curriculum package english language arts (8th grade) · pdf filerevised july 2011 page | 1...

Revised July 2011 Page | 1

Curriculum Package

2011-2012

English Language Arts (8th Grade)

English Language Arts 8 is an integrated approach to reading, writing, and speaking curriculum based on the Reading/Language Arts Frameworks for the California Public Schools and the objectives contained within the STAR Achievement Test. This class is a year long and was originally created by Twin Rivers Unified School District Teachers for use at the junior high school level.

Included ♦ Course Outline . . . . . . . . . . . . . . . . . . . . … 3

♦ Unpacked Standards . . . . . . . . . . . . . . . . . 10

♦ Subject Area Standard

Assessment Skills Tested…………… 22

♦ Subject Area Standard

Assessment Guide . . . . . . . . . . . . . 23

♦ Testing Protocols . . . . . . . . . . . . . . . . . . . . . 54

♦ Literary Response and Analysis Materials . . 56

♦ On-Demand Persuasive Writing Materials . 64

♦ Narrative Speech Materials . . . . . . . . . . . . 66

♦ ELA Roots and Affixes . . . . . . . . . . . . . . . . 68

♦ 8th Grade CST Blueprints . . . . . . . . . . . . . . . 70

♦ CST and CAHSEE Comparison Chart . . . . 74


“To inspire students to extraordinary achievement everyday!” Dear TRUSD Educator, Welcome to a new academic year! This curriculum package has been created to help teachers and other instructional support personnel plan instruction and prepare students for the subject area standards assessments. Additionally, this curriculum package was written to promote high quality, standards-based instruction in all subject areas. Included you will find expected learning outcomes, Course Outline, Unpacked Standards to help establish the breadth and depth to which each content standard must be addressed, Subject Area Standards Assessment Guides, and an appendix. The appendix contains a selection of helpful instructional resources. Curriculum development is a continuous process. As such, these packages are subject to periodic revisions to reflect possible changes in student population and future amendments as the State Educational Frameworks are being rewritten. Through the hard work and commitment of passionate educators over many years, this curriculum package was made a reality. This document reflects the common vision of these dedicated educators. For questions about any section of this package, or to offer comments and suggestions for improvements, please contact the Secondary Curriculum and Instruction Office. Thank you. Curriculum and Instruction Secondary Division


DEPARTMENT: English Language Arts COURSE TITLE: ELA 8 GRADE LEVEL: 8

LENGTH: 1 Academic School Year CREDITS: N/A PREREQUISITES: Consult Site Counselor OTHER: This course prepares students to meet A-G requirements

COURSE DESCRIPTION:

English Language Arts 8 is a course designed for benchmark and strategic students which focuses on the California Content Standards for eighth grade instruction. This is a year long course. The areas covered are Reading, Writing, Written and Oral Language Conventions, and Listening and Speaking.

TEXTBOOK: The Language of Literature, McDougal Littell (adopted 2002)

SUPPLEMENTAL MATERIALS: McDougal Littell support materials District approved audio visual materials

COURSE OBJECTIVES:

Teachers are responsible for covering all the standards in the frameworks; however, in this curriculum packet, the essential standards based on the California STAR Blueprints are highlighted throughout the school year and will be assessed through Subject Area Standards Assessments (SASA) and writing tests. These culminating tests will focus on the essential standards as a means to measure mastery of those standards deemed critical for TRUSD students. Instruction should be designed to cover multiple standards that will be measured in the culminating assessment. This packet includes suggested prompts, culminating assessments, and complementary rubrics outlining proficiency levels with corresponding California Content Standards in reading, writing, written and oral conventions, and speaking and listening. Teachers are expected to plan instruction in writing, written and oral conventions, vocabulary development, and literature and reading comprehension. The following are suggested instructional strategies and assessment techniques.


Suggested Teaching Strategies and Evaluation Techniques

SUGGESTED TEACHING STRATEGIES:

Whole-group instructions and discussions

Mini-lessons Cooperative learning groups: response groups for writing; and literature

Modeling/imitative writing and speaking

Role playing and dramatization Individualized instruction Independent practice Meta-cognitive evaluations of processes

Teacher/student conferencing Group conferencing Audio-visual assisted instruction

Thematic approach Individual and/or group projects

Outside guest speakers

EVALUATION TECHNIQUES:

Teacher evaluation of student writing Self-assessment of writing Teacher/student/parent conferences Portfolios SAT 9 Publications Participation Assignments completed Teacher assessment of improvement Observation

NOTE: A list of varied formative assessments with descriptions and examples can be found in the Appendix Section.


ELA Standards for Grade 8 Mastery of a given standard will be achieved the year it is specified as key. Key Standards are in bold and highlighted in grey. If a standard is not in bold, it is not to imply that the standard is not to be taught. READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Vocabulary and Concept Development 1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases. 1.2 Understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

Structural Features of Informational Materials

2.1 Compare and contrast the features and elements of consumer materials from documents (e.g., warranties, contracts, product information, instruction manuals). 2.2 Analyze text that uses proposition and support patterns. Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas. 2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning. 2.5 Understand and explain the use of a complex mechanical device by following technical directions. 2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem. Expository Critique 2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.


3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. Structural Features of Literature

3.1 Determine and articulate the relationship between the purposes and different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet). Narrative Analysis of Grade-Level-Appropriate Text 3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved. 3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts. 3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text. 3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works. 3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer’s style and use those elements to interpret the work. Literary Criticism

3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach) WRITING 1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus 1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion. 1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. Research and Technology 1.4 Plan and conduct multiple-step information searches by using computer networks and modems. 1.5 Achieve an effective balance between researched information and original ideas. Evaluation and Revision 1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.


2.0 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grade eight outlined in Writing Standard 1.0, students will:

2.1 Write biographies, autobiographies, short stories, or narratives: a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, or the writer’s attitude about, the subject. c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

2.2 Write responses to literature: a. Exhibit careful reading and insight in their interpretations. b. Connect the student’s own responses to the writer’s techniques and to specific textual references. c. Draw supported inferences about the effects of a literary work on its audience. d. Support judgments through references to the text, other works, other authors, or to personal knowledge.

2.3 Write research reports: a. Define a thesis. b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate. c. Use a variety of primary and secondary sources and distinguish the nature and value of each. d. Organize and display information on charts, maps, and graphs.

2.4 Write persuasive compositions: a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion. c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

2.5 Write documents related to career development, including simple business letters and job applications: a. Present information purposefully and succinctly and meet the needs of the intended audience. b. Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum).

2.6 Write technical documents: a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization. b. Include all the factors and variables that need to be considered. c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.


WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style. 1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis. 1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas. Grammar 1.4 Edit written manuscripts to ensure that correct grammar is used. Punctuation and Capitalization

1.5 Use correct punctuation and capitalization. Spelling 1.6 Use correct spelling conventions. LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension. Comprehension 1.1 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener. 1.2 Paraphrase a speaker’s purpose and point of view and ask relevant questions concerning the speaker’s content, delivery, and purpose. Organization and Delivery of Oral Communication 1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose. 1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion. 1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations. 1.6 Use appropriate grammar, word choice, enunciation, and pace during formal presentations. 1.7 Use audience feedback (e.g., verbal and nonverbal cues): a. Reconsider and modify the

organizational structure or plan.


b. Rearrange words and sentences to clarify the meaning. Analysis and Evaluation of Oral and Media Communications 1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material). 1.9 Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

2.1 Deliver narrative presentations (e.g., biographical, autobiographical): a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, and the subject’s attitude about, the incident, event, or situation. c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

2.2 Deliver oral responses to literature: a. Interpret a reading and provide insight. b. Connect the students’ own responses to the writer’s techniques and to specific textual references. c. Draw supported inferences about the effects of a literary work on its audience. d. Support judgments through references to the text, other works, other authors, or personal knowledge.

2.3 Deliver research presentations: a. Define a thesis. b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate. c. Use a variety of primary and secondary sources and distinguish the nature and value of each. d. Organize and record information on charts, maps, and graphs.

2.4 Deliver persuasive presentations: a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment). b. Differentiate fact from opinion and support arguments with detailed evidence, examples, and reasoning. c. Anticipate and answer listener concerns and counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements. d. Maintain a reasonable tone.

2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.


Deconstructing and Unpacking the Standards

Course: ELA 8 Key Standard: 1.1

Main Strand/ Unit:

Reading 1.0

Standard: (Deconstruct - Identify skill, topic, context)

1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings

of phrases.

Key Elements: (Unpack)

1.1.1 Analyze idioms to infer the literal meanings of phrases.

1.1.2 Analyze analogies to infer the literal meanings of phrases.

1.1.3 Analyze metaphors to infer the literal meanings of phrases.

1.1.4 Analyze similes to infer the literal meanings of phrases.

1.1.5 Analyze idioms to infer the figurative meanings of phrases.

1.1.6 Analyze analogies to infer the figurative meanings of phrases.

1.1.7 Analyze metaphors to infer the figurative meanings of phrases.

1.1.8 Analyze similes to infer the figurative meanings of phrases.




Main Strand/ Unit:

Reading 1.0


1.3 Use word meanings within the appropriate context and show ability to verify those meanings

by definition, restatement, example, comparison, or contrast.


1.3.1 Use word meanings within the appropriate context.

1.3.2 Show ability to verify word meanings using definition clues.

1.3.3 Show ability to verify word meanings using restatement clues.

1.3.4 Show ability to verify word meanings using example clues.

1.3.5 Show ability to verify word meanings using comparison clues.

1.3.6 Show ability to verify word meanings using contrast clues.


Main Strand/ Unit:

Reading 2.0


2.1 Compare and contrast the features and elements of consumer materials to gain meaning from

documents (e.g., warranties, contracts, product information, instruction manuals).


2.1.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).




Main Strand/ Unit:

Reading 2.0


2.2 Analyze text that uses proposition and support patterns.


2.2.1 Analyze text that uses proposition and support patterns.


Main Strand/ Unit:

Reading 2.0


2.3 Find similarities and differences between texts in the treatment, scope, or organization of

ideas.


2.3.1 Find similarities and differences between texts in the treatment of ideas.

2.3.2 Find similarities and differences between texts in the scope of ideas.

2.3.3 Find similarities and differences between texts in the organization of ideas.




Main Strand/ Unit:

Reading 2.0


2.4 Compare the original text to a summary to determine whether the summary accurately

captures the main ideas, includes critical details, and conveys the underlying meaning.


2.4.1 Compare the original text to a summary to determine whether the summary accurately captures the main ideas.

2.4.2 Compare the original text to a summary to determine whether the summary includes critical details.

2.4.3 Compare the original text to a summary to determine whether the summary conveys the underlying

meaning.


Main Strand/ Unit:

Reading 2.0


2.5 Understand and explain the use of a complex mechanical device by following technical

directions.


2.5.1 Describe the use of a complex mechanical device by following technical directions.

2.5.2 Explain the use of a complex mechanical device by following technical directions.




Main Strand/ Unit:

Reading 2.0


2.6 Use information from a variety of consumer, workplace, and public documents to explain a

situation or decision and to solve a problem.


2.6.1 Use information from a variety of consumer, workplace and public documents to explain a situation or decision.

2.6.2 Use information from a variety of consumer, workplace and public documents to solve a problem.


Main Strand/ Unit:

Reading 2.0


2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.


2.7.1 Evaluate the unity of text.

2.7.2 Evaluate the coherence of text.

2.7.3 Evaluate the logic of text.

2.7.4 Evaluate the internal consistency of text.

2.7.5 Evaluate the structural patterns of text.




Main Strand/ Unit:

Reading 3.0


3.1 Determine and articulate the relationship between the purposes and characteristics of different

forms of poetry. (e.g., ballad, epic, ode, sonnet, free verse)


3.1.1 Determine and articulate the relationship between the purposes and characteristics of different forms

of poetry. (e.g., ballad, epic, ode, sonnet, free verse)


Main Strand/ Unit:

Reading 3.0


3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the

plot's development, and the way in which conflicts are (or are not) addressed and resolved.


3.2.1 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax).

3.2.2 Evaluate the plot's development.

3.2.3 Evaluate the way in which conflicts are (or are not) addressed.

3.2.4 Evaluate the way in which conflicts are (or are not) resolved.




Main Strand/ Unit:

Reading 3.0


3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and

meaning of the text.


3.4.1 Analyze the relevance of the setting (e.g., place, time, customs) to the mood of the text.

3.4.2 Analyze the relevance of the setting (e.g., place, time, customs) to the tone of the text.

3.4.3 Analyze the relevance of the setting (e.g., place, time, customs) to the meaning of the text.


Main Strand/ Unit:

Reading 3.0


3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and

contemporary works.


3.5.1 Identify recurring themes (e.g., good versus evil) across traditional and contemporary works.

3.5.2 Analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.




Main Strand/ Unit:

Reading 3.0


3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a

writer's style and use those elements to interpret the work.


3.6.1 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style.

3.6.2 Use literary devices to interpret the work.




Main Strand/ Unit:

Written and Oral Language Conventions 1.0


1.1 Use correct and varied sentence types and sentence openings to present a lively and effective

personal style.


1.1.1 Use correct sentence types to present a lively and effective personal style.

1.1.2 Use varied sentence types to present a lively and effective personal style.

1.1.3 Use correct sentence openings to present a lively and effective personal style.

1.1.4 Use varied sentence openings to present a lively and effective personal style.


Main Strand/ Unit:



1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to

present items in a series and items juxtaposed for emphasis.


1.2.1 Identify parallelism, including similar grammatical forms, in all written discourse to present items in a

series.

1.2.2 Identify parallelism, including similar grammatical forms, in all written discourse to present items

juxtaposed for emphasis.

1.2.3 Use parallelism, including similar grammatical forms, in all written discourse to present items in a series.

1.2.4 Use parallelism, including similar grammatical forms, in all written discourse to present items





Main Strand/ Unit:



1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to

present items in a series and items juxtaposed for emphasis.


1.2.1 Identify parallelism, including similar grammatical forms, in all written discourse to present items in a series.

1.2.2 Identify parallelism, including similar grammatical forms, in all written discourse to present items


1.2.3 Use parallelism, including similar grammatical forms, in all written discourse to present items in a

series.

1.2.4 Use parallelism, including similar grammatical forms, in all written discourse to present items



Main Strand/ Unit:



1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the

relationship between ideas.


1.3.1 Use subordination to indicate clearly the relationship between ideas.

1.3.2 Use coordination to indicate clearly the relationship between ideas.

1.3.3 Use apposition to indicate clearly the relationship between ideas.




Main Strand/ Unit:



1.4 Edit written manuscripts to ensure that correct grammar is used.


1.4.1 Edit written manuscripts to ensure that correct grammar is used.


Main Strand/ Unit:



1.5 Use correct punctuation and capitalization.


1.5.1 Use correct punctuation and capitalization.




Main Strand/ Unit:

Writing

Standard: (Deconstruct - Identify skill, topic, context) 1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar

writing techniques.


1.2.1 Establish coherence within and among paragraphs through effective transitions.

1.2.2 Establish coherence within and among paragraphs through parallel structures.


Main Strand/ Unit:

Writing

Standard: (Deconstruct - Identify skill, topic, context) 1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between

paragraphs, passages, and ideas.


1.6.1 Revise writing for word choice.

1.6.2 Revise writing for appropriate organization.

1.6.3 Revise writing for consistent point of view.

1.6.4 Revise writing for transitions between paragraphs, passages, and ideas.


8th Grade ELA SASA Skills Tested Type Quarter 1 Quarter 2 Quarter 3 Quarter 4

Performance Literary Analysis On-Demand Persuasive Narrative Speech

Test

Objective Tes

t #1

Two Fictional Stories

Objective Tes

t #2

1 Fictional Story / Two Poems

See

CAHSEE Bluep

rint

Objective Tes

t #3

One Fictional Story

Objective Tes

t #3

Three Documents

1. Parallelism 2. Sentence combining 3. Semicolons 4. Point of view 5. Verb tense 6. Transitions 7. Cause & effect 8. Subordination 9. Apposition

10. Subject – verb 11. agreement

1. Rhyme scheme 2. Literary devices 3. Figurative language 4. Types of poems 5. Point of view 6. Reading directions 7. Punctuation (colons, semi-

colons, dashes) 8. Sentence combining 9. Supporting details 10. Capitalization 11. Personal style 12. Vocabulary in context 13. Parallelism 14. Usage 15. Sentence types (structures) 16. Idioms

1. Plot (foreshadow 2. Mood 3. Tone 4. Vocabulary in context 5. Summarizing 6. Sentence revising 7. Sentence combining 8. Punctuation (commas,

capitalization) 9. Usage 10. Theme 11. Figurative language

(simile, symbolism) 12. Imagery 13. Parallel structure 14. Paragraph restructuring 15. Sentence types

(structure) 16. Apposition 17. Analogies

1. Exposition 2. Plot (climax / conflict) 3. Theme 4. Mood 5. Symbolism 6. Punctuation (apostrophes /

quotation marks) 7. Sentence combining 8. Sentence rewriting for

grammar 9. Relative pronouns 10. Capitalization 11. Transitions 12. Sentence types (purpose) 13. Figurative language 14. Vocabulary in context


ELA 8 Subject Area Standards Assessment Guide ELA 8 Quarter 1 ELA 8 Quarter 2 ELA 8 Quarter 3 ELA 8 Quarter 4

R 1.1.3 1.1.4 1.1.7 1.1.8 1.3.2 1.3.3 1.3.4 1.3.5 1.3.6 3.2.1 3.2.2 3.4.1 3.4.2 3.4.3 3.5.1 W 1.2.1 1.6.1 1.6.2 LC 1.1.1 1.1.2 1.4.1 1.5.1

R 1.1.1 1.1.2 1.1.5 1.1.6 1.3.2 1.3.3 1.3.4 1.3.5 1.3.6 2.3.1 2.3.2 2.3.3 2.4.1 3.2.3 3.2.4 3.4.1 3.4.2 3.4.3 3.5.2 3.6.1 W 1.2.2 1.6.3 LC 1.1.3 1.1.4 1.2.1 1.2.2 1.3.1 1.3.2 1.3.3 1.4.1 1.5.1

R 1.3.2 1.3.3 1.3.4 1.3.5 1.3.6 2.1.1 2.2.1 2.4.2 2.4.3 2.5.1 2.5.2 2.6.1 2.6.2 3.1.1 3.6.1 W 1.2.1 1.2.2 1.6.4 LC 1.1.1 1.1.2 1.1.3 1.1.4 1.2.3 1.2.4 1.3.1 1.3.2 1.3.3 1.4.1 1.5.1

R 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.3.2 1.3.3 1.3.4 1.3.5 1.3.6 2.7.1 2.7.2 2.7.3 2.7.4 2.7.5 W 1.2.1 1.2.2 1.6.1 1.6.2 1.6.3 1.6.4 LC 1.2.3 1.2.4 1.3.1 1.3.2 1.3.3 1.4.1

Note: The district pacing matrix and pacing guide reflects the district ELA 8 Key Standards. ELA 8 standards, which are not considered Key Standards for the district, shall still be addressed in ELA 8 classes; however, they will be informally assessed at the classroom level.


ELA 8 Quarter 1 Key Standards At-a-Glance

R 1.1 1.1.3 Analyze metaphors to infer the literal meanings of phrases. 1.1.4 Analyze similes to infer the literal meanings of phrases. 1.1.7 Analyze metaphors to infer the figurative meanings of phrases. 1.1.8 Analyze similes to infer the figurative meanings of phrases.

R 1.3 1.3.2 Show ability to verify word meanings using definition clues. 1.3.3 Show ability to verify word meanings using restatement clues. 1.3.4 Show ability to verify word meanings using example clues. 1.3.5 Show ability to verify word meanings using comparison clues. 1.3.6 Show ability to verify word meanings using contrast clues.

R 3.2 3.2.1 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax). 3.2.2 Evaluate the plot's development.

R 3.4 3.4.1 Analyze the relevance of the setting (e.g., place, time, customs) to the mood of the text. 3.4.2 Analyze the relevance of the setting (e.g., place, time, customs) to the tone of the text. 3.4.3 Analyze the relevance of the setting (e.g., place, time, customs) to the meaning of the text.

R 3.5 3.5.1 Identify recurring themes (e.g., good versus evil) across traditional and contemporary works.

W 1.2 1.2.1 Establish coherence within and among paragraphs through effective transitions.

W 1.6 1.6.1 Revise writing for word choice. 1.6.2 Revise writing for appropriate organization.

LC 1.1 1.1.1 Use correct sentence types to present a lively and effective personal style. 1.1.2 Use varied sentence types to present a lively and effective personal style.

LC 1.4 1.4.1 Edit written manuscripts to ensure that correct grammar is used. LC 1.5 1.5.1 Use correct punctuation and capitalization (end marks and basic

capitalization rules).



R 1.1 1.1.6 Analyze analogies to infer the figurative meanings of phrases. R 1.3 1.3.2 Show ability to verify word meanings using definition clues.

1.3.3 Show ability to verify word meanings using restatement clues. 1.3.4 Show ability to verify word meanings using example clues. 1.3.5 Show ability to verify word meanings using comparison clues. 1.3.6 Show ability to verify word meanings using contrast clues.

R 2.3 2.3.1 Find similarities and differences between texts in the treatment of ideas. 2.3.2 Find similarities and differences between texts in the scope of ideas. 2.3.3 Find similarities and differences between texts in the organization of ideas.

R 2.4 2.4.1 Compare the original text to a summary to determine whether the summary accurately captures the main ideas.

R 3.2 3.2.3 Evaluate the way in which conflicts are (or are not) addressed. 3.2.4 Evaluate the way in which conflicts are (or are not) resolved.

R 3.4 3.4.1 Analyze the relevance of the setting (e.g., place, time, customs) to the mood of the text. 3.4.2 Analyze the relevance of the setting (e.g., place, time, customs) to the tone of the text. 3.4.3 Analyze the relevance of the setting (e.g., place, time, customs) to the meaning of the text.


R 3.6 3.6.1 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style.

W 1.2 1.2.2 Establish coherence within and among paragraphs through parallel structures.

W 1.6 1.6.3 Revise writing for consistent point of view. LC 1.1 1.1.3 Use correct sentence openings to present a lively and effective

personal style. 1.1.4 Use varied sentence openings to present a lively and effective personal style.

LC 1.2 1.2.1 Identify parallelism, including similar grammatical forms, in all written discourse to present items in a series. 1.2.2 Identify parallelism, including similar grammatical forms, in all written discourse to present items juxtaposed for emphasis.

LC 1.3 1.3.1 Use subordination to indicate clearly the relationship between ideas. 1.3.2 Use coordination to indicate clearly the relationship between ideas. 1.3.3 Use apposition to indicate clearly the relationship between ideas.

LC 1.4 1.4.1 Edit written manuscripts to ensure that correct grammar is used. LC 1.5 1.5.1 Use correct punctuation and capitalization (end marks and basic

capitalization rules).



R 1.3 1.3.2 Show ability to verify word meanings using definition clues. 1.3.3 Show ability to verify word meanings using restatement clues. 1.3.4 Show ability to verify word meanings using example clues. 1.3.5 Show ability to verify word meanings using comparison clues. 1.3.6 Show ability to verify word meanings using contrast clues.

R 2.1 2.1.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).

R 2.2 2.2.1 Analyze text that uses proposition and support patterns.

R 2.4 2.4.2 Compare the original text to a summary to determine whether the summary includes critical details. 2.4.3 Compare the original text to a summary to determine whether the summary conveys the underlying meaning.

R 2.5 2.5.1 Describe the use of a complex mechanical device by following technical directions. 2.5.2 Explain the use of a complex mechanical device by following technical directions.

R 2.6 2.6.1 Use information from a variety of consumer, workplace and public documents to explain a situation or decision. 2.6.2 Use information from a variety of consumer, workplace and public documents to solve a problem.

R 3.1 3.1.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry. (e.g., ballad, epic, ode, sonnet, free verse)


W 1.2 1.2.1 Establish coherence within and among paragraphs through effective transitions. 1.2.2 Establish coherence within and among paragraphs through parallel structures.

W 1.6 1.6.4 Revise writing for transitions between paragraphs, passages, and ideas.

LC 1.1 1.1.1Use correct sentence types to present a lively and effective personal style. 1.1.2 Use varied sentence types to present a lively and effective personal style. 1.1.3 Use correct sentence openings to present a lively and effective personal style 1.1.4 Use varied sentence openings to present a lively and effective personal style.

LC 1.2 1.2.3 Use parallelism, including similar grammatical forms, in all written discourse to present items in a series. 1.2.4 Use parallelism, including similar grammatical forms, in all written discourse to present items juxtaposed for emphasis.


LC 1.4 1.4.1 Edit written manuscripts to ensure that correct grammar is used.

LC 1.5 1.5.1 Use correct punctuation and capitalization (end marks and basic capitalization rules).



R 1.1

1.1.1 Analyze idioms to infer the literal meanings of phrases. 1.1.2 Analyze analogies to infer the literal meanings of phrases. 1.1.3 Analyze metaphors to infer the literal meanings of phrases. 1.1.4 Analyze similes to infer the literal meanings of phrases. 1.1.5 Analyze idioms to infer the figurative meanings of phrases. 1.1.6 Analyze analogies to infer the figurative meanings of phrases. 1.1.7 Analyze metaphors to infer the figurative meanings of phrases. 1.1.8 Analyze similes to infer the figurative meanings of phrases.

R 1.3

1.3.2 Show ability to verify word meanings using definition clues. 1.3.3 Show ability to verify word meanings using restatement clues. 1.3.4 Show ability to verify word meanings using example clues. 1.3.5 Show ability to verify word meanings using comparison clues. 1.3.6 Show ability to verify word meanings using contrast clues.

R 2.3 2.3.1 Find similarities and differences between texts in the treatment of ideas. 2.3.2 Find similarities and differences between texts in the scope of ideas. 2.3.3 Find similarities and differences between texts in the organization of ideas.


R 2.7 2.7.1 Evaluate the unity of text. 2.7.2 Evaluate the coherence of text. 2.7.3 Evaluate the logic of text. 2.7.4 Evaluate the internal consistency of text. 2.7.5 Evaluate the structural patterns of text.

W 1.2 1.2.1

1.2.1 Establish coherence within and among paragraphs through effective transitions. 1.2.2 Establish coherence within and among paragraphs through parallel structures.

W 1.6

1.6.1 Revise writing for word choice. 1.6.2 Revise writing for appropriate organization. 1.6.3 Revise writing for consistent point of view. 1.6.4 Revise writing for transitions between paragraphs, passages, and ideas.

LC 1.2

1.2.3 Use parallelism, including similar grammatical forms, in all written discourse to present items in a series. 1.2.4 Use parallelism, including similar grammatical forms, in all written discourse to present items juxtaposed for emphasis.




ELA 8 Quarter 1 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)

Domain Standard Sample Question Reading (R) R 1.1

1.1.3 Analyze metaphors to infer the literal meanings of phrases.

In paragraph 4, the author uses the term at arms length to mean—

A. far away B. beyond cruelty C. beyond control D. in passing


In paragraph 5, the author uses the term as quick as molasses to mean—

A. not very fast B. in the moment C. before the fast D. moving quickly


What literary device is used in lines 5-6?

The house,/ is an island,/providing comfort through troubled times/.

A. metaphor B. simile C. symbol D. pun


*What literary device is used in lines 10-12?

“Sheepdog” (“When the Shepherd’s whistle / releases her, / she’s off, like an arrow, running east. . .”)?

A. metaphor B. simile C. symbol D. pun


R 1.3 Quarter 1


Using your understanding of definition clues, determine the meaning of the underlined word.

As the army marched through the jungle they were ambushed by a tribe of savage natives. Reporters said that the army should have known better than to walk through a dangerous part of the jungle where they could be caught off guard and attacked.

A. The act of lying in wait for attack B. The act of marching through the jungle C. The act of fighting D. The act of being observed


Using your understanding of restatement clues, determine the meaning of the underlined word.

The decoration was so elaborate, that is, complicated and detailed, it made me dizzy.

A. detailed B. organized C. attractive D. creative


Read the sentence.

The sagacious lawyer won her case; she had questioned the accuser in such a manner that he had been caught in an untruth.

Using your knowledge of context clues, determine the meaning of the underlined word.

A. brainless B. unintelligent C. clever D. mean


R 1.3


*Read this sentence from Document A. “Begin now by taking advantage of this phenomenal offer.” A phenomenal offer is one that is A. not true B. standard C. temporary D. extraordinary


Read this sentence from Document B. At night the street was pacific, unlike the crowded, noisy chaos. It was during the day. A pacific street is one that is:

A. crowded B. noisy C. chaotic D. calm

R 3.2 Quarter 1

3.2.1 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, and climax).

* In “Cemeteries,” what causes the narrator to become upset?

A. The narrator feels betrayed because his girl friend is moving away to see another man.

B. The narrator’s girl friend kept the truth from him about her potential move.

C. The narrator’s girl friend had a tragic accident on her way out of town.

D. The narrator’s girl friend is moving, and he is having difficulty dealing with it.


3.2.2 Evaluate the plot's development.

How does Peggy’s return further her development toward adulthood?

A. She realizes her role in the family unit B. She is overcome by jealousy C. She becomes angry at her situation D. She decides to go to St. Louis

R 3.4

3.4.1 Analyze the relevance of the setting (e.g., place, time, customs) to the mood of the text.

The author’s choice of downtown Moscow as the central setting illustrates what mood?

A. humor B. gloom C. optimism D. idealism

3.4.2 Analyze the relevance of the setting (e.g., place, time, customs) to the tone of the text.

What kind of speech is used by the protagonist to illustrate the times in Moscow?

A. sarcastic B. melancholy C. cryptic D. joyful


* How would the exposition change if it had been raining? A. The narrator would not be curious about the boy. B. The boy would be holding his umbrella. C. The tree would have shielded the boy from the sun. D. The reader would be more interested in the boy and his

umbrella. R 3.5 Quarter 1

3.5.1 Identify recurring themes (e.g., good versus evil) across traditional and contemporary works.

* A theme of “Cemeteries” is A. You should think before speaking. B. Think twice before getting involved in a serious

relationship. C. You never know what you have until it’s gone. D. Love is blind.


Writing (W) W 1.2


Read the sentence. He had studied for two weeks; instead, he felt prepared for his test.

Which word or phrase should replace the underlined Transition in sentence 6 from the paragraph?

A. However B. Therefore C. Yet D. On the other hand

W 1.6 Quarter 1


Read this sentence from paragraph 2 of Michael’s report. To their surprise, they were greeted by hundred of mammoth stone statues lining the shores.

How should Michael change the underlined words to make the sentence the most dramatic?

A. Much to their surprise, B. To their great surprise, C. To their utter amazement, D. Suddenly,


How is the organization of Brad’s letters best described?

A. comparison/contrast B. main idea and supporting details C. sequence of events D. step-by-step process


Written & Oral Language Conventions (LC) LC 1.1


* In which of the following sentences is Grace’s personal style most apparent?

A. I remember going to a similar conference only two years ago.

B. The problem is not with the content or organization of the conferences, but in the entrance cost.

C. People, who want to be effective teachers, want to go to conferences.

D. I should know. After all, I am one of those individuals interested in education.


Apply in performance assessment only


Select the sentence that contains an error in usage. If there is no error, choose No mistake.

A. Everyone was exhausted after working for twelve hours. B. Everyone was exhausted after working for twelve hours. C. Everyone had become exhausted after working for twelve

hours. D. No mistake.

LC 1.5 Quarter 1

1.5.1 Use correct punctuation and capitalization (end marks and basic capitalization rules).

How should the sentence be written to reflect the correct use of punctuation and capitalization?

A. Yes I hope to visit grandma soon.” B. Yes I hope to visit Grandma soon.” C. Yes, I hope to visit Grandma soon.” D. Yes, I hope to visit grandma soon.”



Standard Sample Question Reading (R) R 1.1


*In paragraph 2, the author uses the term “in cahoots” to emphasize

A. working secretly with someone. B. working openly with someone. C. examining inner strength. D. examining motivation.


*In paragraph 3, the author uses the term “tiny human insects” to emphasize

A. The habits of farmers. B. The emotional state of the farmers. C. His viewpoint. D. his superiority


Read the sentence.

When Susie went to feed her fish and saw it floating on its side, she realized that it was dead as a doornail.

Choose the closest meaning for the underlined idiom. A. It might be brought back to life. B. It was never coming back to life. C. A nail in a door was bent. D. No one uses doornails anymore.

1.1.6 Analyze analogies to infer the figurative meanings of phrases.

Read the sentence.

In the passage the author uses the phrase cold as winter to contrast with what phrase later in the story?

A. happy as a claim B. hot as summer C. cold as ice D. warm and happy


R 1.3 Quarter 2



As the army marched through the jungle, they were ambushed by a tribe of savage natives. Reporters said that the army should have known better than to walk through a dangerous part of the jungle where they could be caught off guard and attacked.


1.3.3 Show ability to verify word meanings using restatement clues





Read the sentence.


Using your knowledge of context clues, determine the Meaning of the underlined word.

A. brainless B.. unintelligent C. clever D.. mean


R 1.3 1.3.5 Show ability to verify word meanings using comparison clues.

*Read the sentence.

Begin now by taking advantage of this phenomenal offer.

A phenomenal offer is one that is

A. not true. B. standard. C. temporary. D. extraordinary.


Read the sentence.

At night the street was pacific, unlike the crowded, noisy chaos it was during the day.

A pacific street is one that is

A. crowded. B. noisy. C. chaotic. D. calm.

R 2.3 Quarter 2

2.3.1 Find similarities and differences between texts in the treatment of ideas.

How is the idea of honor similar in the two articles?

A. Both portray it as a value. B. Both portray it as an idealistic extreme. C. Both portray it as a silly idea. D. Both portray it as a goal.

2.3.2 Find similarities and differences between texts in the scope of ideas.

*What information appears in Document A that does not appear in Document B?

A. Directions for using the product. B. The extent of the product guarantee. C. How long the product lasts once applied. D. What to do if the product causes a rash.


2.3.3 Find similarities and differences between texts in the organization of ideas.

How is the information organized in the science text example above?

A. Chronologically B. Sequentially C. Numerically D. Historically


*Which summary of paragraph 3 of Document A is the most accurate?

A. Students can do a better job of grading than teachers can. B. Teachers should be paid higher salaries for grading. C. Teachers can devote more time to teaching duties if students do the

grading. D. Students learn more from one another than from teachers.

R 3.2 3.2.3 Evaluate the way in which conflicts are (or are not) addressed.

Which excerpt establishes the central conflict in the story?

A. Pilot reveled in her sleep as though she had never slept. B. Pilot came to the water where she had been born. C. Kerry carried water to the farmer’s property. D. Kerry tried to connect to her brother through sign language.

3.2.4 Evaluate the way in which conflicts are (or are not) resolved.

Which excerpt reveals the author’s inability to train Murphy?

A. I had seen him bounding around on the other side of a pet shop window …

B. … we were finally compelled to keep all the papers in the bottom of the icebox.

C. He never climbed up on beds or chairs … D. … all of a sudden the large mutt of the host appears …

R 3.4 Quarter 2

3.4.1 Analyze the relevance of the setting (e.g., place, time, customs) to the mood of the text..

The author’s choice of downtown Moscow as the central setting illustrates what mood?

A. humor B. gloom C. optimism D. idealism


R 3.4 3.4.2 Analyze the relevance of the setting (e.g., place, time, customs) to the tone of the text.

What kind of speech is used by the protagonist to illustrate the times in Moscow?

A. sarcastic B. melancholy C. cryptic D. joyful


* How would the exposition change if it had been raining?

A. The narrator would not be curious about the boy. B. The boy would be holding his umbrella. C. The tree would have shielded the boy from the sun. D. The reader would be more interested in the boy and his umbrella.


What is the theme of the short story?

A. fate B. love C. good vs. evil D. heroism


* What specific language from this excerpt foreshadows the events that happen to the narrator?

A. The Friday afternoon bell . . . . B. humming of dull church bells . . . . C. silent eulogy . . . not so distant memory D. inspires excitement . . . .

Writing (W) W 1.2


Measured through performance assessment

W 1.6 Quarter 2


How should sentence 5 be changed to maintain a consistent point of view?

A. Eliminate it so that images already presented are not repeated. B. Divide it into three short sentences, one for each action described. C. Rewrite it in the third person to match the previous three sentences. D. Omit the pronouns to transform descriptions into simple commands.


Written & Oral Language Conventions (LC)



LC 1.1 1.1.4 Use varied sentence openings to present a lively and effective personal style.


LC 1.2 1.2.1 Identify parallelism, including similar grammatical forms, in all written discourse to present items in a series.

Which sentence has parallel structure?

A. All students should learn to read, to write, and think. B. All students should learn to reading, to write, and thinking. C. All students should learn to read, to write, and to think. D. All students should read, learn to write, and think.

1.2.2 Identify parallelism, including similar grammatical forms, in all written discourse to present items juxtaposed for emphasis.

Which series of paragraph uses parallel structure for emphasis.

A. I care about you; I care about you; I care about you. B. I care about you; I like basketball; you know me. C. I feel good; I feel strong; We can’t go back. D. I am young; Youth is fun: Youth is everywhere.

LC 1.3 Quarter 2


Select the sentence that contains an error in the use of subordination

A. After dinner, we went to a movie. B. I will call you when I return from the movie. C. When we go to the beginning of the line. D. Because of his size, he was not permitted to enter.


Select the sentence that contains an error in the use of coordination.

A. Enter the building, and go to the counter. B. Write me an email, or call me on the phone. C. I know what I want, but I don’t know how to get it. D. I got on the bus and I went to my seat.


LC 1.3 1.3.3 Use apposition to indicate clearly the relationship between ideas.

Select the sentence that contains an error in the use of apposition.

A. Rita, the most serious student in the class, always completes her work.

B. The new house, the last one on the street, is freshly painted. C. Summer, vacation, is always my favorite time of year. D. Baseball, known as America’s sport, is enjoyed by many.



A. Everyone was exhausted after working for twelve hours. B. Everyone were exhausted after working for twelve hours. C. Everyone had become exhausted after working for twelve hours. D. No mistake.

LC 1.5 Quarter 2
















Read the sentence.





R 1.3 1.3.5 Show ability to verify word meanings using comparison clues.

*Read this sentence from Document A.

Begin now by taking advantage of this phenomenal offer.

A phenomenal offer is one that is

A. not true. B. standard. C. temporary. D. extraordinary


Read this sentence from Document B.

At night the street was pacific, unlike the crowded, noisy chaos It was during the day.

A pacific street is one that is:


R 2.1

2.1.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, and instruction manuals).

*The style in which the words “Rocket Ball” are written at the top of the advertisement is intended to make the reader think of

A. speed. B. space. C. sound. D. time.

R 2.2 Quarter 3

2.2.1 Analyze text that uses proposition and support patterns.

* Document A tries to do all of these except

A. interest you in reading. B. convince you to buy something. C. offer you extra benefits. D. explain a warranty to you.


R 2.4 2.4.2 Compare the original text to a summary to determine whether the summary includes critical details

What critical details are not summarized above?

A.. Soldier deaths B. Time of events

C. Cause of the war

D. Diplomatic events

2.4.3 Compare the original text to a summary to determine whether the summary conveys the underlying meaning.

What important message is missing from the summary?

A. Communication

B. Humanitarian events

C. Political environment

D. Personal elements

R 2.5

2.5.1 Describe the use of a complex mechanical device by following technical directions.

Generally, for indoor photography, the shutter must

A. remain open longer.

B. open more quickly.

C. close quickly.

D. open only partially.

2.5.2 Explain the use of a complex mechanical device by following technical directions.

The purpose of a camera’s shutter is

A. to scatter light. B. to narrow a light beam. C. to include or exclude light. D. to separate light into wavelengths.

R 2.6 Quarter 3

2.6.1 Use information from a variety of consumer, workplace and public documents to explain a situation or decision.

Shipping charges for returns will be paid by the club when

A. you return a book within 21 days.

B. You request credit rather than a check. C. The wrong order was shipped. D. A book is not as interesting as advertised.

2.6.2 Use information from a variety of consumer, workplace and public documents to solve a problem.

*How does the club know what to do about your refund?

A. You checked a box on the mailing label. B. You listed it ahead of time on your application. C. You called the Customer Service Department. D. You indicated it on the certificate you used.


R 3.1

3.1.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry. (e.g., ballad, epic, ode, sonnet, free verse)

* The structure of “Numbered” is similar to that of “Good Bye” in that both poems

A. alternates the length of lines. B. separate ideas into stanzas. C. uses the same number of syllables per line. D. organizes lines into rhyming couplets.

R 3.6

3.6.1 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style.

* What specific language from this excerpt foreshadows the events that happen to the narrator?

A. The Friday afternoon bell . . . . B. humming of dull church bells . . . . C. silent eulogy . . . not so distant memory D. inspires excitement . . . .

Writing (W) W 1.2





W 1.6 1.6.4 Revise writing for transitions between paragraphs, passages, and ideas.


Written & Oral Language Conventions (LC) LC 1.1 Quarter 3








LC 1.1 1.1.4 Use varied sentence openings to present a lively and effective personal style.


LC 1.2


How could sentence 18 best be rewritten?

A. Visitors are given flags to mark their progress; and waving for help if

becoming lost.

B. Visitors are given flags to mark their progress and to wave for help if

they become lost.

C. Visitors are given flags to mark their progress: wave them for help if they

become lost.

D. Visitors are given flags for marking their progress and to wave for help if

they become lost.

1.2.4 Use parallelism, including similar grammatical forms, in all written discourse to present items juxtaposed for emphasis.


LC 1.3 Quarter 3


Select the sentence that contains an error in the use of subordination.




A. Enter the building, and go to the counter.

B. Write me an email, or call me on the phone. C. I know what I want, but I don’t know how to get it.

D. I got on the bus and I went to my seat. 1.3.3 Use apposition to indicate clearly the relationship between ideas.


A. Rita, the most serious student in the class, always completes her homework. B. The new house, the last one on the street, is freshly painted. C. Summer, vacation, is always my favorite time of year.

D. Baseball, known as America’s sport, is enjoyed by many.


LC 1.4




LC 1.5 Quarter 3





LA 8 Quarter 4 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)



*In paragraph 2, the author uses the term “in cahoots” to emphasize

A. working secretly with someone.

B. working openly with someone.

C. examining inner strength.

D. examining motivation.


* In paragraph 3, the author uses the term “tiny human insects” to emphasize A. the habits of the farmers. B. the emotional state of the farmers. C. his viewpoint.

D. his superiority. 1.1.3 Analyze metaphors to infer the literal meanings of phrases.

In paragraph 4, the author uses the term at arms length to mean— A. far away B. cruelty C. beyond control D. passing


In paragraph 5, the author uses the term as quick as molasses to mean— A. not very fast B. in the moment C. before the fast D. moving quickly


Read the sentence.

When Susie went to feed her fish and saw it floating on its side, she realized that it was dead as a doornail.

Choose the closest meaning for the underlined idiom. A. It might be brought back to life. B. It was never coming back to life. C. A nail in a door was bent. D. No one uses doornails anymore.


R 1.1 1.1.6 Analyze analogies to infer the figurative meanings of phrases.

Read the sentence.

In the passage, the author uses the phrase cold as winter to contrast with what phrase later in the story?

A. happy as a clam B. hot as summer C. cold as ice D. warm and happy


What literary device is used in lines 5-6?

The house,/ is an island,/providing comfort through troubled times/.

A. metaphor B. simile. C. symbol D. pun


What literary device is used in lines 10–12 of “Sheepdog” (“When the Shepherd’s whistle / releases her, / she’s off, like an arrow, running east. . .”)?

A. metaphor B. simile. C. symbol D. pun

R 1.3 Quarter 4


Using you understanding of definition clues, determine the meaning of the underlined word.


A. The act of lying in wait for attack. B. The act of marching through the jungle. C. The act of fighting. D. The act of being observed.


R 1.3 Quarter 4


Using you understanding of restatement clues, determine the meaning of the underlined word. The decoration was so elaborate, that is, complicated and detailed, it made me dizzy.



Read the sentence.





* Read this sentence from Document A. Begin now by taking advantage of this phenomenal offer.

A phenomenal offer is one that is A. not true. B. standard. C. temporary. D. extraordinary.


Read this sentence from Document B.

At night the street was pacific, unlike the crowded, noisy chaos It was during the day.

A pacific street is one that is:



R 2.7 2.7.1, 2.7.2 Evaluate the unity and coherence of text.

Which topic sentence should not act as a main point, supporting the following thesis?

Thesis: The war caused significant problems with food, electricity, and transportation.

A. The war was long. B. The war caused food problems. C. The war caused electricity problems. D. The war caused transportation problems.

2.7.3 Evaluate the logic of text. *Consider the main support the author of Document B offers for his position.

Which of these statements best contradicts his supporting points?

A. There are other methods of student grading that do not cause embarrassment. B. Some students do not mind sharing their work with others. C. Many teachers do not allow their students to grade each other.

D. Student grading has been performed in schools for many years.

2.7.4 Evaluate the internal consistency of text.

The purpose of including cited evidence under each main point is to—

A. Support main points. B. Give the impression of intelligence. C. Reach the required length of essay. D. Include an appropriate number of citations.

2.7.5 Evaluate the structural patterns of text.

*The purpose of including the list of activities in Document A is to illustrate to the consumer that Sun Veil Sunscreen 30 is

A. for both adults and children. B. necessary almost all of the time. C. available almost everywhere. D. better than others on the market.

Writing (W) W 1.2




W 1.2 1.2.2 Establish coherence within and among paragraphs through parallel structures.


W 1.6 Quarter 4


Read this sentence from paragraph 2 of Michael’s report.

To their surprise, they were greeted by hundreds of mammoth stone statues lining the shores.

How should Michael change the underlined words to make the sentence the most dramatic?

A. Much to their surprise, B. To their great surprise, C. To their utter amazement, D. Suddenly,


*How is the organization of Brad’s letter best described?

A. comparison/contrast B. main idea and supporting details C. sequence of events D. step-by-step process


*How should sentence 5 be changed to maintain a consistent point of view?

A. Eliminate it so that images already presented are not repeated. B. Divide it into three short sentences, one for each action described. C. Rewrite it in the third person to match the previous three sentences. D. Omit the pronouns to transform descriptions into simple commands.

1.6.4 Revise writing for transitions between paragraphs, passages, and ideas.

*Which sentence could best be added to the beginning of paragraph 3 to improve the transition between paragraphs 2 and 3?

A. African Americans fought a mighty battle that day. B. The soldiers fiercely attacked Fort Wagner. C. The Medal of Honor is a prestigious award. D. Carney was one of many soldiers injured that day.


Written & Oral Language Conventions (LC) LC 1.2


*How could sentence 18 best be rewritten?

A. Visitors are given flags to mark their progress; and waving for help if becoming lost. B. Visitors are given flags to mark their progress and to wave for help if they become lost. C. Visitors are given flags to mark their progress: wave them for help if they become lost. D. Visitors are given flags for marking their progress and to wave for help if they become lost.

1.2.4 Use parallelism, including similar grammatical forms, in all written discourse to present items juxtaposed for emphasis.

Which series of paragraph uses parallel structure for emphasis.

A. I care about you; I care about you; I care about you. B. I care about you; I like basketball; you know me. C. I feel good; I feel strong; We can’t go back. D. I am young; Youth is fun: Youth is everywhere.

LC 1.3 Quarter 4


Select the sentence that contains an error in the use of subordination.




A. Enter the building, and go to the counter. B. Write me an email, or call me on the phone.

C. I know what I want, but I don’t know how to get it. D. I got on the bus and I went to my seat.

1.3.3 Use apposition to indicate clearly the relationship between ideas.


A. Rita, the most serious student in the class, always completes her homework. B. The new house, the last one on the street, is freshly painted. C. Summer, vacation, is always my favorite time of year. D. Baseball, known as America’s sport, is enjoyed by many.


LC 1.4 Quarter 4





Test Security Protocols of Subject Area Standards Assessments

In order to protect the validity and integrity of our Subject Area Standards Assessments, appropriate and ethical testing practices are necessary. It is essential that everyone understand the crucial need for test security so we may ensure that trends in achievement results can be calculated accurately across years. The issue of test security is also important as we aspire for a much-improved CST correlation.

The following protocols shall guide handling and administration of ALL Subject Area Standards Assessments:

1. Before the assessment, items should not be used for review, quizzes, or warm ups. There is to be no prior exposure to any part of the Subject Area Standards Assessment with the sole exception of the ELA On-Demand narrative (not the prompt).

2. Students may not take a test home under any circumstances.

3. Subject Area Standards Assessments should not be used for the creation of

formatives. Answer keys will not be made available to pupils under any circumstance.

4. Assessment scantrons should remain free of staples, wrinkles, folding,

crumpling, etc. This ensures that the scores can be read accurately and without compromise.

5. After the test is administered, scores returned, and the testing window is

closed, teachers may go over the test, particularly the items students found challenging, to address misconceptions as well as to re-teach. Also, teachers may use diagrams, tables, graphs, narratives, primary sources from the test to emphasize some test taking strategies in anticipation of the CST.

It is everyone’s responsibility to maintain test security. We appreciate your commitment towards this endeavor.


COMMON EXPECTATIONS FOR JR. HIGH SCHOOL On-DEMAND WRITING and OBJECTIVE TESTS:

1. This test will not be used for teacher evaluation purposes. 2. This purpose is to assure that all students have access to the most critical skills and knowledge at

grade level. 3. Data should be used to facilitate reteaching of key skills/standards.

On-Demand Writing Pre-testing Protocol: 1. Teachers should review the rubric with students during instructional time. 2. The reading material should be distributed beforehand. 3. Students may write on their test materials and use these notes on the essay test. 4. Students may not bring or make separate notes. 5. The teacher is not to read or discuss selection with students or provide any assistance with

comprehension or vocabulary. 6. Students are not to use dictionary or reference materials. 7. The only materials the students will be allowed to have on the test day are:

a. Prompt

b. Reading material

c. Essay-writing paper (binder paper or teacher-made)

d. Blue or black ink pen or pencil as mandated by instructor

e. Rubric

Writing Test Procedures: 1. Teachers may only read the directions. Do not read the prompt to the students. 2. Teachers may remind students what an essay is in simple terms. 3. Students will have one class period to complete the essay. 4. Absence or excessive tardy (teacher discretion) students must make up the test at a later date. 5. When tests are finished, use the rubrics to score them. It is highly recommended that two readers

score the students’ writing. 6. Select your anchor papers from your class and submit them to your department chair. 7. Official scores are due on or before the official testing day. 8. All students must take the test. 9. Make up tests scores should be given to department chair.

Essay Requirements:

1. Introductory paragraph

2. At least one body paragraph with textual evidence and analysis

3. Concluding paragraph

4. Non-Scorable = Blank, Written/Spoken in a language other than English, Off-Topic, Illegible or Unintelligible.

Objective Test Protocols: 1. The teacher is not to read or discuss selection with students or provide any assistance with

comprehension or vocabulary. 2. Students are not to use dictionary or reference materials. 3. The only materials the students will be allowed to have on the test day are:

a. Number two pencils b. Scantron c. Objective Test

Test Procedures: 1. Absence or excessive tardy (teacher discretion) students must make up the test at a later date. 2. When tests are finished, give the completed scantrons to your department chair. 3. Scantrons are due on or before the official testing day. 4. All students must take the test. 5. Make up tests should be given to department chair (teachers score make up tests).


English Language Arts Grade 8 Writing Prompt

Literary Response and Analysis (Plot Development) Directions:

In this writing test, you will respond to the writing task below. You will have time to plan, write, and proofread. Only what you write on the lined pages will be scored.

Scoring: Your writing will be scored on how well you

write a clear explanation of how the character changed. use specific examples from the text to support the main idea. use correct grammar, spelling, punctuation, and capitalization.

Read the following writing task. You must write about this topic.

Writer’s Checklist When you write your essay, remember to

include a well-defined thesis (state your position with a clear and knowledgeable judgment). include a meaningful introductory paragraph. write body paragraphs that contain well-developed details and examples. organize your essay in a logical manner. use transitions effectively. create a balanced structure in your essay: a strong introduction, a body that develops your

ideas, and a conclusion that summarizes your argument.

Literary Response and Analysis (Plot Development) Writing Situation: The plot of a story can be identified as “somebody wanted but, so.” The plot will set the stage for the story but it is through the other elements that develop into an interesting piece of literature. Writing Directions: Please write an essay in which you evaluate how effectively the author uses the elements of plot to develop the story. You are asked to evaluate the story’s plot development using the plot map you just created. With regard to that plot map, discuss the way the conflicts amongst the characters move the story along. Discuss the way in which the characters’ conflicts are presented; which conflicts do you think are effective in holding your interest.



Literary Analysis (Plot Development) The King of Mazy May A Story of the Klondike by Jack London

Text Notes

ALT MASTERS is not a very large boy, but there is manliness in his make-up, and he himself, although he does not know a great deal that most boys know, knows much that other boys do not know. He has

never seen a train of cars or an elevator in his life, and for that matter, he has never once looked upon a corn-field, a plow, a cow, or even a chicken. He has never had a pair of shoes on his feet, or gone to a picnic or a party, or talked to a girl. But he has seen the sun at midnight, watched the ice-jams on one of the mightiest of rivers, and played beneath the northern lights, the one white child in thousands of square miles of frozen wilderness. Walt has walked all the fourteen years of his life in sun-tanned, moose-hide moccasins, and he can go to the Indian camps and "talk big" with the men, and trade calico and beads with them for their precious furs. He can make bread without baking-powder, yeast or hops, shoot a moose at three hundred yards, and drive the wild wolf-dogs fifty miles a day on the packed trail. Last of all, he has a good heart, and is not afraid of the darkness and loneliness, of man or beast or thing. His father is a good man, strong and brave, and Walt is growing up like him. Walt was born a thousand miles or so down the Yukon, in a trading-post below the Ramparts. After his mother died, his father and he came on up the river, step by step, from camp to camp, till now they are settled down on the Mazy May Creek in the Klondike country. Last year they and several others had spent much toil and time on the Mazy May, and endured great hardships; the creek, in turn, was just beginning to show up its richness and to reward them for their heavy labor. But with the news of their discoveries, strange men began to come and go through the short days and long nights, and many unjust things they did to the men who had worked so long upon the creek. Si Hartman had gone away on a moose-hunt, to return and find new stakes driven and his claim jumped. George Lukens and his brother had lost their claims in a like manner, having delayed too long on the way to Dawson to record them. In short, it was an old story, and quite a number of the earnest, industrious prospectors had suffered similar losses. But Walt Master’s father had recorded his claim at the start, so Walt had nothing to fear, now that his father had gone on a short trip up the White River prospecting for quartz. Walt was well able to stay by himself in the


cabin, cook his three meals a day, and look after things. Not only did he look after his father's claim, but he had agreed to keep an eye on the adjoining one of Loren Hall, who had started for Dawson to record it. Loren Hall was an old man, and he had no dogs, so he had to travel very slowly. After he had been gone some time, word came up the river that he had broken through the ice at Rosebud Creek, and frozen his feet so badly that he would not be able to travel for a couple of weeks. Then Walt Masters received the news that old Loren was nearly all right again, and about to move on afoot for Dawson, as fast as a weakened man could. Walt was worried, however; the claim was liable to be jumped at any moment because of this delay, and a fresh stampede had started in on the Mazy May. He did not like the looks of the newcomers, and one day, when five of them came by with crack dog-teams and the lightest of camping outfits, he could see that they were prepared to make speed, and resolved to keep an eye on them. So he locked up the cabin and followed them, being at the same time careful to remain hidden. He had not watched them long before he was sure that they were professional stampedes, bent on jumping all the claims in sight. Walt crept along the snow at the rim of the creek and saw them change many stakes, destroy old ones, and set up new ones. In the afternoon, with Walt always trailing on their heels, they came back down on the creek, unharnessed their dogs, and went into camp within two claims of his cabin. When he saw them make preparations to cook, he hurried home to get something to eat himself, and then hurried back. He crept so close that he could hear them talking quite plainly, and by pushing the underbrush aside he could catch occasional glimpses of them. They had finished eating and were smoking around the fire. "The creek is all right, boys," a large, black-bearded man, evidently the leader, said, "and I think the best thing we can do is to pull out to-night. The dogs can follow the trail; besides, it's going to be moonlight. What say you?" "But it's going to be beastly cold," objected one of the party. "It's forty below zero now." "An' sure, can't ye keep warm by jumpin' on the sleds an' runnin' after the dogs?" cried an Irishman. "An' who wouldn't? The creek as rich as a United States mint! Faith, it's an elegant chants to be getting' a run for your money! An' if ye don't run, it's mebbe you'll not get the money at all, at all." "That's it," said the leader. "If we can get to Dawson and record, we're rich men; and there is no telling who's been sneaking along in our tracks, watching us, and perhaps now off to give the alarm. The thing for us to do is to rest the dogs a bit, and then hit the trail as hard as we can. What do you say?" Evidently the men had agreed with their leader, for Walt Masters could hear nothing but the rattle of the tin dishes which were being washed. Peering out cautiously, he could see the leader studying a piece of paper. Walt know what it was at a glance—a list of all the unrecorded claims on Mazy May. Any man could get these lists by applying to the gold commissioner at Dawson. "Thirty-two," the leader said, lifting his face to the men. "Thirty-two isn't recorded, and this is thirty-three. Come on; let's take a look at it. I saw somebody working on it when we came up this morning."


Three of the men went with him, leaving one to remain in camp. Walt crept carefully after them till they came to Loren Hall's shaft. One of the men went down and built a fire on the bottom to thaw out the frozen gravel, while the others built another fire on the dump and melted water in a couple of gold-pans. This they poured into a piece of canvas stretched between two logs, used by Loren Hall in which to wash his gold. In a short time a couple of buckets of dirt were sent up by the man in the shaft, and Walt could see the others grouped anxiously about their leader as he proceeded to wash it. When this was finished, they stared at the broad streak of black sand and yellow gold-grains on the bottom of the pan, and one of them called excitedly for the man who had remained in camp to come. Loren Hall had struck it rich, and his claim was not yet recorded. It was plain that they were going to jump it. Walt lay in the snow, thinking rapidly. He was only a boy, but in the face of the threatened injustice against old lame Loren Hall he felt that he must do something. He waited and watched, with his mind made up, till he saw the men began to square up new stakes. Then he crawled away till out of hearing, and broke into a run for the camp of the stampeders. Walt's father had taken their own dogs with him prospecting, and the boy knew how impossible it was for him to undertake the seventy miles to Dawson without the aid of dogs. Gaining the camp, he picked out, with an experienced eye, the easiest running sled and started to harness up the stampeders' dogs. There were three teams of six each, and from there he chose ten of the best. Realizing how necessary it was to have a good head-dog, he strove to discover a leader amongst them; but he had little time in which to do it, for he could hear the voices of the returning men. By the time the team was in shape and everything ready, the claim-jumpers came into sight in an open place not more than a hundred yards from the trail, which ran down the bed of the creek. They cried out to him, but he gave no heed, grabbing up one of their fur sleeping-robes which lay loosely in the snow, and leaping upon the sled. "Mush! Hi! Mush on!" he cried to the animals, snapping the keen-lashed whip among them. The dogs sprang against the yoke-straps, and the sled jerked under way so suddenly as to almost throw him off. Then it curved into the creek, poising perilously on one runner. He was almost breathless with suspense, when it finally righted with a bound and sprang ahead again. The creek bank was high and he could not see, although he could hear the cries of the men and knew they were running to cut him off. He did not dare to think what would happen if they caught him; he only clung to the sled, his heart beating wildly, and watched the snow-rim of the bank above him. Suddenly, over this snow-rim came the flying body of the Irishman, who had leaped straight for the sled in a desperate attempt to capture it; but he was an instant too late. Striking on the very rear of it, he was thrown from his feet, backward, into the snow. Yet, with the quickness of a cat, he had clutched the end of the sled with one hand, turned over, and was dragging behind on his breast, swearing at the boy and threatening all kinds of terrible things if he did not stop the dogs; but Walt cracked him sharply across the knuckles with the butt of the dog-whip till he let go.


It was eight miles from Walt's claim to the Yukon—eight very crooked miles, for the creek wound back and forth like a snake, "tying knots in itself," as George Lukens said. And because it was so crooked, the dogs could not get up their best speed, while the sled ground heavily on its side against the curves, now to the right, now to the left. Travelers who had come up and down the Mazy May on foot, with packs on their backs, had declined to go around all the bends, and instead had made short cuts across the narrow necks of creek bottom. Two of his pursuers had gone back to harness the remaining dogs, but the others took advantage of these short cuts, running on foot, and before he knew it they had almost overtaken him. "Halt!" they cried after him. "Stop, or we'll shoot!" But Walt only yelled the harder at the dogs, and dashed round the bend with a couple of revolver bullets singing after him. At the next bend they had drawn up closer still, and the bullets struck uncomfortably near to him; but at this point the Mazy May straightened out and ran for half a mile as the crow flies. Here the dogs stretched out in their long wolf-swing, and the stampeders, quickly winded, slowed down and waited for their own sled to come up. Looking over his shoulder, Walt reasoned that they had not given up the chase for good, and that they would soon be after him again. So he wrapped the fur robe about him to shut out the stinging air, and lay flat on the empty sled, encouraging the dogs, as he well knew how. At last, twisting abruptly between two river islands, he came upon the might Yukon sweeping grandly to the north. He could not see from bank to bank, and in the quick-falling twilight it loomed a great white sea of frozen stillness. There was not a sound, save the breathing of the dogs, and the churn of the steel-shod sled. No snow had fallen for several weeks, and the traffic ha packed the main-river trail till it was hard and glassy as glare ice. Over this the sled flew along, and the dogs kept the trail fairly well, although Walt quickly discovered that he had made a mistake in choosing the leader. As they were driven in single file, without reins, he had to guide them by his voice, and it was evident that the head-dog had never learned the meaning of "gee" and "haw." He hugged the inside of the curves too closely, often forcing his comrades behind him into the soft snow, while several times he thus capsized the sled. There was no wind, but the speed at which he travelled created a bitter blast, and with the thermometer down to forty below, this bit through fur and flesh to the very bones. Aware that if he remained constantly upon the sled he would freeze to death, and knowing the practice of Arctic travelers, Walt shortened up one of the lashing-thongs, and whenever he felt chilled, seized hold of it, jumped off, and ran behind till warmth was restored. Then he would climb on and rest till the process had to be repeated. Looking back he could see the sled of his pursuers, drawn by eight dogs, rising and falling over the ice hummocks like a boat in a seaway. The Irishman and the black-bearded leader were with it, taking turns in running and riding. Night fell, and in the blackness of the first hour or so, Walt toiled desperately with his dogs. On account of the poor lead-dog, they were


constantly floundering off the beaten track into the soft snow, and the sled was as often riding on its side or top as it was in the proper way. This work and strain tried his strength sorely. Had he not been in such haste he could have avoided much of it, but he feared the stampeders would creep up in the darkness and overtake him. However, he could hear them occasionally yelling to their dogs, and knew from the sounds that they were coming up very slowly. When the moon rose he was off Sixty Mile, and Dawson was only fifty miles away. He was almost exhausted, and breathed a sigh of relief as he climbed on the sled again. Looking back, he saw his enemies had crawled up within four hundred yards. At this space they remained a black speck of motion on the white river-beast. Strive as they would, they could not shorten this distance, and strive as he would he could not increase it. He had now discovered the proper lead-dog, and he knew he could easily run away from them if he could only change the bad leader for the good one. But this was impossible, for a moment's delay, at the speed they were running, would bring the men behind upon him. When he got off the mouth of Rosebud Creek, just as he was topping a rise, the ping of a bullet on the ice beside him, and the report of a gun, told him that they were this time shooting at him with a rifle. And form then on, as he cleared the summit of each ice-jam, he stretched flat on the leaping sled till the rifle-shot from the rear warned him that he was safe till the next ice-jam. Now it is very hard to lie on a moving sled, jumping and plunging and yawing like a boat before the wind, and to shoot through the deceiving moonlight at an object four hundred yards away on another moving sled performing equally wild antics. So it is not to be wondered at that the black-bearded leader did not hit him. After several hours of this, during which, perhaps, a score of bullets had struck about him, their ammunition began to give out and their fire slackened. They took greater care, and only whipped a shot at him at the most favorable opportunities. He was also beginning to leave them behind, the distance slowly increasing to six hundred yards. Lifting clear on the crest of a great jam off Indian River, Walt Masters met his first accident. A bullet sang past his ears, and struck the bad lead-dog. The poor brute plunged in a heap, with the rest of the team on top of him. Like a flash, Walt was by the leader. Cutting the traces with his hunting knife, he dragged the dying animal to one side and straightened out the team. He glanced back. The other sled was coming up like an express-train. With half the dogs still over their traces, he cried, "Mush on!" and leaped upon the sled just as the pursuing team dashed abreast of him. The Irishman was just preparing to spring for him,—they were so sure they had him that they did not shoot,—when Walt turned fiercely upon them with his whip. He struck at their faces, and men must save their faces with their hands. So there was not shooting just then. Before they could recover from the hot rain of blows, Walt reached out from his sled, catching their wheel-dog by the fore legs in midspring, and throwing him heavily. This brought the whole


team into a snarl, capsizing the sled and tangling his enemies up beautifully. Away Walt flew, the runners of his sled fairly screaming as they bounded over the frozen surface. And what had seemed an accident, proved to be a blessing in disguise. The proper lead-dog was now to the fore, and he stretched low to the trail and whined with joy as he jerked his comrades along. By the time he reached Ainslie's Creek, seventeen miles from Dawson, Walt had left his pursuers, a tiny speck, far behind. At Monte Cristo Island, he could no longer see them. And at Swede Creek, just as daylight was silvering the pines, he ran plump into the camp of old Loren Hall. Almost as quick as it takes to tell it, Loren had his sleeping-furs rolled up, and had joined Walt on the sled. They permitted the dogs to travel more slowly, as there was no sign of the chase in the rear, and just as they pulled up at the gold commissioner's office in Dawson, Walt, who had kept his eyes open to the last, fell asleep. And because of what Walt Masters did on this night, the men of the Yukon have become very proud of him, and always speak of him now as the King of Mazy May.


Writing Rubric for Literary Response Based on the California Writing Standards Rubric

Non-Proficient 1 ~ NOT PASSING

Approaching Standards 2~ NOT PASSING

Proficient 3~ PASSING

Commendable 4~ PASSING

1.Addressing The Prompt

(Writing

Strategies 1.0)

Addresses only parts of the writing task/prompt, including format requirements.

Minimally addresses only parts of the writing task/prompt, including format requirements.

Addresses all parts of the writing task/prompt, including format requirements.

Clearly addresses all parts of the writing task/prompt, including format requirements.

2.Literary

Analysis (Plot) (Literary

Response and Analysis: R 3.2;

Writing

Conventions 2.2 d)

Fails to evaluate the structural elements of the plot (subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.

Minimally or incompletely evaluates the structural elements of the plot (subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.

Evaluates the structural elements of the plot (subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.

Thoroughly evaluates the structural elements of the plot (subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.

3.Introduction and Thesis

(Writing

Strategies 1.1)

Provides a weak, if any, thesis.

Minimal or incomplete impression and/or thesis.

Establishes a controlling impression, has a coherent thesis.

Establishes a clear and controlling impression, has an effective, coherent thesis.

4.BODY

PARAGRAPHS:

Organization

Support of Thesis

(Writing

Strategies 1.2,

1.3)

Lack of coherent writing structure. Fails to support ideas with details and examples. Transitions are ineffective or missing. Possibly only one paragraph.

Thesis is supported with some ideas, limited details and examples. Writing demonstrates some coherence within and among paragraphs with transitions. Contains more than one paragraph.

Thesis is supported with main ideas, specific details and examples (analogies, paraphrases, quotations, comparisons, and/or authoritative opinions). Writing demonstrates coherence within and among paragraphs through effective transitions, parallel structure, and similar writing techniques. Multiple paragraphs.

Thesis is thoroughly and effectively supported with main ideas, specific well-developed details and examples (analogies, paraphrases, quotations, comparisons, and/or authoritative opinions). Writing demonstrates strong coherence within and among paragraphs through effective transitions, parallel structure, and similar writing techniques. Multiple paragraphs.

5.Conclusion (Writing

Strategies 1.1)

The conclusion is missing, unclear, or unrelated.

The conclusion is largely unsupported or incomplete.

Ends with a clear and well-supported conclusion.

Ends with a clear and well-supported conclusion, tightly connected to the thesis.

6.Sentence Structure and

Variety (Writing

Conventions 1.1,

1.2, 1.3)

Vocabulary

Lacks any variety of sentence types. Uses limited vocabulary.

Provides a minimal variety of sentence types. Uses basic vocabulary.

Provides a variety of sentence types. Uses descriptive vocabulary.

Provides a rich variety of sentence types. Uses precise, descriptive vocabulary.

7.Grammar (WC 1.4)

Punctuation (WC 1.5)

Spelling (WC 1.6)

Capitalization (WC 1.5)

Contains serious errors in grammar, punctuation, spelling, capitalization and usage, which interfere with the reader’s understanding of the essay.

May contain several errors in grammar, punctuation, spelling, capitalization, and usage --- enough so that errors may interfere with the reader’s understanding of the essay.

May contain some errors in grammar, punctuation, spelling, capitalization, and usage; however, these errors do not interfere with the reader’s understanding of the essay.

Contains few, if any, errors in grammar, punctuation, spelling, capitalization, and usage.

8.Overall Score WA 2.2 Score: Comments:

ORGANIZATION And SUPPOR

T

C O N V E N T I O N

S



On-Demand Persuasive Writing Task

Directions: In this writing test, you will respond to the writing task in the box below. You will have time to plan, write, and proofread. Only what you write on the lined paper provided to you will be scored.

Scoring: Your writing will be scored on how well you:

develop an argument. use evidence to support your main points. clearly communicate the significance of the issue. use correct grammar, spelling, punctuation, and capitalization.

Read the following writing task. You must write a persuasive essay following the guidelines presented.

Writing the Persuasive Essay

� Because this is an on-demand essay, the writing situation and task will be revealed when the exam is administered.

Writing Situation:

Writing Task: Writer’s Checklist When you write your essay, remember to

include a well-defined thesis statement.

address opposing viewpoints and counter-arguments.

organize your essay in a logical manner.

use transitions effectively.

Create a balanced structure in your essay: a strong introduction that states your position, body paragraphs that develop your ideas, and a conclusion that summarizes your arguments


Persuasive

Essay STANDARDS COMMENDABLE(4) PROFICIENT(3) APPROACHING STANDARD(2) NON-PROFICIENT(1)

PROFICIENT(PASSING) NON-PROFICIENT(NOT PASSING)

I.)

AS

SIG

NM

EN

T

/ T

OP

IC

Writing

Strategies 1.1;

1.2; 1.3; 1.5; 1.6

Clearly addresses all parts of

the writing task, including format requirements.

Addresses all parts of the writing

task, including format requirements.

Minimally addresses all parts of the writing task, including

format requirements.

Addresses only parts of the writing task, including format

requirements.

II.)

PE

RS

UA

SIV

E C

OM

PO

SIT

ION

,

OR

GA

NIZ

AT

ION

, A

ND

SU

PP

OR

T

Writing

Applications

2.4.a

Presents an exceptionally well-defined thesis: one that makes a very clear and knowledgeable

judgment.

Includes a well-defined thesis: one

that makes a clear and knowledgeable judgment.

Includes a minimally-defined

thesis.

Lacks a well-defined thesis.

Writing

Applications

2.4.b

Presents overwhelming

evidence, multiple precise examples, and reasoning to clearly support arguments,

differentiating between facts and opinions.

Presents detailed evidence, precise examples, and reasoning to support arguments, differentiating between

facts and opinion.

Presents minimal evidence, examples, and reasoning to support arguments; offers

little differentiation between facts and opinion.

Presents unclear or no

evidence and reasoning. Does not differentiate

between fact and opinion.

Writing

Applications

2.4.c

Thoroughly anticipates and effectively answers reader’s

concerns and counter arguments with multiple arguments and detailed

examples.

Anticipates and effectively answers

reader’s concerns and counter arguments with at least one argument

with detailed examples.

Mentions and recognizes

opposing ideas, but gives no detail or response.

Does not anticipate or

recognize potential concerns or counter arguments.

III.

) C

ON

VE

NT

ION

S O

F

TH

E E

NG

LIS

H

LA

NG

UA

GE

Written and Oral

Language

Conventions 1.1;

1.2; 1.3;

1.4;1.5;1.6

Provides a rich variety of

sentence types; uses precise, descriptive vocabulary.

Contains few, if any errors in grammar, punctuations,

spelling, capitalization, and usage. Multiple paragraphing.

Provides a variety of sentence types.

Uses descriptive vocabulary. May contain some errors in grammar,

punctuation, spelling, capitalization, and usage, but errors do not interfere with the reader’s understanding of the

essay. Multiple paragraphing.

Provides a minimal variety of sentence types. Uses a basic

vocabulary. May contain several errors in grammar,

punctuation, spelling, capitalization, and usage—enough so that errors may interfere with the reader’s

understanding of the essay. More than one paragraph.

Lacks any variety of sentence

types. Uses limited vocabulary. Contains serious

errors in grammar, punctuation, spelling,

capitalization, and usage, which interfere with the

reader’s understanding of the essay. Only one paragraph.

IV.)

Overall

Score

Writing

Applications 2.4

Score: Comments:


English Language Arts Grade 8 Oral Presentation Prompt

Narrative Speech

Directions:

In this speech task, you will respond to the prompt below. You will have time to plan, take notes and practice. You will deliver your oral presentation to the class.

Scoring: Your speech will be scored on how well

you address the prompt. organized your information is presented. you maintain eye-contact with the audience. you meet all requirements from the rubric.

Read the following writing task. You must present a narrative about this topic.

Narrative Speech Prompt Writing Situation: Please choose a vivid memory about a memorable experience you had in the last several years. Then, in order to tell your reading and listening audience about this story or experience, you are asked to write and develop a story plot with a beginning, middle, and end. You are to use strategies such as action, dialogue, suspense, and details to communicate your personal written story. Writing Task: Using this personal written story, you will get up in front of the class and do a 1-3 minute oral presentation of your written story. You may use an outline or note-cards, but may not read directly from them. Your speech outline or notes will be collected and graded as part of your narrative speech prompt. A well-delivered speech will include

the main idea & the most significant details from the article. your own words unless quoting directly from the article. purposeful eye contact with the audience.


Narrative Speech STANDARDS

COMMENDABLE(4) PROFICIENT(3) APPROACHING STANDARD(2) NON-PROFICIENT(1)

PROFICIENT(PASSING) NON-PROFICIENT(NOT PASSING)

I.)

AS

SIG

NM

EN

T /

TO

PIC

Listening and

Speaking

Strategies: 1.3;

1.4

Clearly addresses all parts of

the presentation task, including format requirements.

Addresses all parts of the

presentation task, including format requirements.

Minimally addresses all parts

of the presentation task, including format requirements.

Addresses only parts of the presentation task, including

format requirements.

II.)

S

PE

AK

ING

AP

PL

ICA

TO

NS

Speaking

Applications

2.1.a

Narrative presentation

thoroughly and effectively relates a clear, coherent

incident, event, or situation by using well-chosen details.

Narrative presentation relates a clear, coherent incident, event, or situation

by using well-chosen details.

Narrative presentation relates an incident, event, or situation supported with some details.

Narrative presentation lacks coherence and clarity, and/or

fails to provide details.

Speaking

Applications

2.1.b


thoroughly and effectively reveals the significance of, and the subject's attitude about, the

incident, event , or situation.

Narrative presentation reveals the significance of, and the subject's

attitude about, the incident, event, or situation.


incompletely or insufficiently reveals the significance of, and the subject's attitude

about, the incident, event, or situation.

Narrative presentation fails to

reveals the significance of, and the subject's attitude

about, the incident, event, or situation.

Speaking

Applications

2.1.c

Narrative presentation thoroughly and effectively

employs narrative and descriptive strategies, including

relevant dialogue, specific action, physical description,

background description, comparison or contrast of

characters.

Narrative presentation employs

narrative and descriptive strategies, including relevant dialogue, specific

action, physical description, background description, comparison

or contrast of characters.

Narrative presentation employs only limited narrative

and descriptive strategies, from among the following: relevant dialogue, specific

action, physical description, background description,

comparison or contrast of characters.

Narrative presentation fails to

employ narrative and descriptive strategies.

III)

D

EL

IVE

RY

OF

OR

AL

CO

MM

UN

ICA

TIO

NS

Listening and

Speaking

Strategies 1.5; 1.6

Sustains precise language,

action verbs, sensory details, active voice, voice modulation, expression (gestures), tone of purpose, appropriate grammar,

word choice, enunciation, purposeful eye contact, and

pace.

Uses action verbs, active voice, expression (gestures), tone of

purpose, appropriate word choice, enunciation; eye contact is sustained;

nervous behavior may be evident.

Chooses some action verbs, may vary tone, eye contact is

sporadic, expression (gestures) are forced;

nervous behavior is evident; enunciation is generally clear.

Enunciation is unclear, does not vary tone or inflection, gestures are distracting or

non-existent, nervous behavior interferes with

audience’s understanding or engagement; little or no eye

contact.

IV.)

Overall

Score

Listening and

Speaking 1.0

Score: Comments:


ELA 8

Greek and Latin Roots

Master List

Root Sample Words Meaning of Root

aster/astro astrology, asterisk, astronomy star

capt/capit/caput captain, capital, caption, decapitate head; chief; leader

clud/clus include, exclude, exclusive close; shut

con/com consequence, contrast, combine with; together

cycl cyclone, bicycle, cycle circle; wheel

demo democracy, epidemic, people

doc doctrine, doctor, document, docent teach

duc/duct duct, conduct, reduce, product lead

fac/fact satisfaction, factory, facilitate,

manufacturer

make

fract/frag fracture, fragile, fragment, fraction break

imag image, imagery, imagine, imaginary likeness

log/logo/logue logic, logistics, logo word

mitt/miss mission, missive, omit, remit, remission send

morph metamorphosis, amorphous, morphology form; structure

nym/onym synonym, acronym, anonymous,

pseudonym

name

phys physical, physician, physics body; nature

pli/ply/plex implication, reply, complex, apply, fold; bend; twist

pop/popul population, popular, populous, populism people

scend ascend, descendant, condescend,

transcend

climb

sens/sent sentimental, senses, sensible, feel

son sonic, dissonance, sonnet, unison sound

syn/sym/syl syllable, system, symbol, sympathy together; along with

tract tractor, traction, retract, contract, attract pull


COMPREHENSIVE LIST OF AFFIXES

Prefixes

7th

8th

9th

10th

11th

bi- ad- circum- com- cent-

ex- an- con- counter-/contra- hyper-

for-/fore- anti-/ante- epi- equi- hypo-

hyper- co- hemi- magn- inter-

il-/im- de-/dis- mal- peri- intra-

in-/ir- extra- mid- retro- macro-

intro- mis- out- semi- micro-

mini- mono- over- sym- omni-

multi- per- para- ultra- quasi-

non- tele- poly-

pre-/post- un- pro-

re-

sub-

super-

trans-

Suffixes

7th

8th

9th

10th

11th

-ant/-ist/-ician -able/-ible -ate -ancy/-ency -acious

-ation -al/-ic/-ish -cy -ance/-ence -ade

-ative -ant/-ive/-some -fy/-ify -cide -arium

-en -arian -ile -ic -cy

-er/-est -ful/-ous -ion -ism -fy

-hood -ian -ish -oid -ice

-less -ment -ity -ular/-ulent -uous

-ly/-ily -ness -ive

-tude -ous -ize

-ways -some

-wise -ure

-ward


CALIFORNIA STANDARDS TESTS GRADE 8 ENGLISH-LANGUAGE ARTS

(Blueprints adopted by the State Board of Education 10/02)

CALIFORNIA CONTENT STANDARDS: READING # of

Items %

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words.

9 12%

1.1 Vocabulary and Concept Development: Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.

2

1.2 Vocabulary and Concept Development: Understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings.

2

1.3 Vocabulary and Concept Development: Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.

5

2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text, (e.g., classic and contemporary literature, magazines, newspapers, online information).

18 24%

2.1 Structural Features of Informational Materials: Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).

2

2.2 Structural Features of Informational Materials: Analyze text

that uses proposition and support patterns. 3

2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: Find similarities and differences between texts in the treatment, scope, or organization of ideas.

2


CALIFORNIA CONTENT STANDARDS: READING

# of Items

%

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.

2

2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: Understand and explain the use of a complex mechanical device by following technical directions.

3

2.6 Comprehension and Analysis of Grade-Level-Appropriate Text: Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem.

3

2.7 Expository Critique: Evaluate the unity, coherence, logic, internal consistency, and structural patterns of a text.

3

3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

15 20%

3.1 Structural Features of Literature: Determine and articulate the relationship among the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).

2

3.2 Narrative Analysis of Grade-Level-Appropriate Text: Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.

3

3.3 Narrative Analysis of Grade-Level-Appropriate Text: Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.

2

3.4 Narrative Analysis of Grade-Level-Appropriate Text: Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.

2

3.5 Narrative Analysis of Grade-Level-Appropriate Text: Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works .

1


CALIFORNIA CONTENT STANDARDS: READING # of

Items %

3.6 Narrative Analysis of Grade-Level-Appropriate Text: Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer’s style and use those elements to interpret the work.

3

3.7 Literary Criticism: Analyze a work of literature, showing how it

reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical Approach)

2


CALIFORNIA CONTENT STANDARDS: WRITING # of

Items %

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level.

16 21%

1.1 Sentence Structure: Use correct and varied sentence types and sentence openings to present a lively and effective personal style.

2

1.2 Sentence Structure: Identify and use parallelism, including similar grammatical forms, in all written discourse, to present items in a series and items juxtaposed for emphasis.

2

1.3 Sentence Structure: Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.

3

1.4 Grammar: Edit written manuscripts to ensure that correct grammar is used.

3

1.5 Punctuation and Capitalization: Use correct punctuation and capitalization.

3

1.6 Spelling: use correct spelling conventions 3

1.0 WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

17 23%

1.1 Organization and Focus: Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.

4

1.2 Organization and Focus: Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

4

1.3 Organization and Focus: Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

3

1.4 Research and Technology: Plan and conduct multiple-step information searches by using computer networks and modems.

NA*

1.5 Research and Technology: Achieve an effective balance between researched information and original ideas.

NA*

1.6 Evaluation and Revision: Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.

6

TOTALS 75 100% * Not assessable in multiple-choice format © California Department of Education


CST and CAHSEE Comparison Chart

STRAND/REPORTING CLUSTER

NUMBER & PERCENTAGE OF MULTIPLE CHOICE QUESTIONS in GRADES 2nd -11th

CST Compared to CAHSEE

2nd 3rd 4th 5th 6th 7th 8th 9th 10th CAHSEE 11th

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT

22 / 34%

20 / 31%

18 / 24%

14 / 19%

13 / 17%

11/ 15%

9 / 12%

8 / 11%

8 / 11%

7 / 10%

8 / 11%

2.0 READING COMPREHENSION

15 / 23%

15 / 23%

15 / 20%

16 / 21%

17 / 23%

18 / 24%

18 / 24%

18 / 24%

18 / 24%

18 / 25%

19 / 25%

3.0 LITERARY RESPONSE AND ANALYSIS:

6/ 9%

8/ 12%

9/ 12%

12/ 16%

12/ 16%

13 / 17%

15 / 20%

16 / 21%

16 / 21%

20 / 28%

17 / 23%

1.0 WRITING STRATEGIES

8 / 12%

9 / 14%

15/ 20% 16 / 23%

17 / 23%

17 / 23%

17 / 23%

20 / 17%

20 / 17%

12 / 17%

22 / 29%

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

14 / 22%

13 / 20%

18 / 24%

17 / 21%

16 / 21%

16 / 21%

16 / 21%

13 / 27%

13 / 27%

15 / 20%

9 / 12%

TOTAL

65 / 100%

65 / 100%

75 / 100%

75 / 100%

75 / 100%

75 / 100%

75 / 100%

75 / 100%

75 / 100%

72 / 100%

75 / 100%

Sources: STAR CST Blueprints 2002 CDE: http://www.cde.ca.gov/ta/tg/sr/documents/ela1105.doc CAHSEE Blueprints 2003 ETS: http://www.ets.org/Media/Tests/CAHSEE/pdf/Interpreting_CAHSEE_Scores_2005-06.pdf CDE: http://www.cde.ca.gov/ta/tg/hs/resources.asp Compiled by TRUSD Curriculum and Instruction- ELA Secondary Division October, 2008

GGTORRES