eighth grade proficiency scale | writing · 08/12/2013 · curriculum, assessment and instruction...

Curriculum, Assessment and Instruction Framework | Eighth Grade Writing Common Core State Standards Proficiency Scales ©Lake Washington School District June 2013 1

Eighth Grade Proficiency Scale | Writing

Anchor Standard1: Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

Common Core Standard 1: Write arguments to support claims with clear reasons and relevant evidence. (W.8.1)

Score Descriptor Proficiency Scale

4 Exceeds

Standard

Transfer of learning to more complex content and thinking (not new content), including deeper conceptual

understanding and applications that go beyond what is explicitly taught in class.

Create introductions and conclusions that extend and enlarge the writer’s position (e.g.,

broader world issues, other themes, other texts).

Extend themes and claims beyond required prompt to articulate a deeper understanding of

topic/issues.

Select a challenging debatable issue and build an extended argument that: o uses strong rhetorical strategies and reasoning o develops a variety of rhetorical strategies effective for the particular audience o develops an alternate claim

o counters opposing claims in order to support a debatable position

Integrate more than one mode/genre in a single piece (e.g., argumentative writing that

incorporates narrative techniques, etc.).

3 At Standard

The standard/learning target: content, details, vocabulary, concepts, procedures, processes, and skills (simple and

complex) explicitly taught in class.

Range of writing needed to achieve the standard (Level 3):* Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing

claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument

presented. (W.8.1)

2 Approaching

Standard

Simpler content, details, vocabulary, procedures, processes, and skills, including foundational knowledge and

concepts, explicitly taught in class.

Define and provide examples of: argument (reason, logical reasoning; claim, opposing claim/

counterclaim, alternative claim), evidence (relevant and sufficient evidence; accurate, reliable,

and credible sources), rhetorical strategies and techniques (description, narration,

exemplification, and argumentation).

Recognize examples of sound reasoning, such as: providing relevant and sufficient reasons

and evidence, offering expert authority, presenting data to support conclusions, providing

multiple examples that build on each other, including appropriate anecdotes to explain or

persuade, explicating cause-and-effect relationships, incorporating information synthesized

from a variety of credible sources to support an argument, etc.

Recognize effective organizational structures for developing ideas and structuring reasoning,

including cause-effect, compare-contrast, if-then, etc.

In texts, identify examples of themes, claims, reasons, relevant evidence, and the words,

phrases or clauses that clarify relationships between them.

Recognize strategies to: o create and develop an engaging argument, such as using a meaningful rhetorical

question, providing a relevant anecdote, using persuasive techniques, such as appeal


to emotion, etc.

o create an effective introduction (e.g., taking a clear position on a debatable issue,

clarifying and providing background/context for the issue, etc.).

o identify effective organizational structures for developing ideas and structuring

reasoning, including cause-effect, compare-contrast, if-then, etc.

o develop an effective conclusion, including tying ideas together, such as the ideas,

questions, and/or context articulated in the introduction, providing a call to action,

clarifying why the issue matters, linking the issue to a larger theme/principle, etc.

o identify words, phrases, and clauses that clarify relationships and connections

between claims, reasons, and evidence: because of, therefore, as a result, thus, in

contrast, for example, as a consequence, according to, for this reason, if…then,

either…or, etc.

Understand that a formal style of writing includes word choice, sentence structure, and voice

or tone that are academic and objective in nature.

1 Not At

Standard

With help, partial understanding of some of the simpler and more complex content, details, vocabulary, concepts,

procedures, processes, and skills.

*Range of Writing

Common Core Standard 10: Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content.

Common Core Standard 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.


4 Exceeds

Standard



Create introductions and conclusions that extend and enlarge the writer’s position by making

connections to broader world issues, universal ideas or concepts, other themes, other texts,

etc.

Select a substantive topic and develop an extended analysis of the topic, using logical

reasoning, connecting to broader themes, issues, and/or texts, and using evidence, etc.,

effective for audience and purpose.

Integrate more than one purpose/genre in a single piece (e.g., informative writing that

incorporates narrative techniques, etc.).

3 At Standard



Range of writing needed to achieve the standard (Level 3):* Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information into broader categories; include formatting (e.g., headings), graphics (e.g.,

charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,

quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships

among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the

topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented.(W.8.2)

2 Approaching

Standard



Define: organization/development of ideas (cohesion, reason, logical reasoning); rhetorical

strategies (definition, classification, comparison/contrast, and cause/effect); evidence

(concrete details; relevant evidence; accurate, credible and reliable sources).

Define: organization/development of ideas (cohesion, reason, logical reasoning); rhetorical

strategies (definition, classification, comparison/contrast, and cause/effect); evidence

(concrete details; relevant evidence; accurate, credible and reliable sources).

Recognize effective organizational structures in texts for developing ideas and structuring

reasoning, including cause-effect, compare-contrast, classification, definition, etc.

Recognize and explain the purpose of text features: headings, graphics (e.g., charts, tables),

etc.

In texts, identify unified and cohesive paragraphs (e.g., topic sentence with supporting

examples, paragraph topic connected by transitions).

Recognize strategies to create an effective introduction (e.g., clarifying and providing


background/context for the topic, etc.).

Recognize words, phrases, and clauses that clarify relationships and connections between

ideas, concepts, and information: because of, therefore, as a result, thus, similarly, in contrast,

for example, as a consequence, etc.

Recognize approaches to topic development and reasoning, providing relevant and sufficient

evidence, including expert authority, data to support conclusions, multiple examples that build

on each other, extended definitions with examples, appropriate anecdotes to explain or

persuade, information synthesized from a variety of credible sources, etc.

Recognize strategies to develop an effective conclusion, including tying ideas together, such

as the ideas, questions, and/or context articulated in the introduction, clarifying why the topic

matters, linking the topic to a larger theme/principle, etc.

Understand that a formal style of writing includes word choice, syntax, and voice or tone that

are academic and objective in nature.

1 Not At

Standard



*Range of Writing





Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences.

Common Core Standard 3: Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences,

events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time

frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action

and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. (W.8.3)


4 Exceeds

Standard



Manipulate organizational pattern of narratives for effect (e.g., flashbacks, multiple plot lines,

etc., rather than strictly chronological sequence). [See RL 8.5]

Establish mood and tone by using literary devices, sensory details, and connotative meanings

of words.

Intentionally consider theme of narrative, including developing character, plot, literary

elements, etc., that contribute to development of theme. [See RL 8.2]

Create vivid, highly memorable characters.

Create a smooth progression of experiences and events.

Use compelling dialogue to develop character and to develop plot.

Manipulate word choice and use telling details to convey a vivid picture of the experiences,

events, setting, and/or characters.

Provide a conclusion that follows from AND reflects on what is experienced, observed, or

resolved over the course of the narrative.

Write and reflect on an original narrative piece, commenting on what parts of your narrative

are particularly effective and why.

Use a variety of techniques to sequence events so that they build on one another to create a

coherent whole.

3 At Standard



Range of writing needed to achieve the standard (Level 3):* Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that unfolds

naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to

develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal

shifts from one time frame or setting to another, and show the relationships among

experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to


capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or

events. (W.8.3)

Common Core Standard 4: Produce clear and coherent writing in which the development,

organization, and style are appropriate to the task, purpose and audience. (Grade specific

expectations for writing types are defined in standards 1-3 above)

Develop character, using direct and indirect characterization.

Write poems to express and describe real or imagined experiences or events, using form and

structure (e.g., use number of syllables and number of lines for haiku, etc.) and literary

devices.

Develop the setting/context of the narrative, including focus on mood, character and/or plot,

related to time and place of setting.

Maintain point of view used (first, third limited or third omniscient point of view).

Demonstrate effective word choice and use of figurative language to develop meaning and

tone in a story, drama, or poem.

2 Approaching

Standard



Define and recognize in a text: plot, exposition, rising action, climax, falling action, resolution,

conflict, character, theme, setting, and narrator’s perspective and point of view (first, third

limited, or third omniscient). [See RL 8.2; RL 8.3]

Define and recognize in a text: direct and indirect characterization.

Define and recognize in a text: mood/tone, dialogue, pacing, description, elaboration, sensory

language, figurative language, descriptive language. [See RL 8.4]

Explain how authors develop characters in a text, including character’s speech, thoughts,

reasoning, feelings, actions, appearance, and effects on other characters. [See RL 8.3]

Understand and explain how authors develop narrator point of view. [See RL 8.6]

Recognize the ways ideas are structured in text (e.g., description, chronological order, plot

trajectory, etc.), as well as structures of text (e.g., stanza in poetry, chapters in fiction, etc.).

[See RL 8.5]

Recognize varied forms/structures of literary text: poems, short stories, personal

narratives/essays, memoir, etc. [See RL 8.5]

Recognize the overall structure of dramatic texts (e.g., acts, scenes, etc.), as well as dramatic

structures within dramas (e.g., soliloquy, monologue, dialogue). [See RL 8.5]

Recognize poetic techniques: sound patterns, meter, rhetorical devices, style, stanza form,

imagery, and literary devices. [See RL 8.4]

Understand and explain how writers use transition words, phrases, and clauses to convey

sequence, to signal shifts from one time frame or setting to another, and show the relationship

among experiences and events. [See RL 8.4, RL 8.5]

Understand the importance of word choice in: establishing tone or mood, and conveying

experience and events. [See RL 8.4]

Understand and explain how stories conclude in a way that fits with the rest of the plot. [See

RL8.2, RL 8.3]

Recognize a conclusion in a text and explain how the conclusion reflects on the story as a

whole.

Understand the importance of word choice in: establishing tone or mood, and conveying

experience and events.


1 Not At

Standard



*Range of Writing





Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

Common Core Standard 4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards

1–3 above.) (W.8.4)


4 Exceeds

Standard



Compare two texts written for a similar task and/or audience to determine the most effective

ways to achieve a given purpose in writing.

Compare two texts to evaluate the effectiveness of a given style relative to its purpose in

writing.

Select a debatable issue and build a substantive extended argument that: o includes appropriate evidence specifically selected with consideration of the intended

task, purpose, and/or audience o develops a an organizational strategy effective for the particular task, purpose and/or

audience o addresses the perceived biases of the intended audience

Integrate more than one mode/genre in a single piece (e.g., writes informational text that

incorporates narrative writing, etc.)

Create introductions and conclusions that extend and enlarge the writer’s position (e.g.,

broader world issues, other texts).

Manipulate organizational pattern of narratives for effect (e.g., flashbacks, etc., rather than

strictly chronological sequence).

Extend themes and/or thesis to articulate a deeper understanding of topic, ideas, experiences,

etc.

Evaluate own writing to determine to what extent purpose has been achieved (e.g., evaluating

development of personal style, strategies, etc.).

3 At Standard



Range of writing needed to achieve the standard (Level 3):* Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (W.8.4).

Select specific details relevant to the topic or narrative to extend ideas or develop elaboration

(e.g., quotations, data, reasons, and multiple examples that build on each other).

Uses personal experiences, observations, and/or research to support opinions and ideas (e.g.,

relevant data to support conclusions; appropriate anecdotes to explain or persuade;

information synthesized from a variety of sources to support an argument; personal

experiences to spark a narrative).

Construct layered elaboration to develop and add depth to writing.

Analyze ideas by showing relationships (e.g., compares/contrasts, identifies cause-effect

relationships, develops analogies, metaphors, etc.).

Use effective organizational patterns as determined by purpose (e.g., narratives using

chronological sequence of events and plot trajectory; compare/contrast organization for

persuasive writing; haiku structure for poetry).

Use transition words that enhance the meaning of writing for audience and purpose.

Use a variety of sentence lengths, structures, etc., to enhance the flow of ideas.

Use verbs in the active and passive voice and in the conditional and subjunctive mood to

achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty


or describing a state contrary to fact). (L.8.3)

Acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases; gather vocabulary knowledge when considering a word or phrase important to

comprehension or expression. (L.8.6)

Utilizes language that expresses ideas precisely and concisely.

Utilizes different kinds of sentences to achieve a specific purpose, effect and/or elaboration.

Eliminates wordiness and redundancy in own writing.

2 Approaching

Standard



Write in clear, complete sentences. Identify a variety of elaboration strategies in texts.

Recognize how to vary sentence structure using syntactical elements such as: o sentence length o different beginnings (e.g. beginning with prepositional phrases, gerunds, etc.), o independent and dependent clauses o appropriate punctuation.

Recognize different kinds of sentences and how writers use them to achieve a specific

purpose, effect and/or elaboration.

Identify language that expresses ideas precisely and concisely.

Identify examples of wordiness and redundancy in a text.

1 Not At

Standard



*Range of Writing





Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach.

Common Core Standard 5: With some guidance and support from peers and adults, develop and strengthen writing

as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and

audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1 - 3

up to and including grade 8.) (W.8.5)


4 Exceeds

Standard



Evaluates effectiveness of writing for audience, purpose, and genre, and revises and edits to

strengthen impact.

Compares own craft of writing to that of published authors, focusing on audience and purpose.

Compares writing of authors, past and present, to evaluate writer’s craft, using established

criteria.

Articulates what makes writing effective for given audience and purpose, by evaluating writing

using established criteria.

Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change

this because …”).

Evaluates quality and effectiveness of own writing related to use of writing process and

feedback strategies and develops personal plan/goal based on evaluation.

3 At Standard



Range of writing needed to achieve the standard (Level 3):* With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well

purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1 - 3 up to and including grade 8.) (W.8.5)

Prewriting and Planning

Analyze and use effective strategies for generating ideas and planning writing, according to

audience and purpose.

Gather information from a variety of accurate, credible sources and chooses an organizer to

take notes, to analyze, synthesize and evaluate information, and to plan writing.

Maintain a log or journal to collect and explore ideas; record observations, dialogues and/or

descriptions for use as a basis for arguments or for informative or narrative writing.

Revising

Revise writing, including changing words, sentences, phrases, paragraphs, and ideas, to

address audience and purpose.

Use verbs in the active and passive voice and in the conditional and subjunctive mood to

achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty

or describing a state contrary to fact). (L.8.3)

Acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases; gather vocabulary knowledge when considering a word or phrase important to


Demonstrate command of Language standard 3 up to grade 8.

Reread work several times and revise writing for audience and purpose (e.g., first reading —

check for precise words and phrases; second reading—recognize and eliminate wordiness and

redundancy; third reading—check for relevance of evidence or descriptive details; fourth

reading - check for clarity and cohesion of ideas).

Editing


Demonstrate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling when writing. (L.7.1) (L.7.2)

Explain the function of verbals (gerunds, participle, and infinitives) in general and their

function in particular sentences. (L.8.1)

Form and use verbs in the active and passive voice. (L.8.1)

Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. (L.8.1)

Recognize and correct inappropriate shifts in verb voice and mood. (L.8.2)

Use punctuation (comma, ellipsis, dash) to indicate a pause or break. (L.8.2)

Use an ellipsis to indicate an omission. (L.8.2)

Spell correctly. (L.8.2)

Demonstrate command of Language standards 1 - 2 up to grade 8.

Cite sources according to required style/format.

Guidance, Support, and Strategies

Seek and consider feedback from a variety of sources (e.g., adults, peers, community

members, response/writing groups).

Critique work, independently and in groups, according to detailed scoring guide (e.g., checklist,

scoring guide).

Use multiple resources and strategies to improve writing (e.g., writing scoring guide/rubric,

checklist, notes, writing/style guide, electronic spelling and grammar check, analysis of

sentence structures, combining sentences, etc.).

2 Approaching

Standard



Given an organizational strategy relevant to audience and purpose, understand how to

generate and organize ideas prior to writing a draft (e.g., outline, narrative frame, t–chart for

comparing, research induction chart).

Understand and explain the purpose of revision, including changing words, sentences,

paragraphs, and ideas to address audience and purpose.

Explain revision strategies (e.g., MAP: move, add, prune; rereading own work for different

purposes).

Understand and explain the purpose of editing, including demonstrating command of standard

English language conventions.

Understand and explain grade level Language Standards.

Demonstrate command of previous grade level Language Standards.

Make corrections to writing when given editing feedback.

Understand and use detailed scoring guide to evaluate writing (e.g., evaluates sample writing

using scoring guide/rubric).

Identify and understand how to use resources and strategies to improve writing (e.g., peers,

adults, response groups, scoring guides, electronic tools, sentence analysis chart).

1 Not At

Standard



*Range of Writing





Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others.

Common Core Standard 6: Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas efficiently, as well as to interact and collaborate with others, including

linking to and citing sources. (W.8.6)

Technology Standard: Generate ideas and create original works for personal and group expression using a variety of

digital tools. (1.1.1)

Technology Standard: Communicate and collaborate to learn with others. (1.2.1)


4 Exceeds

Standard



Analyze and evaluate the effectiveness of choice and inclusion of sources for audience and

purpose (e.g., strengthening the credibility of an argument).

Evaluate the impact on an audience of providing links to sources, so that readers/viewers can

directly access and/or interact directly with sources for further information, learning, and/or

interactivity.

Analyze and evaluate the effectiveness and efficiency of interactivity features of text, including

hypertext, for audience and purpose (e.g., deepening background information, providing

additional information related to text, links to credible sources, video or audio clips, etc.).

Evaluate impact of interaction and collaboration with others for quality and effectiveness of

own writing.

Serve as webmaster or moderator of an online collaborative space (such as a wiki page or a

message board on Haiku), which efficiently links to related information and ideas.

Update individual or shared writing products to display information flexibly and dynamically in

response to peer feedback.

3 At Standard



Range of writing needed to achieve the standard (Level 3):* Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas efficiently, as well as to interact and collaborate with

others, including linking to and citing sources. (W.8.6)

Consistently use a word processing program (e.g. Microsoft Word) to compose and publish

writing for class that includes citations of sources.

Use hyperlinks within online writing (eg. Haiku wiki, website) to connect information and ideas.

Embed hyperlinks to present the relationships between information and ideas into

electronically-sent written work (e.g. in a Word document or Powerpoint presentation that is

emailed or submitted to an online dropbox)

Create a presentation program (e.g. Powerpoint, Prezi) that does not have to be viewed in a

linear format and allows users to jump to other slides or spots with related information and

ideas.

Use a collaborative online space (such as a wiki page on Haiku) to publish writing which links

to related information and ideas

Use a message board or similar online space (such as Haiku discussion boards, or the

“comments” feature at the bottom of Haiku pages and Haiku wiki pages) to interact and

collaborate with others.

Use audio and visual tools (such as Skype) to interact and collaborate with others

Publish writing or performances of writing via audio or video technology (e.g. podcasting, video


recording), that include citation of sources, and relationships between information and ideas

efficiently (e.g. through use of edited video that includes embedded charts, images, or other

features; or includes references to previous presentation/podcasts.)

Publish writing using interactivity features and embedded features to present relationships

between information and ideas efficiently (e.g., deepening background information, providing

additional information related to text, infographics, links to credible sources, video or audio

clips, embedded video or audio, etc.).

Create a school-sanctioned website using approved tools, which includes citation of sources

used and uses technology to effectively link within the site and to exterior sites to related

information and ideas

Contribute to an online collaborative space (such as a wiki page on Haiku), by including

effective and efficient links to related information and ideas

2 Approaching

Standard



Understand how to use a variety of digital tools to produce and publish writing and to interact

and collaborate with others (e.g., Microsoft Word, PowerPoint, Haiku wikis and discussion

boards, MyAccess!, Turnitin.com).

Understand that technology is used to publish writing online and offline (e.g. internet,

websites, PowerPoint, Prezi, Word)

Understand and demonstrate how to link to other information and display information flexibly

and dynamically (e.g., interactive graphics, hypertext links to images, text, charts, tables, video

or audio clips, etc.).

Understand conventions for and ways to cite others’ ideas and work in own text (e.g.,

parenthetical citations using MLA format, LWSD “Citing Works Guidelines”).

Understand what hyperlinks are and be able to follow them in an online resource.

Define and identify examples of: sources, works cited, citations, parenthetical citations, works

consulted, annotated bibliography, plagiarism.

Demonstrate basic LWSD technology skills (logging on, adding a printer, opening a program,

saving documents to multiple places)

Demonstrate proficiency in face-to-face interaction and collaboration with peers.

Understand conventions of courtesy and politeness when collaborating with peers face-to-face

and online.

Contribute to a school-sanctioned website using approved tools, which includes citation of

sources used and contains links within the site and exterior links to related information and

ideas

Contribute to an online collaborative space (such as a wiki page on Haiku), by including links

to related information and ideas

1 Not At

Standard



*Range of Writing




Technology Integration (Required) Students are explicitly taught and asked to incorporate the following technology standard when developing proficiency on the above

content standard.

Technology Standard: Generate ideas and create original works for personal and group expression using a variety

of digital tools. (1.1.1)



Eighth Grade Proficiency Scale | Technology

Technology Standard: Generate ideas and create original works for personal and group expression using a variety of

digital tools. (1.1.1)


4 Exceeds

Standard



Use digital tools innovatively, demonstrate solutions using digital tools in new and innovative

ways.

Enhance web pages, blogs and wikis by adding graphics, sound, music and videos.

Using a variety of tools such as gaming software (Scratch, Gamemaker, Sploder, etc.),

presentation software (PowerPoint, Glogster.edu, etc.) and animation software (Adobe

Premiere, Flash, etc.) create an interactive or narrative game, or interactive fiction.

Film or animate an original work, and publish it in an online format (videocasting or podcasting

format).

Use digital tools, either within the classroom LMS, or from other internet resources to create

presentation content (individually or in groups), in the form of video instruction, wikis,

augmented reality, games, or other formats.

Enrich projects with additional animation, hyperlinks, captions, and other enhancement tool

found as part of these content creation software applications.

Develop a mash up of multimedia content and publish in an online format (videocasting or

podcasting format).

3 At Standard



Generate ideas and create original works for personal and group expression using a variety of

digital tools.

Create products using a combination of graphics and sound.

Network with peers in an online collaborative environment to develop a mash up of multimedia

content.

Use tools provided within the classroom LMS as a collaboration tool to plan and implement

projects that express understanding in a variety of digital formats.

Use hyperlinks within a document or project to demonstrate thinking.

2 Approaching

Standard



Navigate and contribute to the classroom LMS (Haiku) discussions, dropbox, polls,

assessments.

Create and use discussion boards, blogs, other collaborative forums.

Add to a teacher organized wiki to share ideas and create a multimedia project.

Create audio and video files.

Create graphics.

Create hyperlinks.

1 Not At

Standard

With help, create products using a combination of text, images, sound, music and video. Generate creative solutions

and present ideas.





4 Exceeds

Standard



Debate a topic using online tools (e.g., Haiku discussion boards, wikis, etc.).

Assemble the ideas and information from a group discussion (e.g., Haiku) to develop a

multimedia representation (e.g. PowerPoint, Glogster, Prezi, etc.) that compiles the group’s

work.

Use video conferencing tools to work in whole class or small groups, to communicate with

experts or other classrooms, and to collaborate.

Create a virtual field trip, simulation, or first person game, to be used for direct instruction.

3 At Standard



Communicate and collaborate to learn with others.

Interact and collaborate with others using a variety of digital tools (e.g., PowerPoint,

MovieMaker, Word, etc.).

Communicate information and ideas effectively to multiple audiences using a variety of media

and formats.

Construct a multimedia product in a wiki, website, or other collaborative space (e.g., Haiku

wiki, Glogster.edu, etc.).

Create and conduct instruction for other classrooms/students using digital tools (wikis, blogs,

audio, video, games).

Instruct other students using audio/video from experts, the internet, or other classrooms.

2 Approaching

Standard



Create videos, presentations, or other digital products that apply understanding of a content to

share with others.

Use digital tools (wikis, blogs, audit, video, games) to create materials.

Use audio-visual tools for recording, editing, and producing work.

1 Not At

Standard


and present ideas.



Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

Common Core Standard 7: Conduct short research projects to answer a question (including a self-generated

question), drawing on several sources and generating additional related, focused questions that allow for multiple

avenues of exploration. (W.8.7)


4 Exceeds

Standard



Formulates multiple connections between guiding questions and essential questions.

Generates clearly stated guiding questions that indicate insight into essential question and

questions are refined to reflect changing ideas as evidence is gathered.

Synthesize research from multiple sources to answer self-generated guiding questions.

3 At Standard



Range of writing needed to achieve the standard (Level 3):* Conduct short research projects to answer a question (including a self-generated question),

drawing on several sources and generating additional related, focused questions that allow for

multiple avenues of exploration. (W.8.7)

Creates guiding questions for research that connect to an essential question, issue, concept,

etc.

Focuses inquiry to answer questions by developing research questions that explore important

perspectives about/aspects of the question, issue, concept, focus of study.

Uses research questions as an organizational strategy for gathering information in a focused

inquiry process.

Identifies and uses appropriate research materials to answer questions generated to guide

research.

Identifies appropriate evidence within research to answer guiding questions.

2 Approaching

Standard



Define: essential question, guiding question, inquiry.

Recognize relationship between guiding questions and focused research.

Uses research to answer provided questions guiding research.

Understand how to access visual, print, and digital resources, including search terms and

research databases (e.g., LWSD Useful Databases for Middle School Students).

1 Not At

Standard



*Range of Writing



http://www.lwsd.org/Students/6-12-Research-Homework/Pages/Jr-High-Research-Databases.aspx



Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and

accuracy of each source, and integrate the information while avoiding plagiarism.

Common Core Standard 8: Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of

others while avoiding plagiarism and following a standard format for citation. (W.8.8)

Technology Standard: Locate and organize information from a variety of sources and media. (1.3.2)

Assessing and Reporting Strand: Research to Build and Present Knowledge


4 Exceeds

Standard



Consider and discusses the reasons for using valid, reliable and credible sources (why it

matters) for a variety of audiences and purposes.

Analyze and evaluates what makes a source valid, reliable and/or credible for different

audiences and purposes.

Compare primary and secondary sources for validity, bias, reliability and credibility.

Consider what intellectual property means in terms of own work.

3 At Standard



Range of writing needed to achieve the standard (Level 3):* Gather relevant information from multiple print and digital sources, using search terms effectively;

assess the credibility and accuracy of each source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism and following a standard format for citation.

(W.8.8)

Choose and use credible, accurate, reliable sources.

Utilize strategies to keep track of own ideas and ideas of others, including effective note-taking

ideas, graphic organizer, use of Turnitin.com, etc.

Compose properly formatted citations and references to sources using MLA format.

Summarize or paraphrase an author’s work in own words.

Compose citations, “Works Cited” page, and/or “Works Consulted” page for papers and

presentations (e.g., URL slide, District Disclaimer) using MLA format.

2 Approaching

Standard



Define: bias, perspective, valid, validity, accurate, accuracy, reliable, reliability, credible,

credibility.

Explain the attributes of a credible, valid and reliable resource.

Define: works cited, citations, parenthetical citations, works consulted, plagiarism, and

intellectual property, fair use, and copyright.

Understand ways to take effective notes to avoid plagiarism, to develop ideas, and to cite

sources, including formats based on key questions, concepts, ideas, reasons, rhetorical

strategies, support/evidence, etc. (e.g., induction matrix, proposition/support format, etc.).

Understand conventions for and ways to cite others’ work in own text (e.g., parenthetical

citations using MLA format, LWSD Citing Works Guidelines).

Understand what a “Works Cited” or “Works Consulted” document includes, as well as

conventions for formatting it using MLA format.

Understand how to use online sites to develop annotated bibliographies, “Works Consulted”

pages, citations, etc. (e.g., KnightCite, EasyBib, etc.)

http://www.lwsd.org/Students/6-12-Research-Homework/Pages/Copyright-Fair-Use.aspxx

http://www.lwsd.org/Students/6-12-Research-Homework/Pages/Citing-Works-Guidelines.aspx


1 Not At

Standard



*Range of Writing



Technology Integration (Required)

Students are explicitly taught and asked to incorporate the following technology standard when developing proficiency on the above

content standard.


Technology Enrichment (Optional) Teachers could explicitly teach and incorporate the following technology standard when helping students develop proficiency on the above

content standard.

Technology Standard: Analyze, synthesize and ethically use information to develop a solution, make informed

decisions and report results. (1.3.3)





4 Exceeds

Standard



Create and maintain classroom wikis, blogs or websites to collect and share online resources

with other classes.

Develop and/or contribute to wikis, blogs, message boards, or websites beyond the confines of

the classroom (solve problems) to enrich learning on a macro-level.

Operational experience in employing higher functioning online reference management tools

(e.g.: Zotero, OttoBib, WizFolio, etc.).

Develop an online calendar to complete a project.

Select and evaluate the validity and reliability of online resources to select appropriate online

databases and digital resources for research.

3 At Standard



Locate and organize information from a variety of sources and media.

Experimental experience in operating higher functioning online reference management tools

(e.g.: Zotero, OttoBib, WizFolio).

Organize and embed sources and media using hyperlinks in a digital product (e.g., Word, wikis,

websites, PowerPoint, OneNote, etc.).

Use an online calendar to complete a project.

Organize online and digital resources, using bookmarking and/or file folders, to create a digital

project or solve a problem.

Assess and use appropriate online databases and digital resources for a research

investigation.

2 Approaching

Standard



Use digital organizer (e.g., OneNote, NoteStar).

Use bookmarking (e.g., Diigo).

Use an online storage resources.

Follow a teacher-created online project timeline.

Identify and select appropriate online databases and digital resources for a research

investigation.

Embed media and create hyperlinks.

1 Not At

Standard


and present ideas.



Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Common Core Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and

research. (W.8.9)


4 Exceeds

Standard



Synthesize analyses of text to determine how use of textual evidence strengthens analysis and

argument.

Evaluate inferences about a text, referencing knowledge from outside texts, such as an

author’s previous work, culture, and history.

Create a simile, metaphor, analogy or other comparison to express an insight, based on

evidence from the text.

Synthesize evidence gathered to purposefully support analysis, reflect or research.

3 At Standard



Range of writing needed to achieve the standard (Level 3):* Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction

draws on themes, patterns of events, or character types from myths, traditional stories, or

religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the

argument and specific claims in a text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). (W.8.9)

Make inferences and draws conclusions when reading text and support inferences with

sufficient, accurate, relevant text-based evidence.

Cite specific details or passages from text to confirm or defend analysis, conclusions,

generalizations, and inferences.

Make an observation or assertion about the text, based on analysis of text, and

support analysis with sufficient, accurate, relevant inferences and evidence.

Consider textual evidence to determine which textual evidence most strongly supports

analysis and inferences about text, depending upon purpose for analysis (e.g., most

important ideas and meaning, style analysis, etc.).

2 Approaching

Standard



Define: analysis, inference, prediction, conclusion, drawing an inference or conclusion,

generalization, evidence, details, concrete details, layered details, paraphrase, summary.

Recognize that inferences, conclusions, and analysis must be reasonable and text-based.

Recognize that evidence for analysis comes from text details and that relevant text details

must be used to support inferences, predictions, and conclusions.

Recognize that text analysis includes: what happens in the text; what is said in the text,

including ideas explicitly stated and those the reader infers; how the writer expresses and

emphasizes ideas, using techniques such as word choice, literary devices, sentence structure;

how each part of the analysis relates to the overall meaning of the text.

Recognize how to use correct MLA format to cite details and passages from text.


1 Not At

Standard



*Range of Writing




Eighth Grade Standards| Language - Conventions

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

Language Common Core Standard 1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking. (L.8.1)

Students advancing through the grades are expected to meet each year’s grade-specific standards (see * below) and retain or

further develop skills and understandings mastered in preceding grades.

Grammar and Usage Standards Grades K 1 2 3 4 5 6 7 8 9&10 11&12

Print many upper- and lower-case letters. *

Print all upper- and lower-case letters. *

No

un

s

Use frequently occurring nouns. *

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). *

Use singular, plural, common, proper, and possessive nouns. *

Use collective nouns. *

Form and use frequently occurring irregular plural nouns. *

Form and use regular and irregular plural nouns. *

Use abstract nouns (e.g., childhood). *

Pro

no

un

s

Use personal possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). *

Use reflexive pronouns. *

Use relative pronouns (who, whose, whom, which, that). *

Ensure that pronouns are in the proper case (subjective, objective, and possessive). *

Use intensive pronouns (e.g., myself, ourselves). *

Recognize and correct inappropriate shifts in pronoun number and person. *

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). *

Ve

rbs

Use frequently occurring verbs. *

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home;

Tomorrow I will walk home). *

Form and use past tense of frequently occurring irregular verbs (e.g., sat, hid, told). *

Form and use regular and irregular verbs. *

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. *

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. *

Use modal auxiliaries (e.g., can, may, must) to convey various conditions. *

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. *

Use verb tense to convey various times, sequences, states, and conditions. *

Recognize and correct inappropriate shifts in verb tense. *

Form and use verbs in the active and passive voice. *

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. *

Recognize and correct inappropriate shifts in verb voice and mood. *

Ad

jecti

ve

s

Use frequently occurring adjectives. *

Use adjectives, and choose adjectives and adverbs depending on what is to be modified. *


Form and use comparative and superlative adjectives, and choose between them depending on what is to be

modified. *

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red

small bag). *

Ad

ve

rbs

Use adverbs, and choose between adjectives and adverbs depending on what is to be modified. *

Form and use comparative and superlative adverbs, and choose between them depending on what is to be

modified. *

Use relative adverbs (where, when, why). *

Co

nju

ncti

on

s Use frequently occurring conjunctions (e.g., and, but, or, so, because). *

Use coordinating and subordinating conjunctions. *

Use correlative conjunctions (e.g., either/or, neither/nor). *

Pre

po

sit

ion

s

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). *

Use frequently occurring prepositions (e.g., during, beyond, toward). *

De

ter

min

ers

Use determiners (e.g., articles, demonstratives). *

Gra

mm

ar

an

d U

sa

ge

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). *

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). *

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in

particular sentences. *

Ensure subject-verb and pronoun-antecedent agreement. *

Correctly use frequently confused words (e.g., to, too, two; there, their). *

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular

sentences. *

Recognize variations from standard English in their own and others’ writing and speaking, and identify and use

strategies to improve expression in conventional language. *

Explain the function of phrases and clauses in general and their function in specific sentences. *

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular

sentences. *

Use parallel structure. *

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes

contested. *

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of

English Usage, Garner’s Modern American Usage) as needed. *

Se

nte

nce

s;

Ph

rase

s;

Cla

use

s

Produce and expand complete sentences in shared language activities. *

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory

sentences in response to prompts. *

Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie;

The little boy watched the movie; The action movie was watched by the little boy). *

Produce simple, compound, and complex sentences. *

Form and use prepositional phrases. *

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. *

Choose among simple, compound, complex, and compound-complex sentences to signal different relationships

among ideas. *

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. *

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses

(independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to

writing or presentations. *


Eighth Grade Standards| Language - Conventions

Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.

Language Common Core Standard 2: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Capitalization, Punctuation, and Spelling Standards Grades K 1 2 3 4 5 6 7 8 9&10 11&12

Ca

pit

aliza

tio

n

Capitalize the first word in a sentence and the pronoun I. *

Recognize and name end punctuation. *

Capitalize dates and names of people. *

Capitalize holidays, product names, and geographic names. *

Capitalize appropriate words in titles. *

Use correct capitalization. *

Pu

nctu

ati

on

Recognize and name end punctuation. *

Use end punctuation for sentences. *

Use commas in dates and to separate single words in a series. *

Use commas in greetings and closings of letters. *

Use an apostrophe to form contractions and frequently occurring possessives. *

Use commas in addresses. *

Use commas and quotation marks in dialogue. *

Form and use possessives. *

Use commas and quotation marks to mark direct speech and quotations from a text. *

Use a comma before a coordinating conjunction in a compound sentence. *

Use punctuation to separate items in a series. *

Use a comma to separate an introductory element from the rest of the sentence. *

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the

rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). *

Use underlining, quotation marks, or italics to indicate titles of works. *

Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. *

Use punctuation (comma, ellipsis, dash) to indicate a pause or break. *

Use an ellipsis to indicate an omission. *

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not

He wore an old[,] green shirt). *

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent

clauses. *

Use a colon to introduce a list or quotation. *

Observe hyphenation conventions. *

Sp

ellin

g

Write a letter or letters for most consonant and short-vowel sounds (phonemes). *

Spell simple words phonetically, drawing on knowledge of sound-letter relationships. *

Use conventional spelling for words with common spelling patterns and for frequently occurring

irregular words. *

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. *

Generalize learned spelling patterns when writing words (e.g., cage – badge; boy – boil). *

Consult reference materials, including beginning dictionaries, as needed to check and correct

spellings. *

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base

words (e.g., sitting, smiled, cries, happiness). *

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable

patterns, ending rules, meaningful word parts) in writing words. *

Consult reference materials, including beginning dictionaries, as needed to check and correct

spellings. *

Spell grade-level appropriate words correctly, consulting references as needed. * *

Spell correctly. * * * * *


Eighth Grade Proficiency Scale | Language - Vocabulary

Knowledge of Language

Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Common Core Standard 3: Use knowledge of language and its conventions when writing, speaking, reading, or

listening.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve

particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state

contrary to fact). (L.8.3)

Vocabulary Acquisition and Use

Anchor Standard 4: Determine or clarify the meaning of unknown and multiple meaning words and phrases by

using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials,

as appropriate.

Common Core Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

(e.g., precede, recede, secede).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its

part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary). (L.8.4)

Anchor Standard 5: Demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

Common Core Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.

a. Interpret figures of speech (e.g., verbal irony, puns) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand

each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,

bullheaded, willful, firm, persistent, resolute). (L.8.5)

Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level;

demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to

comprehension or expression.

Common Core Standard 5: Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to




Technology Standard: Analyze, synthesize and ethically use information to develop a solution, make informed

decisions and report results. (1.3.3)


4 Exceeds

Standard



Collaboratively develop a wiki project or webpage using a variety of digital resources

(imbedded video, footage, photographs, etc.) and original content.

Analyze and compare copyright law, fair use, and creative commons licensing to synthesize

information to develop an opinion regarding creator rights.

Evaluate digital censorship from a corporate, governmental, and global perspective.

Select sources and information most appropriate for a particular purpose of audience.

3 At Standard



Analyze, synthesize and ethically use information to develop a solution, make informed decisions

and report results.

Assess and use appropriate online databases and digital resources for a research

investigation.

Develop a wiki project or webpage using a variety of digital resources (imbedded video,

footage, photographs, etc.) and original content.

Produce a podcast using a combination of digital resources (video clips, footage, still

photographs, etc.) and original recordings of sound and/or video.

Explain and apply understanding to adhere to copyright law, and/or exercise fair use, to honor

original works, and use appropriate citations to credit work.

Assign creative commons licensing to created content.

2 Approaching

Standard



Identify and select appropriate online databases and digital resources.

Know how copyright law protects an author’s original work.

Contribute to a wiki.

Use video programs.

Upload files.

Create a bibliography.

Use a citation creation tool (e.g. Knightcite).

1 Not At

Standard


and present ideas.

eighth grade proficiency scale | writing · 08/12/2013 · curriculum, assessment and instruction...

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