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 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 - 11 questions - 15% 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. 2.0 RW 1.1 (3) identify idioms, analogies, metaphors, and similes in prose and poetry RW 1.2 (3) use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary RW 1.3 (5) (5: 1.1) clarify word meanings through the use of definition, example, restatement, or contrast 8-20-09 Revised Adapted from Riverside Unified School District 1
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, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. RC 2.1 (3) (3: 2.1) understand and analyze differences in structure and purpose between various categories of informational materials RC 2.2 (4) (3; 2.1) locate information by using a variety of consumer, workplace, and public documents RC 2.3 (2) analyze text that uses cause-andeffect organizational pattern RC 2.5 (3) understand and explain the use of a simple mechanical device by following technical directions RC 2.4 (3) identify and trace the development of an author s argument, point of view, or perspective in text RC 2.6 (3) assess the adequacy, accuracy, and appropriateness of the author s evidence to support claims and assertions, noting instances of bias and stereotyping Literary Response and Analysis - 13 questions 17% 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 3.3 (3) (4; 3.3 & 3.4) analyze characterization as delineated through a character s thoughts, words, speech patterns, and actions; the narrator s description; and the thoughts, words, and actions of other characters RL 3.5 (3) (3; 3.9 & 3.10) contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the theme of the work RL 3.2 (2) identify events that advance the plot, and determine how each event explains past or present action(s) or foreshadows future action(s) RL 3.4 (2) (2; 3.5) identify and analyze recurring themes across works RL 3.1 (1) articulate the expressed purposes and characteristics of different forms of prose 8-20-09 Revised Adapted from Riverside Unified School District 2
RL 3.6 (2) (3; 3.11 & 3.12) analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses Written and Oral English Conventions 16 questions 21% 1.0 Students write and speak with a command of standard English conventions appropriate to the grade level. WC 1.1 (1) (5; 1.1) place modifiers properly, WC 1.6 (2) use correct capitalization and use the active voice WC 1.2 (1) (5; 1.1) identify and use infinitives and participles and make clear references between pronouns and antecedents WC 1.3 (4) (5; 1.2) identify all parts of speech and types and structure of sentences WC 1.4 (4) (10; 1.1 1.3) demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference) WC 1.5 (1) (5; 1.2) identify hyphens, dashes, brackets, and semi-colons and use them correctly WC 1.7 (3) spell derivatives correctly by applying the spellings of bases and affixes Writing Strategies 17 questions 23% 1.0 Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the 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 (3) (3; 1.1) create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas WS 1.3 (3) use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts WS 1.2 (2) (2; 1.4) support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples WS 1.5 (2) give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations WS 1.6 NA create documents by using wordprocessing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports 8-20-09 Revised Adapted from Riverside Unified School District 3
WS 1.4 (3) identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research WS 1.7 (4) (3; 1.9) revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary Writing Applications (Genres and Their Characteristics) 1.0 Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The 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 fictional or autobiographical narratives: ( biographical) a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view. b. Develop complex major and minor characters and a definite setting. c. c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions). WA 2.2 Write responses to literature: ( ) a. Develop interpretations exhibiting careful reading, understanding, and insight. b. Organize interpretations around several clear ideas, premises, or images from the literary work. c. Justify interpretations through sustained use of examples and 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 accurately. 8-20-09 Revised Adapted from Riverside Unified School District 4
textual evidence. d. Identifies the materials main ideas and most significant details. e. Writes in own words, except for material quoted from the source. f. Reflects the underlying meaning of the source, not just the superficial details. WA 2.3 Write research reports: ( ) a. Pose relevant and tightly drawn questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries). d. Document reference sources by means of footnotes and a bibliography. WA 2.4 Write persuasive compositions: ( ) a. State a clear position or perspective in support of a proposition or proposal. b. Describe the points in support of the proposition, employing wellarticulated evidence. c. Anticipate and address reader concerns and counterarguments. WA 2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student's own words, except for quotations. c. Reflect underlying meaning, not just 8-20-09 Revised Adapted from Riverside Unified School District 5
the superficial details. 8-20-09 Revised Adapted from Riverside Unified School District 6