Handbook » English Language Arts Standards

English Language Arts Standards

ELA STANDARDS

 

Inquiry-Based Literacy Standards (I)

 

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated

 

Grade Seven

Grade Eight

1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding

1.1 Develop a range of questions to frame inquiry for new learning and deeper understanding.

 

 

Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives

 

Grade Seven

Grade Eight

2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives.

2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives.

 

 

Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis

 

Grade Seven

Grade Eight

3.1 Develop a plan of action by using appropriate discipline-specific strategies.

3.1 Develop a plan of action by using appropriate discipline- specific strategies

3.2 Examine historical, social, cultural, or political context to broaden inquiry.

3.2 Examine historical, social, cultural, or political context to broaden inquiry.

3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.

3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.

3.4 Organize and categorize important information, revise ideas, and report relevant findings.

3.4 Organize and categorize important information, revise ideas, and report relevant findings.

 

 

Standard 4: Synthesize integrated information to share learning and/or take action

 

Grade Seven

Grade Eight

4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views.

4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views.

4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.

4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.

4.3 Reflect on findings and pose appropriate questions for further inquiry.

4.3 Reflect on findings and pose appropriate questions for further inquiry.

 

Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively

 

Grade Seven

Grade Eight

5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.

5.1 Acknowledge and value individual and collective thinking and using feedback from peers and adults to guide the inquiry process.

5.2 Employ past and present learning in order to monitor and guide inquiry.

5.2 Employ past and present learning in order to monitor and guide inquiry.

5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

 

Reading –Literary Text

 

 
   

 

 

 

 

Principles of Reading (p)

 

Standard 1: Demonstrate understanding of the organization and basic features of print.

GRADE SEVEN

GRADE EIGHT

1.1 Students are expected to build upon and continue applying previous learning.

Grade 1 Recognize the distinguishing features of a sentence.

1.2 Students are expected to build upon and continue applying previous learning.

Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.

1.3 Students are expected to build upon and continue applying previous learning.

Kindergarten Understand that words are separated by spaces in print.

1.4 Students are expected to build upon and continue applying previous learning.

Kindergarten Recognize and name all upper- and lowercase letters of the alphabet.

 

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds

GRADE SEVEN

GRADE EIGHT

2.1 Students are expected to build upon and continue applying previous learning.

Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.

2.2 Students are expected to build upon and continue applying previous learning.

Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.

2.3 Students are expected to build upon and continue applying previous learning.

Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.

2.4 Students are expected to build upon and continue applying previous learning.

Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

2.5 Students are expected to build upon and continue applying previous learning.

Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.

 

Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.

GRADE SEVEN

GRADE EIGHT

3.1 Students are expected to build upon and continue applying previous learning.

Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.

3.2 Students are expected to build upon and continue applying previous learning.

Grade 2 Use knowledge of how syllables work to read multisyllabic words.

3.3 Students are expected to build upon and continue applying previous learning.

Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.

3.4 Students are expected to build upon and continue applying previous learning.

Grade 2 Use and apply knowledge of vowel diphthongs.

3.5 Students are expected to build upon and continue applying previous learning.

Grade 2 Use and apply knowledge of how inflectional endings change words.

3.6 Students are expected to build upon and continue applying previous learning.

Grade 3 Read grade-appropriate irregularly spelled words.

 

Standard 4: Read with sufficient accuracy and fluency to support comprehension.

GRADE SEVEN

GRADE EIGHT

4.1 Students are expected to build upon and continue applying previous learning. Grade 2 Read grade-level text with purpose and understanding.

4.2 Students are expected to build upon and continue applying previous learning.

Grade 4 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.

4.3 Students are expected to build upon and continue applying previous learning.

Grade 1 Use context to confirm or self-correct word recognition and understanding, rereading as

 

 

 

Meaning and Context (MC)

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

GRADE SEVEN

GRADE EIGHT

5.1 Cite multiple examples of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning.

Grade 2 Make predictions before and during reading; confirm or modify thinking.

 

Standard 6: Summarize key details and ideas to support analysis of thematic development.

GRADE SEVEN

GRADE EIGHT

6.1 Determine one or more themes and analyze the development; provide an objective summary.

6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary.

 

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

GRADE SEVEN

GRADE EIGHT

7.1 Interpret how a literary text relates to diverse media with an emphasis on the effect various media techniques have on ideas, themes, and topics.

7.1 Analyze how a visual or audio adaptation of a narrative or drama modifies or embellishes the text.

7.2 Compare and contrast a literary depiction of a time, place, or character to a historical account of the same period to understand how authors use or alter history for rhetorical effect.

7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new

 

Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

GRADE SEVEN

GRADE EIGHT

8.1 Analyze how setting shapes the characters and/or plot and how particular elements of a narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters.

8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot, and characters.

 

 

Language, Craft, and Structure (LCS)

 

Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

GRADE SEVEN

GRADE EIGHT

9.1 Determine the figurative and connotative meaning of words and phrases as they are used in text; analyze the impact of rhymes and other repetitions of sounds on specific verses or stanzas of poems or sections of narrative or drama.

9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

9.2 Analyze the impact of the author‟s choice of words, word phrases, and conventions on meaning and tone.

9.2 Students are expected to build upon and continue applying previous learning

 

Standard 10: Apply a range of strategies to determine the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

GRADE SEVEN

GRADE EIGHT

10.1 Use context clues to determine meanings of words and phrases.

10.1 Use context clues to determine meanings of words and phrases.

10.2 Students are expected to build upon and continue applying previous learning.

Grade 4 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.

10.3 Students are expected to build upon and continue applying previous learning.

Grade 2 Use a base word to determine the meaning of an unknown word with the same base.

10.4 Students are expected to build upon and continue applying previous learning.

Grade 2 Use the meanings of individual words to predict the meaning of compound words.

10.5 Students are expected to build upon and continue applying previous learning.

Grade 5 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

10.6 Students are expected to build upon and continue applying previous learning

 

Standard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective or purpose shapes content, meaning, and style.

GRADE SEVEN

GRADE EIGHT

11.1 Analyze how an author develops and contrasts points of view to impact content, meaning, and style.

11.1 Analyze how the author‟s development of perspectives of the characters and the reader create suspense or humor.

11.2 Students are expected to build upon and continue applying previous learning.

Grade 3 Compare and contrast the reader‟s point of view to that of the narrator or a character.

 

Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.

GRADE SEVEN

GRADE EIGHT

12.1 Analyze how complex text structures in prose, drama, and poetry contribute to development of theme, setting, or plot.

12.1 Compare and contrast the structure of two or more texts with similar topics or themes and analyze how the differing structure of each contributes to meaning.

12.2 Analyze the author‟s choice of structures within the text and draw conclusions about how they impact meaning.

12.2 Analyze the author‟s choice of structures within the text and draw conclusions about how they impact meaning.

 

 

Range and Complexity (RC)

Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

GRADE SEVEN

GRADE EIGHT

13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.

13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.

13.2 Read independently for sustained periods of time to build stamina.

13.2 Read independently for sustained periods of time to build stamina.

13.3 Read and respond to grade level text to become self-directed, critical readers and thinkers.

13.3 Read and respond to grade level text to become self-directed, critical readers and thinkers.

 

Reading –Informational Text (RI)

 

 

Principles of Reading (P)

Standard 1: Demonstrate understanding of the organization and basic features of print.

GRADE SEVEN

GRADE EIGHT

1.1 Students are expected to build upon and continue applying previous learning.

Grade 1 Recognize the distinguishing features of a sentence.

1.2 Students are expected to build upon and continue applying previous learning.

Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.

1.3 Students are expected to build upon and continue applying previous learning.

Kindergarten Understand that words are separated by spaces in print.

1.4 Students are expected to build upon and continue applying previous learning.

Kindergarten Recognize and name all upper- and lowercase letters of the alphabet.

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Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.

2.1 Students are expected to build upon and continue applying previous learning.

Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.

2.2 Students are expected to build upon and continue applying previous learning.

Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.

2.3 Students are expected to build upon and continue applying previous learning.

Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.

2.4 Students are expected to build upon and continue applying previous learning.

Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

2.5 Students are expected to build upon and continue applying previous learning.

Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words

 

 

Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.

3.1 Students are expected to build upon and continue applying previous learning.

Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.

3.2 Students are expected to build upon and continue applying previous learning.

Grade 2 Use knowledge of how syllables work to read multisyllabic words.

3.3 Students are expected to build upon and continue applying previous learning.

Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.

3.4 Students are expected to build upon and continue applying previous learning.

Grade 2 Use and apply knowledge of vowel diphthongs.

3.5 Students are expected to build upon and continue applying previous learning.

Grade 2 Use and apply knowledge of how inflectional endings change words.

3.6 Students are expected to build upon and continue applying previous learning.

Grade 3 Read grade-appropriate irregularly spelled words.

 

 

Standard 4: Read with sufficient accuracy and fluency to support comprehension.

GRADE SEVEN

GRADE EIGHT

4.1 Read grade-level text with purpose and understanding.

4.1 Read grade-level text with purpose and understanding.

4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.

4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.

4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

 

Meaning and Context (MC)

 

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

5.1 Cite multiple examples of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning.

Grade 2 Make predictions before and during reading; confirm or modify thinking.

 

Standard 6: Summarize key details and ideas to support analysis of central ideas.

GRADE SEVEN

GRADE EIGHT

6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.

6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.

 

 

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.

GRADE SEVEN

GRADE EIGHT

7.1 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium‟s portrayal of the subject.

7.1 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.

 

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Language, Craft, and Structure (LCS)

 

Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.

GRADE SEVEN

GRADE EIGHT

8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words or phrases on meaning and tone.

8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words, phrases, analogies, or allusions on meaning and tone.

8.2 Determine the impact of text features and structures on an author‟s ideas or claim.

8.2 Analyze the impact of text features and structures on authors‟ similar ideas or claims about the same topic.

 

Standard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple meaning words, phrase and jargon; acquire and use general academic and domain-specific vocabulary.

GRADE SEVEN

GRADE EIGHT

9.1 Students are expected to build upon and continue applying previous learning.

9.2 Students are expected to build upon and continue applying previous learning.

9.3 Students are expected to build upon and continue applying previous learning.

Grade 2 Use a base word to determine the meaning of an unknown word with the same base.

9.4 Students are expected to build upon and continue applying previous learning.

Grade 4 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

9.5 Students are expected to build upon and continue applying previous learning.

Grade 5 Acquire and use general academic and domain specific words or phrases that signal contrast, addition, and logical relationships; demonstrate and understanding of nuances and jargon.

 

Standard 10: Analyze and provide evidence of how the author’s choice of purpose or perspective shapes content, meaning, and style.

GRADE SEVEN

GRADE EIGHT

10.1 Determine an author‟s perspective or purpose and analyze how the author distinguishes his/her position from others.

10.1 Determine an author‟s perspective or purpose and analyze how the author acknowledges or responds to conflicting evidence or viewpoints.

 

Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.

GRADE SEVEN

GRADE EIGHT

11.1 Determine the impact of text features and structures on an author‟s ideas or claims.

11.1 Analyze the impact of text features and structures on authors‟ similar ideas or claims about the same topic.

11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

11.2 Analyze 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.

 

Range and Complexity (RC)

 

Standard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning and building stamina; reflect and respond to increasingly complex text over time.

GRADE SEVEN

GRADE EIGHT

12.1 Engage in whole and small group reading with purpose and understanding.

12.1 Engage in whole and small group reading with purpose and understanding.

12.2 Read independently for sustained periods of time.

12.2 Read independently for sustained periods of time.

12.3 Read and respond according to task and purpose to become self- directed, critical readers and thinkers.

12.3 Read and respond according to task and purpose to become self- directed, critical readers and thinkers

 

Writing (W)

 

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Meaning, Context, and Craft (MCC)

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

GRADE SEVEN

GRADE EIGHT

1.1 Write arguments that:

a.  introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logically;

b.  use relevant information from multiple print and multimedia sources;

c.  support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text;

d.  use an organizational structure that provides unity and clarity among claims, reasons, and evidence;

e.  develop the claim providing credible evidence and data for each;

f.  develop and strengthen writing as needed by planning, revising, editing, rewriting;

g.  paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;

h.  establish and maintain a formal style and objective tone; and

i.  provide a concluding statement or section that follows from and supports the argument.

1.1 Write arguments that:

a.  introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;

b.  use relevant information from multiple print and multimedia sources;

c.  support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;

d.  use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;

e.  develop the claim and counterclaims providing credible evidence and data for each;

f.  develop and strengthen writing as needed by planning, revising, editing, rewriting;

g.  paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;

h.  establish and maintain a formal style and objective tone; and

i.  provide a concluding statement or section that follows from and supports the argument.

 

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

GRADE SEVEN

GRADE EIGHT

2.1 Write informative/explanatory texts that:

a.  introduce a topic clearly, previewing what is to follow;

b.  use relevant information from multiple print and multimedia sources;

c.  use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information;

d.  use credible sources;

e.  include formatting, graphics, and multimedia to aid comprehension;

f.  develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;

g.  develop and strengthen writing as needed by planning, revising, editing, rewriting;

h.  paraphrase, quote, and summarize to avoid plagiarism;

i.  follow a standard format for citation;

j.  use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts;

k.  use precise language and domain-specific vocabulary to inform or explain the topic;

l.  establish and maintain a style and tone authentic to the purpose; and

m.  provide a concluding statement or section that follows and supports the information or explanation presented.

2.1 Write informative/explanatory texts that:

a.  introduce a topic;

b.  use relevant information from multiple print and multimedia sources;

c.  organize ideas, concepts, and information into broader categories;

d.  assess the credibility of each source;

e.  include formatting, graphics, and multimedia to aid comprehension;

f.  develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples;

g.  develop and strengthen writing as needed by planning, revising, editing, rewriting;

h.  paraphrase, quote, and summarize to avoid plagiarism;

i.  follow a standard format for citation;

j.  use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts;

k.  use precise language and domain-specific vocabulary to explain the topic;

l.  establish and maintain a style and tone authentic to the purpose; and

m.  provide a concluding statement or section that follows and supports the information or explanation presented

 

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well- structured event sequences.

GRADE SEVEN

GRADE EIGHT

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

a.  develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

c.  organize an event sequence that unfolds naturally and logically;

d. use dialogue, pacing, and manipulation of time to develop experiences, events, and/or characters;

e.  use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g.  use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events and develop characters; and

h. provide a conclusion that follows from and reflects on narrated experiences or events

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

a.  develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

c.  organize an event sequence that unfolds naturally and logically;

d. use dialogue, pacing, manipulation of time, and reflection, to develop experiences, events, and/or characters;

e.  use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events;

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g.  use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events, and develop characters; and

h. provide a conclusion that follows from and reflects on the narrated experiences or events.                                                                        43

 

Language (L)

 

Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

GRADE SEVEN

GRADE EIGHT

4.1 When writing:

a.  show knowledge of the function of phrases and clauses in general and their function in specific sentences;

b.  choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas; and

c.  use phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

4.1 When writing:

a.  show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences;

b.  form and use verbs in the active and passive voice;

c.  form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood; and

d.  recognize and correct inappropriate shifts in verb voice and mood.

 

Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

GRADE SEVEN

GRADE EIGHT

5.1 Students are expected to build upon and continue applying previous learning.

Grade 5 Apply correct usage of capitalization in writing.

5.2 Use:

a.  a comma to separate coordinate adjectives; and

b.  a comma after introductory subordinate clauses.

5.2 Use:

a.  commas, ellipses, and dashes to indicate a pause, break, or omission; and

b.  an ellipsis to indicate an omission.

5.3 Students are expected to build upon and continue applying previous learning.

Grade 3 Use conventional spelling for high-frequency words, previously studied words, and for adding suffixes to base words.

5.4 Students are expected to build upon and continue applying previous learning.

Grade 4 Use spelling patterns and generalizations.

5.5 Students are expected to build upon and continue applying previous learning.

Grade 3 Consult print and multimedia resources to check and correct spelling

 

Range and Complexity (RC)

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

GRADE SEVEN

GRADE EIGHT

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

6.2 Students are expected to build upon and continue applying previous learning.

Grade 2 Print upper- and lower-case letters proportionally using appropriate handwriting techniques.

6.3 Students are expected to build upon and continue applying conventions previous learning.

Grade 1 Write left to right leaving spaces between words.

6.4 Students are expected to build upon and continue applying previous learning.

Grade 4 Demonstrate effective keyboarding skills.

6.5 Students are expected to build upon and continue applying previous learning.

Grade 5 Connect upper- and lowercase letters efficiently and proportionately in cursive handwriting.

 

Communication (C)

 

 

Meaning and Context (MC)

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

 

GRADE SEVEN

GRADE EIGHT

1.1 Prepare for and engage in conversations to explore complex concepts, ideas, and texts; share ideas and consider alternate viewpoints.

1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.

1.2 Participate in discussions; ask probing questions and share evidence that supports and maintains the focus of the discussion.

1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.

1.3 Apply effective communication techniques and the use of formal or informal voice based on audience, setting, and tasks.

1.3 Apply effective communication techniques based on a variety of contexts and tasks.                                                                           44

 

GRADE SEVEN

GRADE EIGHT

2.1 Gather relevant information from diverse print and multimedia sources to articulate claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions facts and details.

2.1 Gather relevant information from diverse print and multimedia sources to develop ideas, claims, or perspectives emphasizing salient points in a coherent, concise, logical manner with relevant evidence and well-chosen details.

2.2 Analyze and evaluate the credibility of information and accuracy of findings.

2.2 Analyze and evaluate credibility of information and accuracy of findings

2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.

2.4 Students are expected to build upon and continue applying previous learning.

 

 

 

GRADE SEVEN

GRADE EIGHT

3.1 Students are expected to build upon and continue applying previous learning

3.2 Utilize multimedia to clarify information and strengthen claims or evidence.

3.2 Utilize multimedia to clarify information and emphasize salient points.

 

 

 

GRADE SEVEN

GRADE EIGHT

4.1 Determine the effectiveness of a speaker‟s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence

4.1 Determine the effectiveness of a speaker‟s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

4.2 Analyze the effectiveness of the speaker‟s use of chronological, cause/effect, problem/solution, and compare/contrast relationships to convey messages.

4.2 Analyze the effectiveness of the speaker‟s use of chronological, cause/effect, problem/solution, and compare/contrast relationships to convey messages.

4.3 Analyze the presentation to determine how the speaker:

a.  articulates a clear message;

b.  monitors audience awareness;

c.  addresses possible misconceptions or objections;

d.  chooses appropriate media; and

e.  uses an appropriate style for the audience.

4.3 Evaluate the presentation to determine how the speaker:

a.  articulates a clear message;

b.  monitors audience awareness;

c.  addresses possible misconceptions or objections;

d.  chooses appropriate media; and

e.  uses an appropriate style for the audience.

 

 

 

GRADE SEVEN

GRADE EIGHT

5.1 Consider audience when selecting presentation types

5.1 Consider audience when selecting presentation types.

5.2 Select and employ a variety of craft techniques to convey a message and impact the audience.

5.2 Select and employ a variety of craft techniques to convey a message and impact the audience

5.3 This indicator does not begin until English 1.

English 1 Develop messages that use logical, emotional, and ethical appeals.

 

 

 

 

 

1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.

 

1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.

 

 

1.5 Consider new ideas and diverse perspectives of others when forming opinions regarding a topic, text, or issue.

1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.

 

1.6 Indicator does not begin until English 1.

English 1 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.

 

Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

 

 

 

 

 

 

 

 

 

Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.

 

 

 

 

 

Language, Craft, and Structure (LCS)

 

Standard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.

 

 

 

 

 

 

 

 

 

 

 

 

45

 

“Change Is Inevitable, Progress Is Intentional”

2017                                       North District Middle School Handbook                                             2018

 

Disciplinary Literacy (DL)

 

Reading, writing, communicating, thinking critically, and performing in meaningful, relevant ways within and across disciplines are essential practices for accessing and deeply understanding content. Immersion in the language and thinking processes of each discipline guides students to develop and cultivate a deeper understanding of particular disciplines.

 

College- and career-ready students must be able to expertly navigate curriculum, paying close attention to practices unique to a particular discipline. Disciplinary Literacy works in concert with Inquiry-Based Literacy Standards to prepare students for the demands of the 21st century. These practices also offer opportunities for students to demonstrate their understanding of the content in traditional and non-traditional ways.

 

 

The South Carolina College- and Career-Ready Standards for English Language Arts 2015 include the Disciplinary Literacy practices listed below:
· Read, write, and communicate using knowledge of a particular discipline.

 

· Integrate the Reading, Writing, and Communication Standards and the Inquiry-Based Literacy Standards to communicate and create understanding within content areas.

 

· Extend and deepen understanding of content through purposeful, authentic, real-world tasks to show understanding and integration of content within and across disciplines.