I/E= Standard is introduced and evaluated in one quarter, or portions of the standard are introduced and evaluated throughout the year
LA 8th Grade– Broken Arrow Sequence of Instruction
“The student will. . .”
8th GRADE BROKEN ARROW ELA
Reading and Literacy Standard 1: Vocabulary
The student will verify the meaning of a word in its context.
The student will recognize and analyze the influence of historical events on English word meaning and vocabulary expansion.
The student will interpret figures of speech (verbal irony, puns) in context.
The student will identify and explain idioms and comparisons such as analogies, metaphors, and similes, to infer the literal and figurative meanings of phrases.
Reading and Literacy Standard 2: Fluency
The student will read regularly in independent-level text (1 in 20 words is difficult) fluently and accurately.
The student will read regularly in instructional-level texts at approximately 150 wmp
The student will increase silent reading speed through daily independent reading
The student will read silently for increased periods of time.
The student will use punctuation as a cue for pausing and characterization while reading.
Reading and Literacy Standard 3: Comprehension/Critical Literacy
The student will determine the purpose for reading such as to be informed, entertained, or persuaded, and preview the text and use prior knowledge to make connections to text.
The student will show understanding by asking questions and supporting answers with citations from the text.
The student will draw inferences and conclusions about text and support them with textual citations and prior knowledge
The student will connect, compare, and contrast ideas, themes, and issues across texts.
The student will summarize the main idea and significant supporting details from the text.
The student will provide an objective summary of the text.
The student will distinguish between stated fact, reasoned judgment, and opinion in various texts.
The student will use text’s structure or progression of ideas in developing and refining key concepts.
The student will compare/contrast to determine similarities and differences in treatment, scope, or organization.
The student will offer observations, make connections, react, speculate, interpret, and raise questions in response to a text.
The student will analyze character traits, conflicts, motivations, points of view, and changes as they occur in the story.
The student will analyze the structural elements of plot, subplot, and climax, and explain the way in which conflicts are or are not resolved.
The student will monitor own reading and modify strategies when understanding breaks down.
The student will make, confirm, and revise predictions when reading.
The student will adjust reading rate and determine appropriate strategies according to purpose of reading.
Reading and Literature Standard 4: Literature
The student will analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new.
The student will analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text, evaluating the choices made by the director and actors.
The student will analyze the characteristics of genres, including short story, novel, drama, lyric poetry, nonfiction, historical fiction, and informational texts.
The student will analyze the characteristics of subgenres, including autobiography, biography, fable, folktale, mystery, myth, limericks, tall tales, and plays.
The student will identify and explain the elements of fiction including plot, conflict, character, setting, theme, point of view, and author’s purpose.
The student will identify and explain various points of view and how they affect a story’s interpretation.
The student will identify and explain figurative language, allusion, metaphor, personification, and simile.
The student will identify and explain sound devices, including, alliteration, onomatopoeia, and rhyme
The student will identify and interpret literary devise such as flashback, foreshadowing, symbolism, and imagery.
The student will analyze and evaluate works of literature and the historical context in which they were written.
The student will analyze and evaluate literature from various cultures.
The student will compare similar characters, settings, and themes from varied literary traditions.
Reading and Literature Standard 5- Research and Information
The student will access information from a variety of primary and secondary sources, including electronic texts, experts, and primary resources.
The student will use text organizers, including headings, graphic features, and table of contents, to locate and organize information
The student will use organizational strategies to learn and recall important ideas from the text.
The student will note instances of persuasion, propaganda, and faulty reasoning in text.
The student will record, organize, and display relevant information from multiple sources.
The student will analyze and paraphrase information from a variety of resources into a research paper.
The student will identify and credit the sources used to gain information from a variety of resources.
The student will identify and apply test-taking strategies by answering different types and levels of questions.
The student will interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.
The student will analyze a case in which two or more texts provide conflicting information and identify where the texts disagree on matters of facts or interpretation.
Writing: Standard 1- Writing Process
The student will use a variety of prewriting strategies.
The student will develop a main idea/thesis through use of details, examples, reasons, and anecdotes.
The student will blend paragraphs, with effective transitions, into larger text.
The student will use precise and vivid word choices, including figurative language, that convey specific meaning and tone.
The student will use a variety of sentence types and lengths to contribute to fluency and interest.
The student will revise multiple drafts individually and with peers.
The student will use standard editing marks, edit for errors in Standard English usage, sentence structure, word choice, mechanics, and spelling.
Writing: Standard 2- Modes and Forms of Writing
The student will write narrative, descriptive, expository, persuasive, argumentative, reflective, and descriptive modes of at least 500 to 750 words.
The student will compose fictional, biographical, and autobiographical narratives that:
Create a plot using well-chosen details that reveal the significance of the event.
Create and develop characters that show their beliefs and qualities.
Create and develop an appropriate point of view (first/third limited/third omniscient).
Create and maintain a setting that enhances the narration.
Adjust tone and style to make writing more interesting and engaging.
Use a range of narrative devices including dialogue, internal monologue, suspense, specific action, physical and background description, and foreshadowing.
Reveal the writer’s attitude about the subject.
Use sensory details and precise word choice.
The students will compose expository texts to include research reports, technical documents, and other informational texts that:
Define a research thesis.
Integrate important ideas, concepts, or direct quotations from significant information sources.
Identifies a variety of primary and secondary sources and distinguish the nature and value of each.
Organizes and displays information on charts, tables, maps, and graphs.
Document sources as appropriate to style (MLA)
Create technical documents using style and format that identify the necessary sequence or process.
The students will compose persuasive/argumentative compositions that:
Include a well-defined thesis that makes a clear and knowledgeable appeal.
Present detailed evidence, examples, and reasoning to support effective arguments and emotional appeal.
The student will use handwriting/penmanship to copy and/or compose text, in a manuscript or cursive, using correct spacing and formation of letters.
Writing Standard 3: Grammar/Usage and mechanics:
The student will form and use verbs in the active and passive voice, and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
The student will use the principal parts of verbs and progressive verb forms
The student identify and use transitive and intransitive verbs.
The student will identify and correctly use linking verbs.
The student will make subjects and verbs agree.
The student will identify personal, reflexive and intensive pronouns.
The student will use nominative, objective, and possessive nouns and pronouns correctly.
The student will use correct pronoun reference and make pronouns agree with their antecedents.
The student will identify and use abstract, concrete, and collective nouns.
The student will correctly form and use the positive, comparative, and superlative forms of adjectives.
The student will identify and use appositives and appositive phrases.
The student will use verbals (infinitives, gerunds, and participles) to vary sentence structure.
The student will correctly identify and use independent, dependent, restrictive and nonrestrictive clauses and phrases.
The student will correctly use all conjunctions.
The student will distinguish commonly confused words (there, their, they’re).
The student will apply the capitalization rules appropriately in writing.
The student will punctuate correctly in writing, including:
Colons and semicolons
Conventions of letter writing
Hyphens, dashes, parentheses, and ellipsis.
The student will distinguish correct spelling of commonly misspelled words and homonyms.
The student will correct sentence run-ons and fragments.
The student will correct dangling and misplaced modifiers.
The student will differentiate between dependent, independent, restrictive, and nonrestrictive clauses.
The student will use simple, compound, complex, and compound-complex sentences.
The student will compose sentences with simple, compete, and compound predicates.
The student will recognize and correct inappropriate shifts in verb voice and mood.
Oral Language, Listening and Speaking- Standard 1: Listening
The student will identify the major ideas and supporting evidence in informative and persuasive messages.
The student will listen in order to identify and discuss topic, purpose, and perspective.
The student will recognize and understand barriers to effective listening.
The student will evaluate the spoken message in terms of content, credibility, and delivery.
The student will pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations that bring the discussion back on topic when needed.
OLLS- Standard 2: Speaking
The student will come to discussions prepared, having read or studied required material; explicitly to draw on that preparation by referring to evidence on the topic to probe and reflect on ideas under discussion.
The student will follow rules for collegial discussions and define individual roles as needed.
The student will analyze purpose, audience, and occasion and consider this information in planning an effective response or presentation.
The student will compose a presentation with a well-organized introduction, body, and conclusion that is appropriate for the given audience.
The student will communicate using appropriate delivery.
The student will use level-appropriate vocabulary in speech.
The student will adjust message wording and delivery according to particular audience and purpose.
Visual Literacy- Standard 1- Interpret Meaning
The student will interpret how language choice is used to enhance visual media.
The student will identify and explain reasons for varied interpretations of visual media.
Visual Literacy- Standard 2- Evaluate media
The student will use a variety of criteria to evaluate and form viewpoints of visual media.
The student will establish criteria for selecting or avoiding specific programs.
The student will assess how language, medium, and presentation contribute to the message.
The student will evaluate the advantages and disadvantages of using different mediums.
Visual Literacy- Standard 3- Compose Visual Message
The student will produce visual images, messages, and meanings that communicate with others.
The student will use media forms to create a visual message that will compare and contrast ideas and points of view.
The student will integrate multimedia and visual displays into presentations to clarify information, strengthen claims, evidence, and add interest.
KEY: (PASS) = PASS skill; (BA) = BA skill added to increase rigor; Underlined=standard that has not been introduced in previous years.