Language+Arts+State+Standards

**Writing Standards**
Students can compose (write) narrative (writing that tell a story), descriptive (writing that describes), expository (writing that explains), and persuasive (writing that persuades) texts of five or more paragraphs. I can write (compose) text in a story (narrative), text that describes (descriptive), text that explains (expository), and text that persuades (persuasive) of five or more paragraphs.
 * 8.W.1.1** Students can **compose** __narrative__, __descriptive__, __expository__, and __persuasive__ text of five paragraphs.
 * Learning targets to meet this standard:**
 * Choose and identify a topic
 * Identify main ideas
 * List supporting details
 * Introduce thesis statement
 * Develop an introductory paragraph
 * Develop at least 3 supporting paragraphs
 * Develop a concluding paragraph
 * Revise for unity and cohesiveness
 * Verbs Defined:**
 * Compose - write/put thoughts into words
 * Key Terms Defined:**
 * Narrative - writing that tells a story
 * Descriptive - writing that describes a person, place, or object
 * Expository - writing that explains
 * Persuasive - writing that attempts to change the thinking of the audience
 * Teacher Speak:**
 * Student Speak:**

· Improve ideas and content, voice, and word choice · Show rapid, and easy expression of ideas in writing · Improve organization of ideas · Use feedback to improve writing Students can revise (change writing by adding, deleting or moving ideas and details around) writing for ideas and content (clear and focused topic). I can change my writing by adding, deleting, or moving ideas and details around (revise) for a clear and focused topic (ideas and content).
 * 8.W.1.2** Students can **revise** writing for __ideas and content__.
 * Learning targets to meet this standard:**
 * Verbs Defined:**
 * Revise - change writing by adding, deleting, or moving ideas and details around
 * Key Terms Defined:**
 * Ideas and content - clear and focused topic
 * Teacher Speak:**
 * Student Speak:**


 * 8.W.1.3** Students can **compose** text using information from multiple __sources__ to support a topic.
 * Learning targets to meet this standard:**
 * Use paraphrasing to summarize information
 * Support a chosen topic with information from various sources.
 * Use both primary and secondary sources to enrich understanding of information.
 * Create an outline to organize information.
 * Cite sources
 * Verbs Defined:**
 * Compose - write
 * Key Terms Defined:**
 * Sources – published reference material

Students can compose (write) text using information from multiple sources to support a topic.
 * Teacher Speak:**

I can write (compose) text using information from more than one source to support a topic. Primary (autobiography, diary, journal, interview) Secondary (reference books, newspapers, magazines)
 * Student Speak:**
 * Examples:**

Students can edit (replace or delete words, phrases, and sentences that sound awkward or confusing) text for run-on sentences (two or more complete sentences that are written as one sentence) and fragments (a group of words that is only a part of a sentence).
 * 8.W.2.1** Students can **edit** text for __run-on sentences__ and __fragments__.
 * Learning targets to meet this standard:**
 * Identify complete sentences
 * Identify run-on sentences
 * Identify fragments in sentences
 * Verbs Defined:**
 * Edit - to replace or delete words, phrases, and sentences that sound awkward or confusing
 * Key Terms Defined:**
 * Run-on sentences - two or more complete sentences that are written as one sentence
 * Fragments - a group of words that is only a part of a sentence
 * Teacher Speak:**

I can replace or delete words, phrases, and sentences that sound awkward or confusing (edit) from a text for two or more complete sentences that are written as one sentence (run-on sentences) and a group of words that is only a part of a sentence (fragments).
 * Student Speak:**

Students can identify (show what they know) and incorporate (use correctly) adverbs in the writing process.
 * 8.W.2.2** Students can **identify** and **incorporate** __adverbs__ in the writing process.
 * Learning targets to meet this standard:**
 * Review verbs and adjectives
 * Examine adverbs in text
 * Identify purposes of adverbs
 * Use adverbs in writing
 * Verbs Defined:**
 * Identify – show what I know
 * Incorporate – correctly use
 * Key Terms Defined:**
 * Adverb – a word that describes a verb, adjective, or another adverb; tells how, when, where, why, how often, or how much
 * Teacher Speak:**

I can show what I know (identify) and correctly use(incorporate) adverbs in the writing process.
 * Student Speak:**

=**Listening, Viewing, and Speaking Standards**=

Students can evaluate (judge or find the value of) the ideas and opinions expressed in auditory (hearing and understanding sounds and language) and visual (anything you see) information. I can judge (evaluate) the ideas and opinions expressed in what I hear (auditory) and see (visual).
 * 8.LVS.1.1** Students can **evaluate** information in __auditory__ and __visual__ communication.
 * Learning targets to meet this standard:**
 * Distinguish fact and opinion
 * Listen actively
 * View critically
 * Verbs Defined:**
 * Evaluate – judge or find the value of
 * Key Terms Defined:**
 * Auditory - hearing and understanding sounds and language
 * Visual- anything you see
 * Teacher Speak:**
 * Student Speak:**

Students can analyze (examine) the way meaning is represented through the use of audio/visual aids (materials using sight or sound to present information) in presentations. I can examine (analyze) the way meaning is represented using sight or sound to present information (audio/visual aids) in presentations.
 * 8.LVS.1.2** Students can **analyze** __audio/visual aids__ in presentations.
 * Learning targets to meet this standard:**
 * View and listen to various presentations
 * Identify audio/visual aids that enhance a presentation
 * Verbs Defined:**
 * Analyze - examine
 * Key Terms Defined:**
 * Audio/visual aids - materials using sight or sound to present information
 * Teacher Speak:**
 * Students Speak:**

Students can integrate (unite or combine) verbal and nonverbal techniques (ways of conveying meaning with or without speaking) to deliver an oral presentation for a specific audience and purpose. I can combine (integrate) ways of conveying meaning with or without speaking (verbal and nonverbal techniques) to deliver an oral presentation for a specific audience and purpose. Verbal techniques - tone, volume, rate Nonverbal techniques - facial expression, eye contact, gestures, body language, etc. Variety of presentations - commercials, political debates, infomercials, etc.
 * 8.LVS.1.3** Students can **integrate** __verbal__ and __nonverbal techniques__ to deliver an oral presentation for a specific audience and purpose.
 * Learning targets to meet this standard:**
 * Examine verbal and nonverbal techniques in a variety of presentations
 * Use appropriate grammar and sentence structure in various speaking situations
 * Use expressive language to enhance presentations
 * Verbs Defined:**
 * Integrate- unite or combine
 * Key Terms Defined:**
 * Verbal techniques - ways of conveying meaning using oral language
 * Nonverbal techniques - ways of conveying meaning without speaking
 * Teacher Speak:**
 * Student Speak:**
 * Examples:**

Students can deliver (present orally) a persuasive presentation (a presentation that attempts to change the thinking of the audience).
 * 8.LVS.1.4** Students can **deliver** a __persuasive presentation__.
 * Learning targets to meet this standard:**
 * Identify purpose of presentation
 * Determine audience of the presentation
 * Learn organizational pattern of a presentation
 * Develop an introduction
 * Develop a logical body
 * Incorporate transitions
 * Develop a conclusion
 * Verbs Defined:**
 * Deliver - present orally
 * Key Terms Defined:**
 * Persuasive Presentation - a presentation that attempts to change the thinking of the audience
 * Teacher Speak:**

I can present orally (deliver) a presentation that attempts to change the thinking of my audience (persuasive presentation).
 * Student Speak:**

Writing Standards
Students can apply (use or show) their contextual knowledge (background information) of word origins (words originating from foreign languages) to extend (expand) their vocabulary. I can use or show (apply) background information (contextual knowledge) of words originating from foreign languages (word origins) to expand (extend) vocabulary.
 * 8.R.1.1** Students can **apply** contextual knowledge of word origins to extend vocabulary.
 * Learning targets to meet this standard:**
 * Use context clues to determine meanings of unfamiliar words
 * Become aware that words come from different times and places in the world
 * Transfer knowledge of word origins to unfamiliar words
 * Verbs Defined:**
 * Apply – use or show
 * Key Terms Defined:**
 * Contextual knowledge – background information
 * Word origins – words originating from foreign languages
 * Teacher Speak:**
 * Student Speak:**

Students can analyze (determine the relationship of the parts to the whole) text using comprehension strategies (methods used to understand text). I can determine the relationship of the parts to the whole (analyze) text using methods to understand text (comprehension strategies).
 * 8.R.2.1** Students can **analyze** text using comprehension strategies.
 * Learning targets to meet this standard:**
 * Apply comprehension strategies:
 * monitor for meaning
 * visualize
 * make connections to text
 * determine importance of ideas and details
 * ask questions to clarify meaning
 * connect sensory images to meaning
 * make inferences
 * make predictions
 * summarize
 * synthesize prior knowledge and new information to create new knowledge
 * Verbs Defined:**
 * Analyze – determine the relationship of the parts to the whole
 * Key Terms Defined:**
 * Comprehension strategies – methods used to understand text
 * Teacher Speak:**
 * Student Speak:**
 * Possible resources/references:**
 * //Mosaic of Thought - Ellin Keene//

Students can read fluently (using accuracy, rate, phrasing, and expression) to comprehend grade-level text. I can read using accuracy, rate, phrasing, and expression (fluently) to comprehend grade-level text.
 * 8.R.2.2** Students can **read fluently to comprehend** grade-level text.
 * Learning targets to meet this standard:**
 * Apply the elements of fluency
 * Key Terms Defined:**
 * Fluently – using accuracy, rate, phrasing, and expression
 * Teacher Speak:**
 * Student Speak:**

drama, and poetry. Students can examine (evaluate in writing or speaking) the author’s use of literary elements (features that contribute meaning to text) in text. I can evaluate in writing or speaking (examine) features that contribute meaning to text (literary elements) in text.
 * 8.R.3.1** Students can **examine** the author’s use of literary elements in fiction, nonfiction,
 * Learning targets to meet this standard:**
 * Examine literary elements:
 * characterization
 * setting
 * plot
 * point of view
 * theme
 * conflict (external and internal)
 * Verbs Defined:**
 * Examine – evaluate in writing or speaking
 * Key Terms Defined:**
 * Literary elements – features that contribute meaning to text (see glossary)
 * Teacher Speak:**
 * Student Speak:**

Students are able to examine (evaluate in writing or speaking) the effects of the author’s use of literary devices (techniques used to convey or enhance meaning). I can evaluate in writing or speaking (examine) the effects of the author’s use of techniques used to convey or enhance meaning (literary devices).
 * 8.R.3.2** Students can **examine** the effects of the author’s use of literary devices.
 * Learning targets to meet this standard:**
 * Examine literary devices:
 * figurative language (see glossary)
 * alliteration
 * idioms
 * onomatopoeia
 * imagery
 * rhyme scheme
 * rhythm
 * repetition
 * irony
 * mood
 * tone
 * Verbs Defined:**
 * Examine – evaluate in writing or speaking
 * Key Terms Defined:**
 * Literary devices – techniques used to convey or enhance meaning (see glossary)
 * Teacher Speak:**
 * Student Speak:**

cultures dealing with similar themes and conflicts. Students can compare and contrast (communicate in writing or speaking how information is alike or different) literature from different time periods (specific spans of time in the past, present or future) and cultures (groups of people) dealing with similar themes (the central meaning of a literary work) and conflicts (the struggles). I can communicate in writing or speaking how information is alike and different (compare and contrast) in literature from different specific spans of time in the past, present or future (time periods) and groups of people (cultures) dealing with the similar central meaning of a literary work (themes) and the struggles (conflicts).
 * 8.R.4.1** Students can **compare and contrast** literature from different time periods and
 * Learning targets to meet this standard:**
 * Examine a variety of literature from different time periods and cultures
 * Identify recurring themes across literary works
 * Identify a specific time period within a text
 * Compare ideas, customs, and outlooks of a people within the context of the literature
 * Contrast ideas, customs, and outlooks of a people within the context of the literature
 * Verbs Defined:**
 * Compare – communicate in writing or speaking how information is alike
 * Contrast – communicate in writing or speaking how information is different
 * Key Terms Defined:**
 * Time periods – specific spans of time in the past, present or future
 * Cultures – groups of people (see glossary)
 * Themes – the central meaning of a literary work
 * Conflicts – the struggles
 * Teacher Speak:**
 * Student Speak:**
 * Possible resources/references:**
 * Themes could include but are not limited to: good v. evil, loyalty v. betrayal
 * Time periods could include but are not limited to: colonization, views of slavery in Civil War novels, attitudes of those involved in westward expansion, Native American cultural influences, and the Holocaust

from informational text. Students can evaluate (decide the value of) information and the author’s purpose (the reason for which an author writes) about a topic gathered (collected) from informational (nonfiction) text. I can decide the value of information (evaluate) and the reason for which an author writes (author’s purpose) about a topic collected (gathered) from nonfiction (informational) text.
 * 8.R.5.1** Students can **evaluate** information and author’s purpose about a topic gathered
 * Learning targets to meet this standard:**
 * Determine accuracy of information
 * Determine credibility of the source
 * Determine the author’s purpose
 * Describe how the source influences the information provided
 * Identify types of primary sources
 * Identify types of secondary sources
 * Verbs Defined:**
 * Evaluate – find the value of
 * Gather – collect
 * Key Terms Defined:**
 * Author’s purpose – the motive or reason for which an author writes
 * Informational – nonfiction (see glossary)
 * Teacher Speak:**
 * Student Speak:**

Students can recognize expository (writing that communicates information to advance learning), persuasive (writing that tries to influence a reader’s thinking), and procedural text (writing that shows specific steps toward accomplishing a goal). I can recognize writing that communicates information to advance learning (expository), writing that tries to influence a reader’s thinking (persuasive), and writing that shows specific steps toward accomplishing a goal (procedural text). The following are examples of each type of text (this is not a prescriptive list nor an exhaustive list):
 * 8.R.5.2** Students can **recognize** expository, persuasive, and procedural text.
 * Learning targets to meet this standard:**
 * Read and examine a variety of expository text
 * Read and examine a variety of argumentative and persuasive text
 * Read and examine a variety of procedural text
 * Key Terms Defined:**
 * Expository – writing that communicates information to advance learning
 * Persuasive – writing that tries to influence a reader’s thinking
 * Procedural text – writing that shows specific steps toward accomplishing a goal
 * Teacher Speak:**
 * Student Speak:**
 * Possible resources/references:**
 * Expository – historical documents, essays, and research reports
 * Persuasive – letters to the editor, editorials
 * Procedural – how to read a bus schedule; how to bake a cake

understanding. Students can combine new information with existing knowledge (prior knowledge) to enhance understanding. I can combine new information with prior knowledge (existing knowledge) to enhance understanding.
 * 8.R.5.3** Students can **combine new information with existing knowledge** to enhance
 * Learning targets to meet this standard:**
 * Determine what is already known about a topic
 * Compare and contrast prior knowledge with new information
 * Combine prior and new knowledge to reach a new understanding
 * Key Terms Defined:**
 * Existing knowledge – prior knowledge
 * Teacher Speak:**
 * Student Speak:**
 * Possible resources/references:**
 * Graphic organizer