Eighth Grade Writing. Guidance for Scope and Sequence Development

Eighth Grade Writing Guidance for Scope and Sequence Development 1

Eighth Grade Writing: Information for Scope and Sequence Development Eighth graders require writing on six different types of writing to meet the Standards and prepare for PARCC. The first three types (listed below) give students opportunities to revise, edit and publish. PARCC tasks (the last three listed below) are viewed as impromptu essays and will most likely not be as polished as responses written over longer periods of time. Since students are given significant amount of time to complete the tasks, students should make every effort to edit and polish their writing to some degree. The bottom 3 types of writing are how students will be assessed on the PARCC assessment (given after 75% of the year s instruction)*. These writings should be shared by all eighth grade teachers so students have ample opportunities to meet the Standards. Writing Task Description Notes #1 Argument Writing Reviews Essays, Reports, etc #2 Informative Explanatory Writing Research Papers Reports, Essays Paragraphs, How To writing, etc.. #3 Narrative Writing Creative Writing. Poetry Stories, etc #4 *PARCC Literary Analysis Task (LAT) Combination of informative/explanatory writing and argumentative writing. #5 *PARCC Research Simulation Task (RST) Possible combination of informative/explanatory writing and argumentative writing. #6 *PARCC Narrative Tasks (NT) Writing a narrative. Students should write arguments on topics or texts, supporting a point of view with reasons, introduce claim and organize the reasons and evidence clearly. Informative/explanatory writing examines a topic and conveys ideas and information clearly. There are slight differences between informative and explanatory writing. Informative writing educates readers by imparting straightforward information and facts, but never personal opinions Explanatory writing imparts information, shares ideas and provides explanations and evidence. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Students will read literature selections, answer a series of questions from each text and synthesize in order to write to the provided prompt. Students will analyze an informational topic presented through several articles or multimedia stimuli. The first text will be an anchor text that introduces the topic. Students will engage with texts, answer a series of questions from each text and synthesize the information from these sources in order to write two analytic essays. After reading a narrative selection, students will be asked to respond in writing to a prompt that asks them to continue the plot, incorporating elements from the original. Plan a scope and sequence to include all writing necessary in the eighth grade school year. For example: Quarter 1 Quarter 2 Quarter 3 Quarter 4 Place the number 7 th Grade of the above PARCC tasks that Writing will be performed Sample by Prompts students in each quarter. The writing types described here are writings that take place over multiple days or time frames. The rubrics used for these types of writing ask students to use the entire writing process. Some options for a rubric can be found at www.ilwritingmatters.org/eighthgrade.html. These tasks are writing to show reading comprehension tasks. Student s writings must show comprehension of key ideas and details as well as written expression and knowledge of language and conventions. The PARCC Writing Rubrics should be used to evaluate these writing tasks. These rubrics can be found at www.ilwritingmatters.org/eighthgrade.html Choose PARCC Resources to view the rubrics as well as a practice tests and other PARCC tools. 2

Literary Analysis Task (LAT) A PARCC Task The Literary Analysis Task will have students analyze multiple texts and synthesize their findings in essay form. Directions Students May See on the PARCC Assessment (PARCC may word as Purpose Setting Statement ) Before reading the selection, students should read the bolded statement above the passage. This gives students a clear message as to what they are to pay attention to in the text in order to write to the prompt. Today you will read and think about the passage from the (novel, story, fable, or other) titled and the (novel, story, fable, or other). As you read these texts, you will gather information and answer questions about (the question will tie back to the reading standards) so you can write an essay. For example: Differences in point of views of characters RL. 1 & 6 Central idea/lesson of literature RL. 1 & 2 Effect of dialogue or events RL. 1 & 3 Analysis of a filmed production RL. 1 & 7 Analysis of themes, patterns of events, or character types RL. 1 & 9 The question prompt ties back to the reading standards. After they have read and answered questions, the 2 nd part of the prompt may read something like this: You have read the passages from and. Write an essay that (relates back to the question at the beginning in the first part). Support responses with evidence from each source and explain the evidence. Write an essay how these differences in points of view create tension in both stories. Remember to use details from both texts to support your ideas. Ideas to Prepare Students for This Task The PARCC Assessment will provide accommodations for all students with a number of accessibility features. Some features include electronic highlighting, use of blank sheet(s) of paper to take notes as they read, etc For details about accessibility features for all students go to the PARCC ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL, Table 1, p. 22-25. http://www.parcconline.org/sites/parcc/files/parcc-accessibility-features-accommodationsmanual-11-14_final.pdf Model how to work through a writing task(s). Demonstrate step by step how students should read the bold print before the passage. Students may use a blank sheet of paper or other highlighting tool to note when they find evidence that will help answer the writing task. Allow students opportunities to mimic these tasks in the classroom. Engage students in guided practice and allow for peer collaboration when new, more complex tasks such as writing to the prompt are practiced. 3

Research Simulation Task (RST) A PARCC Task The Research Simulation Task will have students analyze multiple texts and synthesize their findings in essay form. This task is perfect to share with social studies, science and technical subject teachers. Directions Students May See on the PARCC Assessment (PARCC may word as Purpose Setting Statement ) Before reading the selection, students should read the bolded statement above the passage. This gives students a clear message as to what they are to pay attention to in the text in order to write to the prompt. Today you will research and consider texts and/or videos to support different purposes. First you will read a passage that. Next, you will watch a video clip about. Finally, you will read a text that explains how. As you review these sources, think about. (The question will tie back to the reading standards.) For example: Use of illustrations and other visuals RI. 1, 7, & 9; RH. 1, 7, & 9; RST. 1, 7, & 9 Point of view and purpose RI. 1, 6, & 9; RH. 1, 6, & 9; RST.1, 6, &9 Analysis of argument RI. 1, 8, & 9; RH. 1, 8, & 9; RST. 1, 8, & 9 Relationship of ideas RI. 1, 3 & 9; RH. 1 & 3; RST. 1 & 3 The question prompt ties back to the reading standards. After they have read and answered questions, the 2 nd part of the prompt may read something like this: You have learned about by reading two documents, and, and viewing a video clip titled. Write an essay that (relates back to the question asked in the 1 st part). Support responses with evidence from each source and explain the evidence. Write an essay comparing the information presented in the video with that presented in the article Elephants Can Lend a Helping Trunk and the passage from Elephants Know When They Need a helping Trunk in a Cooperative Task. Remember to use evidence from the video, the article, and the passage to support your answer. Preparing Students for this Task Model how to work through a writing task(s). Demonstrate step by step how students should read the bold print before the passage. Students may use a blank sheet of paper or other highlighting tool to note when they find evidence that will help answer the writing task. Allow students opportunities to mimic these tasks in the classroom. Students can also use the blank sheet of paper to create a graphic such as the one below to take notes on as they read. Students are allowed to use a blank sheet of paper during the PARCC assessment if desired. Text 1 Text 2 Video Key Information 4

Narrative Task (NT) A PARCC Task The narrative task will have students read one piece of literature and typically, write a narrative of their own that reflects their understanding of the passage. Examples may include continuing the plot or incorporating a specific element from the original. Directions Students May See on the PARCC Assessment (PARCC may word as Purpose Setting Statement ) Before reading the selection, students should read the bolded statement above the passage. This gives students a clear message as to what they are to pay attention to in the text in order to write to the prompt. Today you will read a passage from a story titled. As you read, pay close attention to (students will be looking at a specific skill that ties back to the reading standards) to prepare to write. (Students will be told what the writing target is before they read.) After they have read and answered questions, the 2 nd part of the prompt may read something like this: You have read a passage from. Think about how. Write a narrative story that. Be sure to (The directions will give students specific directives as to what to include). Write a continuation of the story of Bahauddin Shah using details from the passage. Describe what you think might happen after Bahauddin Shah climbs out of the Salt Caverns. What obstacles might he face, and what actions might he take to overcome them? Preparing Students for this Task: Students will benefit from reading the bold print directive above the passage. This directive will tell students what they are to pay close attention to when they read. PARCC will provide accommodations for all students. The PARCC assessment provides students a number of accessibility features for all students. Some features include electronic highlighting, use of blank sheet(s) of paper to take notes as they read, etc For details about accessibility features for all students go to the PARCC ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL, Table 1, p. 22-25. http://www.parcconline.org/sites/parcc/files/parcc-accessibility-features-accommodationsmanual-11-14_final.pdf Make sure students can identify key elements in a story. Any element that is a part of the standards will be reflected in questions and/or writing prompt. Check the 8 th grade New Illinois Reading Literature Standards for the key elements students are expected to know. 5

Steps for Designing PARCC Writing Tasks 1. Determine anchor text for students to read that introduces the topic you want them to write about. Use the content you are currently teaching. Texts can be taken from current textbooks or other resources. See suggestions below. 2. Find coordinating texts/multimedia to accompany the anchor text. For example: Literary Analysis Task (LAT) Anchor Text Coordinating Text #4 Type of Writing Novel Segment Poem Literary Analysis Task (LAT) #4 Type of Writing Anchor Text Coordinating Text Play Segment Painting Research Simutation Task (RST) Anchor Text Coordinating Text Coordinating Text #5 Type of Writing Research Simutation Task (RST) Textbook Segment Article Video OR Anchor Text Coordinating Text Coordinating Text #5 Type of Writing Article Primary Source Textbook Segment Narrative Task (NT) Anchor Text #5 Type of Writing Novel Segment 3. Develop questions for each text using the reading standards and the evidence tables for grade 8. Question Guidance: http://achievethecore.org/page/46/complete-guide-to-creating-text-dependent-questions 4. Create a culminating writing prompt in which students compare and synthesize ideas across texts. The reading standards/evidence tables should be used to develop the question. 5. Use the PARCC Rubrics to evaluate student writing. http://www.parcconline.org/sites/parcc/files/grade%206-11%20july%2029%20rubric%20final.pdf 6

Resources for Developing Practice PARCC Writing Tasks Use the PARCC writing rubrics to score student responses. This helps clarify the criteria needed for a successful writing task as well as the thinking behind the PARCC scoring process. See the PARCC Practice Tests for samples of the PARCC writing tasks. Go to www.ilwritingmatters.org/eighth-grade.html and click on PARCC resources. Current Textbooks or Series o Anthology Alignment Project Free, teacher-developed Common Core-aligned lessons for anthology reading series in grade 6. These lessons can be used immediately in the classroom and for professional development. Hundreds of teachers worked collaboratively to develop these materials, following deep training on the Common Core by Student Achievement Partners. Each lesson has been authored, edited, and reviewed by a team of teachers. Each lesson gives a sample writing task with prompt. http://achievethecore.org/page/529/anthology-alignment-project-lessons-grade-7-listpg To develop writing tasks, teachers need to have access to grade level texts. This can come in the form of any of number resources found in the classroom. See the following resources for possible texts. o o o o o Internet Resources for Text Readworks www.readworks.org ReadWorks provides research-based units, lessons, and authentic, leveled non-fiction and literary passages directly to educators online, for free, to be shared broadly. Newsela www.newsela.com Newsela is a free resource that presents articles on a range of topics such as: War and Peace, Science, Kids, Money, Law, Health, Arts, and Sports. Filter your search by grade level, reading standard, and whether a quiz has been designed for the article. The system enables you to convert the articles into higher or lower Lexiles so you can use them with any grade from 3-12. TextProject www.textproject.org This website has high-quality student texts and teacher guides that are all available for free download. There are texts for students, vocabulary lessons and lists, professional development modules and videos - a world of open-access resources for teachers. Project Gutenberg - https://www.gutenberg.org/wiki/main_page Project Gutenberg offers over 46,000 free ebooks to be downloaded or read online. Many genres of text are available such as music, reference materials, poetry, magazines, journals, plays, science, social studies and fine arts. Library of Congress - http://www.loc.gov/teachers/ The Library of Congress offers classroom materials to help teachers effectively use primary sources from the Library's vast digital collections in their teaching. 7

Grade: 8 Evidence Table: Reading Literature Claim: Reading Literature: Students read and demonstrate comprehension of grade-level complex literary text. Items designed to measure this claim may address the standards and evidences listed below: Standards: Evidences to be measured on the PARCC Summative Assessment RL 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL 2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. The student s response: Provides textual evidence that most strongly supports analysis of what the text says explicitly and/or inferences drawn from the text. (1) 1 Provides a statement of a theme or central idea of a text, based on textual evidence. (1) Provides an analysis of the development of the theme or central idea over the course of the text. (2) Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. (3) Provides an objective summary of a text. (4) RL 3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL 5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL 6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Provides an analysis of how particular lines of dialogue or incidents in a story or drama propel the action. (1) Provides an analysis of how particular lines of dialogue or incidents in a story or drama provoke a decision. (2) Provides an analysis of how particular lines of dialogue or incidents in a story or drama reveal aspects of a character. (3) Provides a comparison and contrast of the structure of two or more texts. (1) Provides an analysis of how the differing structure of each text contributes to its meaning and style. (2) Provides an analysis of how one or more differences in the points of view of the characters and the audience and/or reader (e.g. through the use of dramatic irony) create such effects as suspense or humor. (1) RL 7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Provides an analysis of the extent to which a filmed production of a story or drama stays faithful to or departs from the text or script, including an evaluation of the choices made by the director or actors. (1) RL 9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Provides an analysis of how a modern work of fiction draws on themes, patterns of events, and/or character types, including describing how the material is rendered new. (1) 8

Grade: 8 Evidence Table: Reading Information Claim: Reading Information: Students read and demonstrate comprehension of grade-level complex informational texts. Items designed to measure this claim may address the standards and evidences listed below: Standards: Evidences to be measured on the PARCC Summative Assessment The student s response: RI 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RST 1: Cite specific textual evidence to support analysis of science and technical texts. RH 1: Cite specific textual evidence to support analysis of primary and secondary sources. For RI 1, provides textual evidence that most strongly supports analysis of what the text says explicitly and/or inferences drawn from the text. (1) 2 For RST and RH, provides textual evidence to support an analysis of science and/or technical texts or to support analysis of primary and/or secondary sources. (3) RI 2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RST 2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Provides a statement of a central idea of a text. (1) Provides an analysis of the development of a central idea over the course of the text, including its relationship to supporting ideas. (2) Provides an objective summary of a text. (3) For RST 2, determines the central ideas or conclusions of a text. (4) For RH 2, determines the central ideas or information of a primary or secondary source. (5) RI 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RST 3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RH 3: Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). For RI 3, provides an analysis of how a text makes connections among and distinctions between individuals (e.g., through comparisons, analogies, or categories). (1) For RI 3, provides an analysis of how a text makes connections among and distinctions between ideas (e.g., through comparisons, analogies, or categories). (2) For RI 3, provides an analysis of how a text makes connections among and distinctions between events (e.g., through comparisons, analogies, or categories). (3) For RST 3, demonstrates ability to follow a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (4) For RH 3, provides an identification of key steps in a text s description of a process related to history/social studies. (5) 9

RI 5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RST 5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. RH 5: Describe how a text presents information (e.g., sequentially, comparatively, causally). For RI 5, provides a detailed analysis of the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (1) For RST 5, provides an analysis of the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. (2) For RH 5, provides a description of how a text presents information (e.g., sequentially, comparatively, causally). (3) RI 6: Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RST 6: Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in text.rh 6: Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). For RI 6, provides a statement of an author s point of view in a text. (1) For RI 6, provides a statement of an author s purpose in a text. (2) For RI 6, provides an analysis of how the author acknowledges and responds to conflicting evidence and/or viewpoints. (3) For RST 6, provides an analysis of the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (4) For RH 6, provides an identification of aspects of a text that reveal an author s point of view (e.g. loaded language, inclusion or avoidance of particular facts). (5) For RH 6, provides an identification of aspects of a text that reveal an author s purpose (e.g. loaded language, inclusion or avoidance of particular facts). (6) RI 7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RST 7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. For RI 7, provides an evaluation of the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea. (1) For RST 7, provides an integration of quantitative information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (2) For RST 7, provides an integration of technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (3) For RH 7, provides integration of visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (4) 10

RI 8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RST 8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RH 8: Distinguish among fact, opinion, and reasoned judgment in a text. RI 9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RST 9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. RH 9: Analyze the relationship between a primary and secondary source on the same topic. For RI 8, provides a delineation of the argument and specific claims in a text. (1) For RI 8, provides an assessment of whether the reasoning of the argument is sound. (2) For RI 8, provides an evaluation of whether the evidence is relevant and sufficient to support the claims. (3) For RI 8, demonstrates recognition of when irrelevant evidence is introduced. (4) For RST 8, provides distinctions among facts, reasoned judgment based on research findings, and/or speculation in a text. (5) For RH 8, provides distinctions made among fact, opinion, and/or reasoned judgment in a text. (6) For RI 9, provides an analysis of a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (1) For RST 9, provides a comparison and contrast of the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. (2) For RH 9, provides an analysis of the relationship between a primary and secondary source on the same topic. (3) 11

Grade: 8 Evidence Table: Vocabulary Claim: Vocabulary Interpretation and Use: Students use context to determine the meaning of words and phrases. Items designed to measure this claim may address the standards and evidences listed below: Standards: Evidences to be measured on the PARCC Summative Assessment The student s response: RL 4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/ or provides an analysis of the impact of specific word choice on meaning and/or tone, including analogies or allusions to other texts. (1) RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RST 4: Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone, including analogies or allusions to other texts. (1) For RST 4, demonstrates the ability to determine the symbols, key terms, and other domain-specific words and phrases that are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. (2) FOR DIAGNOSTIC ONLY: Demonstrates the ability to determine the meaning of vocabulary specific to domains related to history/social studies. (3) FOR DIAGNOSTIC ONLY: Demonstrates the ability to determine the meaning of domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 12

L 4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. (1) FOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade- appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (2) L 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). (1) Demonstrates the ability to interpret figures of speech (e.g., verbal irony, puns) in context. (2) Demonstrates the ability to determine the relationship between particular words. (3) Provides a statement demonstrating accurate meaning and use of grade- appropriate general academic words and phrases. (1) 13