comprehension, modifying understanding, summarizing, using text structure for recall, analyzing information to create a report) reading texts and assignments and tasks (for example, main ideas, supporting details, inferences, summarizing, analysis of organization and presentation of ideas) knows ways the author s perspective or point of view affects a text Student Book Page Numbers Teacher s Edition Page Numbers 17, 71, 107 16b-17, 70b-71, 106b-107 23-25, 60-63, 101, 104-105 30-33, 42-45, 114-117 35-39, 90-91, 122-123 17-19, 72-75, 108-109 66-67, 77-79, 96-97 22b-23, 24-25, 60-63, 100b-101, 104-105 30-33, 42-45, 114-117 34b-35, 36-39, 90-91, 122-123 16b-17, 18-19, 72-75, 108-109 66-67, 76b-77, 78-79, 96-97 Intro pages to each unit preview the reading. Make Inferences, Generalizations Examples of 8th grade vocabulary (or beyond) Summarizing Main Ideas and Supporting Details Point of View
Reading knows the author s purpose and relates it to specific statements from text identifies persuasive and propaganda techniques in text delineates the strengths and weaknesses of an argument in persuasive text distinguishes between logical and illogical, and ethical and unethical statements in text develops and expands personal reading preferences through exploring a variety of prose, poetry and nonfiction texts and assignments and tasks (for example, forming questions for readings, using print and electronic sources to locate information, organizing information from a variety of sources for real-world tasks) gathers, evaluates and uses information from a variety of sources (including primary sources) when researching content area topics classifies, records and summarizes information using organization tools (for example, note cards, a data file, spreadsheets, graphic organizers such as timelines, circle diagrams) compares and contrasts elements within or across texts records bibliographic information using a format such as source cards extends previously learned texts and assignments and tasks (for example, differences between fact and opinion, strong versus weak arguments, relevant and irrelevant information, comparison and contrast, influence of personal values) 41-43, 90-91, 104-105 40b-41, 42-43, 90-91, 104-105 6-7, 24-27, 48-51, 66-67, 102-103 6-7, 24-27, 48-51, 66-67, 102-103 22, 76, 100 22-22a, 76-76a, 100-30-33, 44-45, 78-79 34, 82, 118 34-34a, 82-82a,118- Author s Purpose Examples of prose, poetry, and nonfiction Organization required for these writing tasks. 30-33, 44-45, 78-79 Kids gather information from primary sources on these pages. Kids use graphic organizers on these pages. 12-13, 83, 86-87, 90-91 12-13, 82b-83, 86-87, 90-91 Compare and contrast 34, 82, 118 34-34a, 82-82a,118- Graphic organizers 12-13, 83, 86-87, 32-33, 82b-83, 86-90-91 87, 94b-95, 96-99 Compare and Contrast, Fact and Opinion
Writing knows and experiments with possible prewriting strategies for different writing tasks uses a prewriting strategy suitable for the task (for example, brainstorming, using a graphic organizer, listing ideas) focuses on a central ideas or topic (for example, excludes loosely related, extraneous, or repetitious information) uses devices to develop relationships among ideas (for example, transitional devices; paragraphs that show a change in time, idea, or place; cause-andeffect relationships) uses supporting ideas, details, and facts from a variety of sources to develop and elaborate topic demonstrates a commitment to and an involvement with the subject that engages the reader demonstrates a command of the language (including but not limited to precise word choice and appropriate figurative language) uses an effective organizational pattern and substantial support to achieve a sense of completeness or wholeness (for example, considering audience, sequencing events, choosing effective words; using specific details to clarify meaning) proofreads writing to correct convention errors in mechanics, usage, and punctuation, using dictionaries, handbooks, and other resources, including teacher or peers, as appropriate analyzes and revises draft to further develop a piece of writing by adding or deleting details and explanations; clarifying difficult passages; and rearranging words, sentences, and paragraphs to improve meaning uses resources such as dictionary and thesaurus to confirm spelling 52, 76, 100 52-52a, 76-76a, 100-22, 76, 118 22-22a, 76-76a, 118-22, 76, 118 22-22a, 76-76a, 118-16, 46, 106 16-16a, 46-46a, 106-106a 26-27, 65-67, 78-79 26-27, 64b, 65-67, 78-79 28, 82, 124 28-28a, 82-82a, 124-124a All writing lessons require prewriting: Graphic organizers suit the writing task. Focus is on the main idea in these writing tasks. Focus is on events in time order in these writing tasks. Graphic organizers help organize ideas and details. Persuasive writing requires involvement with the subject. Figurative language studied on these pages. Focus is on sequencing events in these writing tasks. Proofreading required in all writing lessons. Revision required in all writing lessons. Edit /Proofreading: spelling
Writing uses conventions of punctuation (including but not limited to end punctuation, commas, colons, semicolon, quotation marks, apostrophes) uses conventions of capitalization (including but not limited to the names of organizations, nationalities, races, languages, religions) uses various parts of speech correctly in written work (including but not limited to subject/verb agreement, common noun/pronoun agreement, possessive forms, the comparative and superlative of adjectives and adverbs) uses a variety of sentence structures (including but not limited to parallel structure, compound and complex sentences) uses a variety of formatting (including but not limited to the use of electronic technology) uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone) logically sequences information using alphabetical, chronological, and numerical systems selects and uses a format for writing which addresses the audience, purpose, and occasion (including but not limited to narrative, persuasive, expository) uses electronic technology appropriate to writing tasks to create, revise, retrieve, and verify information (including but not limited to the Internet, databases and software) 16, 64, 106 16-16a, 64-64a, 106-106a Edit /Proofreading: punctuation 58, 94 58-58a, 94- Edit /Proofreading: capitalization 22, 34, 100 22-22a, 34-34a, 100-46, 52, 76, 112, 118 46-46a, 52-52a, 76-76a, 112-, 118-28, 64, 94 28-28a, 64-64a, 94- Edit /Proofreading: usage Students work with compound and complex sentences in Edit/Proofread. Electronic formatting can be used to format, letters, poems, etc. Descriptive language to create word pictures Chronological sequences in these writing assignments. Formats: letters, compositions, poems, newspaper articles, journal entries. Electronic technology can be used for any assignment.
Language identifies and uses the patterns and rules of the English language (for example, grammar usage and word pronunciation) understands ways culture and time period influence a literary work compares and contrasts literature from different time periods and cultures to understand concepts and themes knows when to use informal and formal English based on audience and purpose transfers information gathered and recorded informally into a formal presentation explores the origin and historical development of words and usage patterns identifies slang, both past and present analyzes words and sentence patterns that have changed in meaning over the years uses words and images that best express intended messages uses language appropriate to purpose and audience 22, 34, 100 22-22a, 34-34a, 100-26-27, 30-33, 36-37, 120-121 26-27, 30-33, 36-37, 120-121 26-27, 30-33, 36-37, 120-121 26-27, 30-33, 36-37, 120-121 22, 76,118 22-22a, 76-76a, 118-80-81, 92-93, 116-117, 120-121 80-81, 92-93, 116-117, 120-121 Edit/ Proofreading: Usage Students read from early American and present day sources Students read from early American and present day sources Formal: letters to editor, news article Informal: journal, poem for a friend, fantasy story Graphic organizers for notes for a formal report Latin roots. 74-75, 78-79 74-75, 84-85 Selections contain slang expressions from earlier times. 30-33, 36-37, 74-75, 78-79 30-33, 36-37, 74-75, 78-79 28, 64, 94 28-28a, 64-64a, 94- Selections contain words and phrases from earlier times. Descriptive language to create word pictures Formal: letters to editor, news article Informal: journal, poem for a friend, fantasy story