Utah State Core
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Utah State Core: English
Seventh Grade
eighth grade
Reading Vocab:
Reading Vocab:
• •
prefixes, suffixes literal and shades of meanings
• •
define through context clues commonly confused words (hear, here; a lot, allot; board, bored)
Informational Reading Comprehension: •
• •
text features (external – headings, subheadings, pictures, captions, graphs, charts; internal – chronological, sequence, description) retell, paraphrase, summarize main idea and supports
Literary Reading Comprehension
Informational Reading Comprehension: •
• •
•
• • •
figurative language (metaphors, similes, etc.)
•
•
main ideas and emotions in poetry
•
•
text features (external – headings, subheadings, pictures, captions, graphs, charts; internal – chronological, sequence, description) infer meaning distinguish fact vs. fiction
Literary Reading Comprehension
plot structure (exposition, rising action, climax, falling action, resolution) characters traits (revealed by author’s: thoughts, words, speech patters, actions) topic versus theme in literature descriptive details and imagery that create the setting
•
1
• prefixes, suffixes • extend definitions through understanding connotaion • define through context clues • commonly confused words (hear, here; a lot, allot; board, bored)
• • •
incidents important for moving the plot and making prediction (flashback, foreshadowing) characters traits (revealed by: what other characters think, say, and do) identify theme in the literature define and describe settings in literature (place, time, customs) compare types of figurative language (simile, metaphor, and symbolism) distinguish between free verse and rhyme September 24, 2009
Beginning Writing • •
retell significant events in sequence summarize
• •
•
text to self connections
•
• •
determine audience and purpose clear, coherent, chronological events with reflection
• •
•
sensory details
•
Drafting (autobiographical)
Revision and Editing
2
Beginning Writing organize events and ideas in order of importance focus written facts of events around a clearly stated, unifying idea text to self connections
Drafting (biographical) convey a unifying them or idea order events effectively and experiment with flashback or foreshadowing narrative details (dialogue, description, imagery, symbolism)
Revision and Editing
• •
unifying idea/topic clear beginning, middle, and end with transitions
• •
• • • • • • • • •
appropriate tone and voice appropriate word choice varied sentence beginnings and length correct grade level spelling commas in a series subject-‐verb agreement correct of possessives capitals at beginning of sentences and proper nouns correct end punctuation on simple and compound sentences
• • • • • • • • •
specific and relevant details that support the idea an intro, body, and conclusion with controlling idea, topic sentence, and supporting details appropriate voice and tone words appropriate to audience varied sentence structure correct grade level spelling use of quotations and commas in dialogue verb tenses relative pronouns correct agreement of pronouns and antecedents capitalization of titles of books, poems, etc. and class courses
September 24, 2009
Inquiry •
purpose for research
•
•
formulate text-‐supported, open-‐ended questions (literal, interpretive, inferential, evaluative) choose info that best supports the inquiry and it’s purpose distinguish between reliable and unreliable sources of info distinguish primary vs. secondary sources
•
gather relevant info to answer questions
•
•
•
•
discriminate info from irrelevant and opinion, and relevant and fact paraphrasing and summarizing versus plagiarizing
• • • •
appropriate format gather info for the idea or concept report info with summarizing info appropriate citation
• • • •
to demonstrate understanding from more than 1 source and paraphrasing and quoting appropriate citation
•
•
•
purpose of communication (respond to writing, obtain a result, convey ideas or info, seek validation) appropriately asking questions (turn taking, staying on topic, projecting adequately) contribute constructively in classroom setting
• •
• •
for small group learning activities (acquire info, present ideas, clarify understanding) identify and assume responsibility for specific group tasks (with relevant questions) respond appropriately to group members’ questions and contributions present group reports
Written Reporting
Oral Communication •
3
Inquiry
Written Reporting
Oral Communication • •
September 24, 2009
eighth grade Reading Vocab: • prefixes, suffixes • literal and shades of meanings • extend definitions through understanding connotaion • define through context clues • commonly confused words (hear, here; a lot, allot; board, bored) Informational Reading Comprehension: • text features (external – headings, subheadings, pictures, captions, graphs, charts; internal – chronological, sequence, description) • infer meaning • distinguish fact vs. fiction Literary Reading Comprehension • incidents important for moving the plot and making prediction (flashback, foreshadowing) • characters traits (revealed by: what other characters think, say, and do) • identify theme in the literature • define and describe settings in literature (place, time, customs) • compare types of figurative language (simile, metaphor, and symbolism) • distinguish between free verse and rhyme Beginning Writing • organize events and ideas in order of importance • focus written facts of events around a clearly stated, unifying idea • text to self connections Drafting (biographical) • convey a unifying them or idea • order events effectively and experiment with flashback or foreshadowing • narrative details (dialogue, description, imagery, symbolism)
4
September 24, 2009
Revision and Editing • specific and relevant details that support the idea • an intro, body, and conclusion with controlling idea, topic sentence, and supporting details • appropriate voice and tone • words appropriate to audience • varied sentence structure • correct grade level spelling • use of quotations and commas in dialogue • verb tenses • relative pronouns • correct agreement of pronouns and antecedents • capitalization of titles of books, poems, etc. and class courses Inquiry • formulate text-‐supported, open-‐ended questions (literal, interpretive, inferential, evaluative) • choose info that best supports the inquiry and it’s purpose • distinguish between reliable and unreliable sources of info • distinguish primary vs. secondary sources Written Reporting • to demonstrate understanding • from more than 1 source • and paraphrasing and quoting • appropriate citation Oral Communication • for small group learning activities (acquire info, present ideas, clarify understanding) • identify and assume responsibility for specific group tasks (with relevant questions) • respond appropriately to group members’ questions and contributions • present group reports 5
September 24, 2009
Seventh Grade
eighth grade
Reading Vocab:
Reading Vocab:
• •
prefixes, suffixes literal and shades of meanings
• •
define through context clues commonly confused words (hear, here; a lot, allot; board, bored)
Informational Reading Comprehension: •
• •
text features (external – headings, subheadings, pictures, captions, graphs, charts; internal – chronological, sequence, description) retell, paraphrase, summarize main idea and supports
Literary Reading Comprehension
Informational Reading Comprehension: •
• •
•
• • •
figurative language (metaphors, similes, etc.)
•
•
main ideas and emotions in poetry
•
•
text features (external – headings, subheadings, pictures, captions, graphs, charts; internal – chronological, sequence, description) infer meaning distinguish fact vs. fiction
Literary Reading Comprehension
plot structure (exposition, rising action, climax, falling action, resolution) characters traits (revealed by author’s: thoughts, words, speech patters, actions) topic versus theme in literature descriptive details and imagery that create the setting
•
1
• prefixes, suffixes • extend definitions through understanding connotaion • define through context clues • commonly confused words (hear, here; a lot, allot; board, bored)
• • •
incidents important for moving the plot and making prediction (flashback, foreshadowing) characters traits (revealed by: what other characters think, say, and do) identify theme in the literature define and describe settings in literature (place, time, customs) compare types of figurative language (simile, metaphor, and symbolism) distinguish between free verse and rhyme September 24, 2009
Beginning Writing • •
retell significant events in sequence summarize
• •
•
text to self connections
•
• •
determine audience and purpose clear, coherent, chronological events with reflection
• •
•
sensory details
•
Drafting (autobiographical)
Revision and Editing
2
Beginning Writing organize events and ideas in order of importance focus written facts of events around a clearly stated, unifying idea text to self connections
Drafting (biographical) convey a unifying them or idea order events effectively and experiment with flashback or foreshadowing narrative details (dialogue, description, imagery, symbolism)
Revision and Editing
• •
unifying idea/topic clear beginning, middle, and end with transitions
• •
• • • • • • • • •
appropriate tone and voice appropriate word choice varied sentence beginnings and length correct grade level spelling commas in a series subject-‐verb agreement correct of possessives capitals at beginning of sentences and proper nouns correct end punctuation on simple and compound sentences
• • • • • • • • •
specific and relevant details that support the idea an intro, body, and conclusion with controlling idea, topic sentence, and supporting details appropriate voice and tone words appropriate to audience varied sentence structure correct grade level spelling use of quotations and commas in dialogue verb tenses relative pronouns correct agreement of pronouns and antecedents capitalization of titles of books, poems, etc. and class courses
September 24, 2009
Inquiry •
purpose for research
•
•
formulate text-‐supported, open-‐ended questions (literal, interpretive, inferential, evaluative) choose info that best supports the inquiry and it’s purpose distinguish between reliable and unreliable sources of info distinguish primary vs. secondary sources
•
gather relevant info to answer questions
•
•
•
•
discriminate info from irrelevant and opinion, and relevant and fact paraphrasing and summarizing versus plagiarizing
• • • •
appropriate format gather info for the idea or concept report info with summarizing info appropriate citation
• • • •
to demonstrate understanding from more than 1 source and paraphrasing and quoting appropriate citation
•
•
•
purpose of communication (respond to writing, obtain a result, convey ideas or info, seek validation) appropriately asking questions (turn taking, staying on topic, projecting adequately) contribute constructively in classroom setting
• •
• •
for small group learning activities (acquire info, present ideas, clarify understanding) identify and assume responsibility for specific group tasks (with relevant questions) respond appropriately to group members’ questions and contributions present group reports
Written Reporting
Oral Communication •
3
Inquiry
Written Reporting
Oral Communication • •
September 24, 2009
eighth grade Reading Vocab: • prefixes, suffixes • literal and shades of meanings • extend definitions through understanding connotaion • define through context clues • commonly confused words (hear, here; a lot, allot; board, bored) Informational Reading Comprehension: • text features (external – headings, subheadings, pictures, captions, graphs, charts; internal – chronological, sequence, description) • infer meaning • distinguish fact vs. fiction Literary Reading Comprehension • incidents important for moving the plot and making prediction (flashback, foreshadowing) • characters traits (revealed by: what other characters think, say, and do) • identify theme in the literature • define and describe settings in literature (place, time, customs) • compare types of figurative language (simile, metaphor, and symbolism) • distinguish between free verse and rhyme Beginning Writing • organize events and ideas in order of importance • focus written facts of events around a clearly stated, unifying idea • text to self connections Drafting (biographical) • convey a unifying them or idea • order events effectively and experiment with flashback or foreshadowing • narrative details (dialogue, description, imagery, symbolism)
4
September 24, 2009
Revision and Editing • specific and relevant details that support the idea • an intro, body, and conclusion with controlling idea, topic sentence, and supporting details • appropriate voice and tone • words appropriate to audience • varied sentence structure • correct grade level spelling • use of quotations and commas in dialogue • verb tenses • relative pronouns • correct agreement of pronouns and antecedents • capitalization of titles of books, poems, etc. and class courses Inquiry • formulate text-‐supported, open-‐ended questions (literal, interpretive, inferential, evaluative) • choose info that best supports the inquiry and it’s purpose • distinguish between reliable and unreliable sources of info • distinguish primary vs. secondary sources Written Reporting • to demonstrate understanding • from more than 1 source • and paraphrasing and quoting • appropriate citation Oral Communication • for small group learning activities (acquire info, present ideas, clarify understanding) • identify and assume responsibility for specific group tasks (with relevant questions) • respond appropriately to group members’ questions and contributions • present group reports 5
September 24, 2009
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