8 Grade -Word Analysis and Vocabulary 8th Grade -Word …€¦ · · 2015-12-29Cause/effect...

R 1.1 Analyze figurative and literal language

*2 CST Items

EL Modification: [I]

(see supporting ELD Standards Correlation Document)

Student Friendly Standard: When reading I can find and understand idioms,

analogies, metaphors and similes.

Essential Skills and Concepts: � Idioms

� Analogies

� Metaphors

� Similes

� Literal meanings

� Figurative meanings

Question Stems and Prompts: � Which of these literary devices is not used?

� What do we mean when we say that someone

is___________________? (idiom)

� When a writer says _______________, he is

using the literary device of ___________.

� Underline the analogy. How are _____________

like ________________?

� What two things does the author compare in this

sentence?

� Which of the following literary devices is the

author using in the sentence?

� The writer uses ________________ to indicate

these items are _________________.

� How is ___________ related to

_______________?

� What impression is created by the

__________________ in the sentence above?

Academic Vocabulary

(terms w/Spanish Cognate denoted in bold font, see

supporting ELD Vocabulary Document)

• Analogy

• Infer

• Identify

• Literal

• Figurative

R 1.2 Understand word origins

* 2 CST Items

EL Modification: [B, EI, I]

(see supporting ELD Standards Correlation

Document)

Student Friendly Standard: I can use word origins to determine the meaning

of words.

Essential Skills and Concepts: � Common word origins

� History of the English language

� Historical influences on English word

meanings

Question Stems and Prompts: � The word _________________ contains

a Latin root that means

_____________________.

� By breaking down syllables of the word,

find the definition that most closely

defines ____________.

� Which of the following words in the

passage is based on the Latin root

meaning______________?

� Which word is derived from the Latin

root word meaning

________________________?

� Which of these words has a different root

from that of the underlined word?

Academic Vocabulary

(terms w/Spanish Cognate denoted in bold font,

see supporting ELD Vocabulary Document)

• Origin

• Determine

• Influence

• Derived

8th Grade -Word Analysis and Vocabulary 8

th Grade -Word Analysis and Vocabulary

R 1.3 Use context clues

* 5 CST Items



Student Friendly Standard: I can use context clues to figure out meanings of words I

do not know.

Essential Skills and Concepts: � Context clues for meaning

� Definition

� Restatement

� Example

� Comparison

� Contrast

Question Stems and Prompts: � Look at the underlined word in the sentence. A

______________ is _______________.

� Read the sentence. Which context clue best helps

you figure out the meaning of

__________________________.

� Read the sentences. Which of the following is a

synonym of the word _______________.

� What is the meaning of ________________?

� Read the sentences. In which sentence does the

word _______________ have the same meaning

as sentence #___________?

Academic Vocabulary



• Context

• Verify

• Compare

• Contrast

• Restate

• Define

• Example

8th Grade -Word Analysis and Vocabulary

R 2.1 Compare and contrast the features and

elements of consumer documents

* 2 CST Items



Student Friendly Standard: I can find and understand similarities and differences in

consumer documents. (warranties, contracts, instruction

manuals, employment applications)

Essential Skills and Concepts: � Consumer materials/documents

o Warranties

o Contracts

o Product information

� Instruction manuals

Question Stems and Prompts: � While document A is intended to ________ the

consumer, document B is intended to _________.

� Which of the following is NOT a purpose of this

document?

� According to this ________, which statement is

NOT true?

� Both documents tell the consumer ________.

� How is the information in this ____________

presented?

Academic Vocabulary



• Compare

• Contrast

• Elements

• Documents

• Contract

• Product

• Headings

• Graphics

• Influence

• Inform

• Entertain

• Italics

• Illustrate

• Symbol

• Icon

• Consumer

R 2.2 Analyze text that uses propositions

and support patterns

* 3 CST Items



Document)

Student Friendly Standard: I can identify a proposal and the arguments that

do or do not support it.

Essential Skills and Concepts: � Proposition

� Support

� Facts

� Statistics

� Examples

� Details

� Reasons

� Expert opinions

� Anecdotes

� Strong evidence

� Weak evidence

Question Stems and Prompts: � Which statement does not support the

reason to ___________________?

� What is the best statement of the main

reason ___________________ gives to

support ____________________?

� Which of the following does

_____________________ not use to

develop the argument that

___________________?

� Which of the following would probably

NOT support the conclusions?

� Which of these sentences reflects a point

of view that is not consistent with the rest

of the report?

� In this proposition, _________ avoids the

question of ________________.

Academic Vocabulary



• Analyze

• Propose

• Proposition

• Point of view

• Purpose

• Persuade

• Functional

• Imply

• Arguments

• Evidence

• Statistics

• Data

8th Grade –Reading Comprehension 8

th Grade –Reading Comprehension

R 2.3 Understand treatment, scope, and

organization

* 2 CST Items



Student Friendly Standard: I can find similarities and differences between the way

different authors present, organize, and cover information

in their writings.

Essential Skills and Concepts: � Topic

� Theme/thesis/organized thematically

� Treatment

� Scope

� Organizational patterns

� Cause/effect

� Sequence/organized chronologically

� Present/past/future tense

� Objective tone

� Subjective tone

� Order of importance

� Author’s purpose

Question Stems and Prompts: � Unlike a biographical article in an encyclopedia,

this article is organized

___________________________.

� Which of the following best describes how the

author of _______ presents his/her ideas?

� How would you organize ____________ to show

___________________?

� What is the main difference of __________

between the two articles? (treatment, scope,

organization)

� The author uses a _____ manner when writing

about ____________. (objective, subjective)

� Why do you think the author includes

____________ from ____________?

� What are the similarities/differences in the way

the author organizes the information in these

passages?

� How are the themes similar or different in these

passages?

Academic Vocabulary



• Similarities

• Differences

• Scope

• Sequence

• Cause

• Effect

• Organization

• Time order

• Effect

• Chronological

• Biographical

• Factual

• Sophisticated

• Dramatic

8th Grade –Reading Comprehension

R 2.4 Evaluate a summary

* 2 CST Items



Student Friendly Standard: I can compare a summary of a piece of writing with the

original to see if it accurately covers the main idea,

supporting details and basic meaning.

Essential Skills and Concepts: � Summary

� Paraphrase

� Main idea

� Supporting details

� Unimportant details

� Basic meaning

Question Stems and Prompts: � Which of the following is the best summary for

the _____ paragraph?

� Which sentence best states its main idea?

� Which title summarizes the main idea in both

articles?

� Which would be the best title for this selection?

� Which statement in the ___________ paragraph

expresses the main idea?

� Which sentence best paraphrases the main idea of

__________________?

� Which detail does not support the main idea?

Academic Vocabulary



• Text

• Summary

• Main idea

• Paraphrase

R 2.5 Understand technical directions

* 3 CST Items



Document)

Student Friendly Standard: I can understand and explain the use of a complex

mechanical device by following technical

directions.

Essential Skills and Concepts: � Complex mechanical device

� Technical directions

Question Stems and Prompts: � What steps should be completed before

________________?

� How would you ________ with this

______?

� According to the ___________, what will

happen if the consumer fails to

___________?

� What is the purpose of

_______________?

� Reread section ____, what will happen if

_____________ is put into action?

� What is the function of

_________________?

Academic Vocabulary



• Complex

• Mechanical

• Technical

• Diagram

• Directions

• Function

• Device

8th Grade –Reading Comprehension 8

th Grade –Reading Comprehension

R 2.6 Use documents to explain a

situation or decision and solve a

problem

* 3 CST Items



Student Friendly Standard: I can use information from consumer, workplace and

public documents to explain a situation, a decision, or to

solve a problem.

Essential Skills and Concepts: � Documents

� Consumer

� Workplace

� Public

Question Stems and Prompts: � One solution to the problem that is

suggested in the article is for the __________ to

____________.

� Based on this document, you can tell that

_________________________.

� According to the article, why is it

important to____________________?

� What is the purpose of section

___________________?

� What two purposes does this application

serve?

� Who might benefit most from this article?

� What is the purpose of this document?

� Which of the following can you NOT

find out from this document?

Academic Vocabulary



• Application

• Solution

• Resume

• Warranty

• Contract

• Document

• Memo

� Policy


R 2.7 Evaluate text for unity, coherence, logic,

consistency, and structure

* 3 CST Items



Student Friendly Standard: I can review and assess the unity, clarity (clearness),

logic, consistency and organization of a piece of writing.

Essential Skills and Concepts: � Assess/Evaluate

� Unity

� Clarity

� Logic

� Consistency

� Coherence

o Connection of ideas

o Transitional words

o Structure

o Logical order

� Organizational/structural pattern

o Point by point

o Chronological

o Cause/effect

o Compare/contrast

� Comparison block

� Contrast block

Question Stems and Prompts: � The title of this article suggests the information is

ordered _______________.

� The purpose of including the ____________ in

document A is to illustrate ____________.

� _________ is organized to show __________.

� In paragraph _______________, the writer

focuses on ______________________.

� Which sentence does not belong in this

paragraph?

� Which would be the best topic sentence for this

paragraph?

� Which sentence best ties the two paragraphs

together?

� Which word creates a smooth transition from the

first paragraph to the second?

� Does this sentence explain a cause or an effect?

� What happened as a result of_____________?

Academic Vocabulary



• Unity

• Logic

• Coherence

• Consistency

• Structural patterns

• Clarity


R 3.1 Analyze the characteristics of different

forms of poetry

* 2 CST Items



Student Friendly Standard: I can recognize and explain the purposes and

characteristics of different types of poetry, (including

ballad, lyric, couplet, epic, elegy, ode, sonnet etc.)

Essential Skills and Concepts: � Types of poetry

o Ballad

o Lyric

o Couplet

o Epic

o Elegy

o Ode

o Sonnet

o Narrative

o Free verse

� Stanza

� Rhyme scheme/pattern

� Rhythm

� Form

� Repetition

� Figurative Language/Literary Devices

o Alliteration’

o Personification

o Metaphor/simile

o Simile

� Onomatopoeia

Question Stems and Prompts: � The structure of ____________ (poem) is similar

to __________________ (poem) in that both

poems _________________.

� The first stanza in _______ has which rhyming

pattern?

� Which of these literary devices is NOT used?

� What do you think __________ represents?

� This poem is a ______________(type of poem)

for _____________________.

Academic Vocabulary



• Articulate

• Relationships

R 3.2 Analyze plot

* 3 CST Items



Document)

Student Friendly Standard: I can identify the elements of the plot (subplot,

parallel episodes, exposition, rising action,

climax, resolving conflict) the plot’s development,

and the way in which conflicts are or are not

resolved.

Essential Skills and Concepts: � Elements of the Plot

� Plot,

� Plot line

� External conflict

� Internal conflict

� Exposition

� Rising action

� Climax

� Resolution

� Subplot

� Parallel episodes

� Chronological order

� Foreshadowing

� Flashback

Question Stems and Prompts: � This paragraph represents

___________________.(plot element)

� Which excerpt reveals ___________?

� In paragraph ____, why does the author

___?

� The climax of this story occurs when

_____________?

� Which of the following is part of the

story’s exposition?

� How was the problem in the story

resolved?

Academic Vocabulary



• Excerpt

• Chronological order

• Conflict

• Resolved

• Recall

• Characteristics

• Structure

8th Grade – Literary Response and Analysis 8

th Grade – Literary Response and Analysis

R 3.3 Analyze characters from different eras

* 2 CST Items



Student Friendly Standard: I can compare and contrast the motivations and reactions

of characters from stories of different time periods.

Essential Skills and Concepts: � Compare/Contrast motivations

� Compare/Contrast reactions

� Literary Characters

� Main character/protagonist

� Minor character

� Antagonist

� Motivation

� Reaction

� Dialogue

� Direct/indirect characterization

Question Stems and Prompts: � Both main characters are motivated

by______________.

� We learn about the character mostly through

direct or indirect characterization.

� Which statement shows how the two main

characters are alike?

� When comparing the characters in __________

with those of ____________, which statement

applies to both characters?

� Which detail in __________ would you NOT

expect to find in a story set in the present?

� What about the story shows ____________ main

character?

� Which character in ___________ is most like the

character in ________________?

Academic Vocabulary



• Character

• History

• Era

• Confront

• Resemble

R 3.4 Analyze setting

* 2 CST Items



Document)

Student Friendly Standard: I can understand the importance of setting as it

relates to mood, tone and the meaning of the story

(place time, customs).

Essential Skills and Concepts: � Setting

� Place

� Time

� Customs

� Historical context

� Mood

� Sensory details

� Tone

� Attitude of writer

Question Stems and Prompts: � The story is set during ___________.

� Which detail from the story lets you know

it was not set in the present?

� Which sentence from the story indicates

the historical setting?

� The author’s description of the setting of

___________ includes/does not include

________________.

� What changes about the setting in this

paragraph?

� What mood do the details describing

________________ create?

� As a result of the setting, the characters

do______________?

� Based on the setting of this story, do you

think _____________ is justified?

� The author’s tone can best be described as

______________.

� The setting is important to the story’s

main theme because_________.

� Which of the following words best

describes the author’s tone.

Academic Vocabulary



• Mood

• Tone

• Historical context



R 3.5 Analyze recurring themes

* 1 CST Item



Student Friendly Standard: I can find and examine repeating themes (good versus

evil, respect, loneliness, friendship) in classical (old and

famous) and contemporary (modern) writings.

Essential Skills and Concepts: � Universal Themes

� Common human tendencies

� Morals

� Values

� Ethics

Question Stems and Prompts: � Both of these _______________ deal with the

theme of_____________.

� The title is important to the story’s main theme

because___________________.

� What universal theme does line _____________

suggest?

� A story with a similar theme might be about

_______________.

Academic Vocabulary



• Classical

• Contemporary

• Cultures

• Universal

• Tradition

R 3.6 Analyze style and interpret text

* 3 CST Items

Student Friendly Standard: I can identify and understand the meaning of a

writer’s literary devices such as metaphor,

symbolism, dialect, and irony.

Essential Skills and Concepts: � Literary Devices

� Metaphor/Simile

� Symbolism

� Dialect

� Irony

� Personification

� Pun

� Hyperbole/Exaggeration

� Alliteration

� Sensory imagery

� Foreshadowing

� Author’s style

Question Stems and Prompts: � The author’s style in _______ can best be

described as ___________(formal,

contemporary etc.)

� In ____________, the writer uses

personification to portray_____.

� All of the following describe the author’s

style in the first paragraph of

____________ except. . .

� _________ is a phrase foreshadowing or

predicting ______________.

� The author personifies the _______ to

make them ____________.

� Which line from the __________ contains

an example of ___________.

� The imagery the author uses appeals

primarily to the sense of _________.

� What irony does the author point out in

the story?

Academic Vocabulary



• Device

• Interpret



R 3.7 Use biographical approach to analyze

literature

* 2 CST Items



Student Friendly Standard: I can show how an author’s family, culture, traditions,

attitudes, and beliefs are reflected in his/her writing.

Essential Skills and Concepts: � Cultural background

� Heritage

� Traditions

� Attitudes

� Beliefs

� Experience

� Biographical approach

� Main purpose

Question Stems and Prompts: � What is the main purpose of _____________ as it

relates to the author’s heritage?

� Read these lines from _______________. These

lines suggest the speaker’s

____________________.

Academic Vocabulary



• Evidence

• Demonstrate

• Heritage

• Culture

• Traditions

• Values

• Beliefs

8th Grade – Literary Response and Analysis

W 1.1 Establish a controlling impression by

creating a coherent and well-supported

thesis and conclusion.

* 4 CST Items



Student Friendly Standard: I can write an essay with a clear, organized and well-

supported thesis and conclusion.

Essential Skills and Concepts: � Coherent Thesis

� Controlling impression

� Author’s intention

Question Stems and Prompts: � Which of these would make the best concluding

sentence?

� What is the viewpoint of this essay?

� Which sentence would be the best thesis statement

for this passage?

� The writer creates a clear and well-supported

conclusion by ______________?

� The best way to improve this report would be to

_______________?

� Which sentence from paragraph ___ might be

deleted in order to give the paragraph more

coherence?

Academic Vocabulary



• Composition

• Coherent/coherence

• Thesis

• Conclusion

• Viewpoint

W 1.2 Establish coherence within and

among paragraphs

* 4 CST Items



Document)

Student Friendly Standard: I can effectively use transitions, parallel

structures, and other writing techniques to link

ideas and make sure they flow together logically.

Essential Skills and Concepts: � Transitions

� Parallel Structure

� First/third person narrative

� Subject-verb agreement

� Verb tense

Question Stems and Prompts: � In this sentence the word __________

does not correctly link ideas. Which word

should be used instead?

� Which is the best way to combine these

sentences without changing the meaning?

� Which transition does the writer use?

� Which of the following sentences would

make the most effective transition

between paragraphs _______ and

__________?

Academic Vocabulary



• Transition

• Logically

• Parallel

• Techniques

8th Grade – Writing Strategies 8

th Grade – Writing Strategies

W 1.3 Support theses or conclusions with various

devices.

* 3 CST Items



Student Friendly Standard: I can support my thesis and conclusion by using

analogies, paraphrases, quotations, opinions,

comparisons and similar strategies.

Essential Skills and Concepts: � Analogies

� Paraphrases

� Quotations

� Opinions from authorities

� Comparisons

� Anecdote

� Thesis

� Conclusion

Question Stems and Prompts: � What method of support does the writer use in the

paragraph?

� Which of the following sentences should be added

to support the author’s claim and link ideas in the

paragraph?

� Which of these sentences could best be added at

the end of the paragraph?

� Read the quote. Which of the following is the

best paraphrase of these lines?

� In this paragraph, which device does the author

use to make the point?

Academic Vocabulary



• Analogy

• Paraphrase

• Quotation

• Opinion

• Compare

W 1.4 Use technology to conduct

research

* Not Assessed on CST



Document)

Student Friendly Standard: I can use computer technology to plan and

conduct multiple-step in formation searches.

Essential Skills and Concepts: � Search engines

� Multiple-step search

Question Stems and Prompts: � What are the steps do I need to find this

information?

� What type of source is this?

� Explain why you would trust this source?

� What different types of sources did the

writer include?

� What is the source of this information?

Academic Vocabulary



• Source

• Proof

• Valid

• Reliable

• Cite

• Site

8th Grade – Writing Strategies 8

th Grade – Writing Strategies

W 1.5 Create a balance between researched

information and original ideas




Student Friendly Standard: I can balance original ideas and research information.

Essential Skills and Concepts: � Original ideas

� Researched information

� Technical/non-technical topic

Question Stems and Prompts: � How can you tell if the information is researched

or original?

� Why does the writer use this researched

information here?

� The writer achieves a balance between researched

information and original ideas in this composition

by ______________.

� What is the original idea in sentence

___________?

� The researched information in paragraph ___ is

from ______.

Academic Vocabulary



• Balance

• Synthesize

• Original

8th Grade – Writing Strategies

W 1.6 Revise writing for word choice,

organization, and point of view

* 6 CST Items



Student Friendly Standard: I can revise (correct) my writing for word choice, clear

organization, point of view, and effective transitions

between paragraphs, passages, and ideas.

Essential Skills and Concepts: � Word choice/diction

� Appropriate organization

� Matches purpose

� Ideas flow logically

� Rearrange ideas to flow smoothly

� Ideas on topic

� Consistent point of view

� Transitions

Question Stems and Prompts: � What changes in organization would improve this

essay?

� How should sentence ___ be changed to maintain

a consistent point of view?

� What vague words could the writer replace with

more specific words?

� How should the author change the underlined

words to make the sentence most dramatic?

� The underlined part of sentence ___ needs to be

revised for___.

� Which sentence is not relevant to the topic?

� Given the content of paragraph ___, what is the

most precise way to rewrite this sentence?

� What is the problem with the order of sentences

in the conclusion?

� How is the organization of the _____ best

described? (compare/contrast, main idea etc.)

� How can you improve the organization of the ___

paragraph?

Academic Vocabulary



• Precise

• Vague

• Specific

8th Grade – Writing Strategies

W 2.1 Write biographies, autobiographies,

short stories, and narratives

*Not Assessed on CST



Student Friendly Standard: I can write an autobiography, biography, short story, or

narrative using a clear incident, event, or situation with

well-chosen details. I can also show the importance of my

attitude about the subject with the use of narrative and

descriptive strategies.

Essential Skills and Concepts: � Narrative/Descriptive Strategies

� Necessary dialogue

� Specific action

� Physical description

� Background description

� Comparison/contrast of characters

� Biography

� Autobiography

� Short story

� Narrative

� Chronological order

� Flashback

� Foreshadowing

� Interesting details

� Description of setting

� Sensory language

� Vary pacing to match action

� Describe thoughts and feelings of character

Question Stems and Prompts: � Which narrative strategies did you use in your

writing?

� What sensory details did you use in your writing?

� What point of view did you use?

� Underline the vivid descriptions you used.

� What is the significance of this narrative to you?

� How do the details of this paragraph add to the

details of the narrative?

� What important information does the writer

reveal about his/her attitude?

� Is the sequence of events clear?

� Is the significance of this event clear?

Academic Vocabulary



• Dialogue

• Description

• Pacing

8th Grade – Writing Applications

W 2.2 Write a response to literature


EL Modification: [EI, I]


Document)

Student Friendly Standard: I can write a response to literature that shows I

understand the piece of writing, what it means to

me, and can make connections to the writer’s

techniques. I can make educated guesses about

how the writing affects the reader and support my

guesses with evidence from the piece, other texts,

or personal knowledge.

Essential Skills and Concepts: � Dialogue

� Character description

� Use of setting or background information

� Inferences

� Interpretation

� Support judgments

� Textual references

� Stylistic devices

� Insight

Question Stems and Prompts: � What is the thesis statement of this essay?

� What textual references have you used?

� Which stylistic/literary devices that you

mentioned help support the thesis

statement?

� What particular insight is supported in

this essay?

� Underline the sentences that give the

brief summary of the piece?

Academic Vocabulary



• Interpretation

• Insight


W 2.3 Write research reports




Student Friendly Standard: I can write a research paper with a defined thesis, and

direct quotes that support it. I can use trustworthy primary

and secondary sources and organize information into

understandable formats by using charts, maps and graphs.

Essential Skills and Concepts: � Thesis

� Research

� Resources

� Primary

� Secondary

� Graphic organizers

� Charts

� Maps

� Graphs

� Direct quotations

Question Stems and Prompts: � Is _____________ a primary or secondary source

of information?

� Which graphic organizer would best show_____?

� Which direct quotation would best support the

thesis?

Academic Vocabulary



• Primary source document

• Secondary source document

• Ideas

• Concepts


W 2.4 Write a persuasive composition




Document)

Student Friendly Standard: I can write a persuasive essay that makes a clear

judgment (thesis), with detailed evidence,

examples, and logic to support my argument. I

can tell the difference between facts and opinions,

and respond to other people’s concerns by

offering well-supported counterarguments

Essential Skills and Concepts: � Persuasive composition

� Strong thesis statement

(position/assertion)

� Logical, emotional, or ethical appeals to

persuade

� “Loaded words” (positive/negative

connotations)

� Appeal to reader’s ethical concerns

� Address audience’s concerns

(counterarguments)

� Fact

� Opinion

Question Stems and Prompts: � Does sentence ___ state a fact or opinion?

� What kinds of appeals are made to

persuade the reader?

� Which reason does not support your

argument?

� Did you address the reader’s biases or

objections?

Academic Vocabulary



• Bias

• Fact

• Opinion

• Testimonial

• Propaganda


W 2.5 Write documents related to career

development




Student Friendly Standard: I can purposefully write a career document such as a

simple business letter or job application designed for a

specific audience.

Essential Skills and Concepts: � Relevant information

� Education

� Skills

� Job history

� In proper order

� Address audience appropriately

� Carefully proofread document

� Conventional Format

� Business letter

� Memo

� Job application

� Resume

Question Stems and Prompts: � Which type of career document do you need to

write for this prompt?

� What is the purpose of the first paragraph for

________________ document?

� Were you specific about what you wanted your

audience to do/know?

Academic Vocabulary



• Succinct

• Audience

• Document

• Relevant information

• Pertinent

• Memorandum

• Inquiry

• Margin

W 2.6 Write technical documents




Document)

Student Friendly Standard: I can write complete technical documents using

appropriate formatting techniques (headings,

different fonts etc.) so readers will understand the

sequence of activities to complete a task or

understand information.

Essential Skills and Concepts: � Technical document

� Statement of purpose

� Steps in proper sequence

� Writing appropriate for audience

� Visual aids as necessary

� Formatting techniques

� Headings

� Different fonts

� Spacing

� Bold print

� Underlining

� Numbering

� Italics

Question Stems and Prompts: � What is the purpose of this document?

� Could you follow the sequence to

complete the task described?

� Why do you list all the equipment at the

beginning of the document?

Academic Vocabulary



• Task

• Variables

• Factors

• Instructions

• Technical

• Ingredients

• Visual aids

• Sequencing

8th Grade – Writing Applications 8

th Grade – Writing Applications

LC 1.1 Use correct and varied sentence types

* 2 CST Items



Student Friendly Standard: I can correctly use different types of sentences and vary

them to make my writing more interesting.

Essential Skills and Concepts: � Use correct and varied sentence types

o Declarative

o Exclamatory

o Interrogatory

o Imperative

� Use correct and varied sentence openers

� Sentence structure

o Simple

o Compound

o Complex

o Compound/complex

� Personal style

Question Stems and Prompts: � In which of the following sentences is

__________________’s personal style most

apparent?

� How is _______________ best written?

� What is the best way to rewrite this sentence so

that ______________ is not overused?

� Which of the following might be added to the

beginning of the report as an effective opening

sentence?

� What is the correct way to write the underlined

phrase?

� Which sentence below is an example of

______________?

� Opening lines are effective because they

_____________________?

� In this sentence the word ___________ does not

correctly link the ideas. Which of these words

should be used in its place?

Academic Vocabulary



• Apparent

• Compound

• Complex

LC 1.2 Use parallelism to present items

for emphasis

* 2 CST Items



Document)

Student Friendly Standard: I can use parallel and proper sentence structure

in my writing to compare and contrast my ideas.

Essential Skills and Concepts: � Subordinate clause

� Coordination (coordinating, correlating

conjunction, semicolon, conjunctive

adverb)

� Apposition/appositive

� Parallel words, phrases, clauses

Question Stems and Prompts: � Which of the following sentences uses

parallel words, phrases or clauses?

� How should the underlined part of

sentence __________ be reworded to

create a parallel structure?

� Why does the writer use a semicolon

here?

Academic Vocabulary



• Vary

• Varied

• Coordinate

• Emphasis

• Parallel

8th Grade – Language Conventions 8

th Grade – Language Conventions

LC 1.3 Use subordination, coordination, and

apposition

* 3 CST Items



Student Friendly Standard: I can organize my ideas using subordinate and

independent clauses, conjunctions, and appositives to

clearly show the relationship between ideas.

Essential Skills and Concepts: � Subordinate clause

� Independent clause

o Coordinating conjunction

o Correlative conjunction

o Semicolon

o Conjunctive adverb

� Apposition/appositive

Question Stems and Prompts: � How could the phrase _________________ best

be placed in the sentence?

� Choose the answer that is the most effective

substitute.

� What is the best way to write this sentence?

� How are sentences ___________ and

________________ best combined?

� Where would a semicolon be placed in the

sentence?

� Why is this sentence better than the original?

� What problem did the writer correct?

� Why does the writer use a semicolon?

� How does this change make the sentence better

Academic Vocabulary



• Correlate

• Coordinate

• Clause

• Phrase

• Effective substitute

• Substitution

LC 1.4 Edit for usage, punctuation,

capitalization, and spelling

* 3 CST Items



Document)

Student Friendly Standard: I can use correct grammar to fix (edit) my writing.

Essential Skills and Concepts: � Grammar/Usage

� Easily confused words

� Adverbs

� Conjunctions

� Subject-verb agreement

� Revision

Question Stems and Prompts: � How should the underlined word in

sentence ________ be written?

� How should sentence ___ be rewritten to

reflect the use of correct grammar?

� Choose the answer that is the most

effective substitute for each sentence or

part of the sentence?

Academic Vocabulary



• Manuscript

• Revise



LC 1.5 Use correct, punctuation, and

capitalization

* 3 CST Items



Student Friendly Standard: I can recognize and use correct punctuation and

capitalization.

Essential Skills and Concepts: � Punctuation

� Period

� Question mark

� Comma

� Semicolon

� Colon

� Apostrophe

� Capitalization

� First word

� Titles

� Title before name

� Geographical regions

� Historical events, era, document

� Names of languages

� Nationalities

� Proper nouns

� Proper adjectives

Question Stems and Prompts: � How should sentence ____________ be used to

reflect the correct use of

____________?(capitalization/punctuation)

� Which sentence does not contain a ________

error? (capitalization/punctuation)

� How is sentence ____________ best written?

� What is the correct capitalization in item ___?

� Which sentence uses a ___________ correctly?

(semicolon, colon etc.)

Academic Vocabulary



• Error

• Rewrite

LC 1.6 Use correct spelling

* 3 CST Items



Document)

Student Friendly Standard: I can recognize and use correctly spelled words.

Essential Skills and Concepts: � Spelling conventions

� Prefixes

� Suffixes

� Silent letters

� Non-phonetic spellings/tricky words

� Changes in base word

Question Stems and Prompts: � What is the correct way to write the

underlined word in the sentence?

� Which phrase from the

________________ contains an

underlined word that is spelled

incorrectly?

� Select the misspelled word in each set.

Academic Vocabulary



• Recognize



LS 1.1 Analyze oral interpretations of literature




Student Friendly Standard: I can understand and critique oral interpretations of

literature.

Essential Skills and Concepts: � Listen

� Analyze delivery

� Oral interpretation

Question Stems and Prompts: � What was effective about this oral presentation?

� How did this presentation affect you?

� What is your opinion of the presentation?

� What specific language did the presenter use?

Academic Vocabulary



• Analyze

• Interpret

• Delivery

LS 1.2 Paraphrase and question a

speaker’s purpose and point of view




Document)

Student Friendly Standard: I can restate a speaker’s purpose and ask

appropriate questions about the content, delivery

and purpose.

Essential Skills and Concepts: � Paraphrase speaker’s purpose

� Point of view

� Relevant questions

Question Stems and Prompts: � What was the speaker’s purpose?

� What was the speaker’s point of view?

� What relevant questions would you ask

the speaker?

� Could you paraphrase the speaker’s

presentation?

Academic Vocabulary



• Relevant

• Paraphrase

• Purpose

8th Grade – Listening/Speaking 8

th Grade – Listening/Speaking

LS 1.3 Organize information to the purpose and

audience.




Student Friendly Standard: I can organize information and use appropriate

vocabulary to make oral presentations to a particular

audience. I can use the volume, expression, and tone of

my voice to fit the purpose of my presentation.

Essential Skills and Concepts: � Use appropriate vocabulary

� Organize information for a particular purpose

� Use appropriate voice, expression, and tone in

delivery

Question Stems and Prompts: � How did you organize the information for this

presentation?

� How did you use your voice to get your point

across?

� List specific vocabulary used in your presentation.

Academic Vocabulary



• Modulation

LS 1.4 Prepare a speech outline




Document)

Student Friendly Standard: I can prepare a speech outline with a specific

pattern of organization, which includes an

introduction, transitions, points of interest, and

summaries with a logically developed body and a

strong conclusion.

Essential Skills and Concepts: � Speech outline

� Patterns of organization

� Introduction

� Transitions

� Previews

� Summaries

� Logically developed body

� Effective conclusion

Question Stems and Prompts: � What specific pattern of organization did

you use for this speech?

� Did I begin with a purposeful

introduction?

� Did I end with an effective conclusion?

What transitions did you use?

Academic Vocabulary



• Outline

• Preview

• Purposeful

• Specific

• Transition

• Logical

• Effective



LS 1.5 Use precise language


Student Friendly Standard: I can enliven oral presentations by using precise

language, action verbs, sensory details, appropriate and

colorful describing words, and the use of an active,

exciting voice.

Essential Skills and Concepts: � Precise language

� Action verbs

� Sensory details

� Appropriate and colorful modifiers

� Active rather than passive voice

� Lively oral presentations

Question Stems and Prompts: � List the _______________________ you used in

your presentation. (action verbs, sensory details,

modifiers)

� What did you do to enliven your presentation?

Academic Vocabulary



• Active

• Passive

• Precise

• Modify

LS 1.6 Use appropriate grammar, word,

enunciation and pace during

presentations.




Document)

Student Friendly Standard: I can speak clearly at an appropriate speed, using

correct grammar and word choice.

Essential Skills and Concepts: � Formal presentation

� Appropriate grammar

� Logical word choice

� Enunciation

� Pace

Question Stems and Prompts: � Did I use appropriate grammar throughout

my entire presentation?

� Did I avoid nonspecific words? (like

thing, stuff)

� Did I vary my speed during my

presentation?

� Did I speak too quickly or pause too

often?

� Did I intentionally pace my presentation

to match the content?

Academic Vocabulary



• Pace

• Vary

• Appropriate



LS 1.7 Use audience feedback

• Not Assessed on CST

•



Student Friendly Standard: By using verbal and nonverbal audience feedback, I can

change the organizational structure and rearrange words

and sentences to make my presentation more clear.

Essential Skills and Concepts: � Audience feedback

� Verbal cues

� Nonverbal cues

� Modify organizational structure

� Rearrange words and sentences for clarification

Question Stems and Prompts: � What kinds of audience feedback did I use to

modify my presentation?

� How can you rearrange your presentation to make

it more clear?

� Did I make eye contact with the audience in order

to receive feedback?

Academic Vocabulary



• Spontaneity

• Modify

• Clarify

• Rearrange

LS 1.8 Evaluate the credibility of a speaker




Document)

Student Friendly Standard: I can judge the reliability of a speaker and

recognize if a speaker has hidden agendas or uses

biased material.

Essential Skills and Concepts: � Evaluate the credibility of a speaker

� Hidden agendas

� Slanted material

� Biased material

� Propaganda

� Emotional appeal

� Nonverbal suggestions

� Visual impression

Question Stems and Prompts: � What the speaker a reliable source of

information?

� What was an example of biased material

in the presentation?

� Did the speaker present the information as

fact or opinion?

� Do you think the speaker had any hidden

agendas?

� What was the speaker trying to persuade

you to do?

Academic Vocabulary



• Credibility

• Reliability

• Bias

• Propaganda

• Hidden agenda

• Slanted

• Impression



LS 1.9 Interpret and evaluate visual

communication of information




Student Friendly Standard: I can understand and make judgments about ways that

visual image makers (such as graphic artists, illustrators,

and news photographers) communicate information and

attempt to persuade an audience.

Essential Skills and Concepts: � Communication of information

� Perfecting impressions

� Media communications

� Image makers

o Graphic artists

o Illustrators

o News photographers

� Advertisers

Question Stems and Prompts: � What effective strategies did the visual image

makers use in the presentation?

� What made the visual presentation effective or

ineffective?

Academic Vocabulary



• Media

• Advertisement

• Interpret

• Evaluate

• Visual imagery

• Illustrator

• Impression

• Opinion

8th Grade – Listening/Speaking

LS 2.1 Deliver narrative presentations




Student Friendly Standard: I can give a narrative presentation (biographical,

autobiographical) and relate a clear event with necessary

details that show the importance of the event using

narrative and descriptive strategies which include

relevant dialogue, specific action, physical description,

background description and comparison or contrast of

characters.

Essential Skills and Concepts: � Narrative presentation

o Biographical

o Autobiographical

� Details supporting event

o Relevant dialogue

o Specific action

o Physical description

o Background description

o Comparison or contrast

Question Stems and Prompts: � What narrative or descriptive strategies did I use?

� What was the significant event I described?

� Is it clear why this event is important to me?

� Can the audience visualize the person or event?

� Was enough background information given to the

listener?

Academic Vocabulary



• Employ

• Significant

• Coherent

• Incident

• Anecdote

• Relevant

LS 2.2 Deliver oral responses to literature




Document)

Student Friendly Standard: I can present an oral response to literature that

shows my interpretation and insight, connects my

ideas to specific references in the text, supports

inferences about the author’s effect on the reader,

and supports my judgments with evidence from

other texts or personal knowledge.

Essential Skills and Concepts: � Oral Response to literature

� Interpretation

� Insight

� Writer’s techniques

� Specific textual references

� Supported inferences about effect

� on audience

� Support judgments

� References to the text

� References to other text/authors

� Personal knowledge

Question Stems and Prompts: � What specific insight did you have about

this text?

� Did you connect to other texts, authors or

personal knowledge?

� Did you support your judgments?

� Which writer’s techniques did I use in my

own response?

� Did I give good examples of deep insight?

Academic Vocabulary



• Oral

• Interpretation

• Insight

• References

• Text

• Support

• Inferences

• Effect

• Judgments

• Evidence

• Respond



LS 2.3Deliver research presentations




Student Friendly Standard: I can deliver a research presentation with a defined thesis

that includes important ideas, concepts, and direct

quotations from reliable sources. Within the presentation,

I can paraphrase and summarize all relevant viewpoints

on the topic and use primary and secondary sources of

value, as well as charts, maps and graphs,

Essential Skills and Concepts: � Research presentation

o Define a thesis and organize the

presentation

o Use direct quotations

o Paraphrase

o Summarize relevant perspectives

o Use primary and secondary resources

� Varied

� Valuable to presentation

� Record information on charts,

maps and graphs

Question Stems and Prompts: � What is your thesis?

� Is your presentation clearly organized?

� What information came from primary or

secondary sources?

� What is a primary source of information?

� What is a secondary source of information?

� Did you use charts, maps or graphs appropriately?

Academic Vocabulary



• Relevant

• Primary sources

• Secondary sources

• Paraphrase

• Summarize

• Perspective

• Thesis

• Value

• Distinguish

• Research


LS 2.4Deliver persuasive presentations




Student Friendly Standard: I can give a persuasive presentation that has a clear thesis

expressing my judgment, separates fact from opinion,

supports arguments with solid evidence, addresses

listener’s concerns and counterarguments with well-

arranged reasons and details using an appropriate tone of

voice.

Essential Skills and Concepts: � Persuasive presentation

� Well defined thesis expressing

judgment/position

� Differentiated fact and opinion

� Supportive arguments

� Detailed evidence

� Examples

� Reasoning

� Addresses listener’s

concerns/counterarguments

o Details

o Reasons

o Examples

� Reasonable tone

Question Stems and Prompts: � Did my thesis include a clear and knowledgeable

judgment?

� Did I anticipate and address the listener’s

concerns?

� Did I differentiate fact from opinion?

� Did I maintain a reasonable and appropriate tone?

� Did I support arguments with detailed evidence,

examples or reasoning?

Academic Vocabulary



• Persuade

• Thesis

• Argument

• Anticipate

• Counterarguments

• Evidence

• Tone

• Reasoning

• Inclusion

• Differentiate

• Elements

• Commercial

• Defend

• Opinion


LS 2.5 Recite Poems




Student Friendly Standard: I can recite poems (of four to six stanzas), speeches, or

soliloquies using appropriate voice, tone, and expressive

gestures to help communicate the meaning.

Essential Skills and Concepts: � Recite

� Poems of four to six stanzas

� Speeches or parts of speeches

� Dramatic soliloquies

� Voice modulation

� Expressive gestures

Question Stems and Prompts: � What gestures were most effective to

communicate meaning?

� How did you change your voice while reciting to

enhance your presentation?

Academic Vocabulary



• Enhance

• Dramatic

• Modulation


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