CA Keystone 2013 Grade 8 C - final - Pearson...

A Correlation of

Keystone Level C, ©2013

To the

California English Language Development Standards

for Grade 8

A Correlation of Pearson Longman Keystone, Level C ©2013 to the

California English Language Development Standards Grade 8

2 SE = Student Edition TE = Teacher’s Edition

Introduction

This document demonstrates how Pearson Longman Keystone, Level C ©2013 supports the California English Language Development Standards. Correlation references are to the Student Edition and Teacher’s Edition and are cited by page number. Lessons in the annotated Teacher’s Edition contain facsimile Student Edition pages.

Pearson Longman Keystone is a Grades 6-12 eight-level flexible program designed for English learners and struggling readers whose academic achievement is two or more years below grade level. Through explicit, intensive, and focused instruction that accelerates students' language acquisition, reading comprehension, vocabulary, and oral and written communication skills, students will quickly begin achieving academic success and be better prepared to transition to mainstream coursework across the curriculum.

Pearson Longman Keystone blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest literature. In addition, this series incorporates the focused and purposeful instructional principles of Understanding by Design, which allow students to demonstrate their understanding and mastery of skills through multiple formal and informal assessment opportunities. Through this process, students will be equipped with the key transferable academic skills necessary for lifelong success.

Program Highlights

Six thematic units per level are organized around a Big Question Critical academic vocabulary and key words are explicitly taught before each reading Connected learning opportunities allow students to demonstrate their mastery of the

skills covered Well-organized instructional support provides a clearly defined roadmap of

instruction




Table of Contents

Part I: Interacting in Meaningful Ways .................................................................. 4 Part II: Learning About How English Works ......................................................... 17 Part III: Using Foundational Literacy Skills.......................................................... 25




California ELD Standards for Grade 8


Grade 8 Section 1: Goal, Critical Principles, and Overview

Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language is a complex, dynamic, and social resource for making meaning, as well as how content is organized in different text types and across disciplines using text structure, language features, and vocabulary depending on purpose and audience. They are aware that different languages and variations of English exist, and they recognize their home languages and cultures as resources to value in their own right and to draw upon in order to build proficiency in English. English learners contribute actively to class and group discussions, asking questions, responding appropriately, and providing useful feedback. They demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia. They develop proficiency in shifting language use based on task, purpose, audience, and text type. Critical Principles for Developing Language and Cognition in Academic Contexts: While advancing along the continuum of English language development levels, English learners at all levels engage in intellectually challenging literacy, disciplinary, and disciplinary literacy tasks. They use language in meaningful and relevant ways appropriate to grade level, content area, topic, purpose, audience, and text type in English language arts, mathematics, science, social studies, and the arts. Specifically, they use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive), and they apply knowledge of language to academic tasks via three cross-mode language processes (structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas) using various linguistic resources. Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics CCSS: SL.8.1, 6; L.8.3, 6 Emerging 1. Exchanging information/ideas Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.

SE/TE: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439

Expanding 1. Exchanging information/ideas Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

SE/TE: Listening Skill: listen carefully to other peoples’ ideas, 59, listen politely even if you disagree, 103, 167, summarize and decide if you agree or disagree, 241, give speaker time to express ideas clearly, 365, think about how ideas compare to your own, 411, check for reliable information, 447






Bridging 1. Exchanging information/ideas Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.

SE/TE: Listening and Speaking Workshop (evaluate): team presentation, 67, how–to demonstration, 221, TV news show, 293, oral report, 447; also see: Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, take notes, 213, 425, 447, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia CCSS: W.8.6; WHST.8.6; SL.8.2; L.8.3,6 Emerging 2. Interacting via written English Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.

SE/TE: Grammar: Practice & Apply, 16, 30, 31, 46, 60, 61, 90, 91, 104, 105, 122, 123, 136, 137, 168, 169, 182, 183, 200, 214, 215, 242, 243, 258, 259, 272, 273, 286, 287, 316, 317, 334, 335, 352, 353, 366, 367, 394, 395, 412, 413, 426, 427, 440, 441

Expanding 2. Interacting via written English Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.

SE/TE: Writing: personal letter, 124, letter to the editor, 368; also see: Literary response and evaluation: writing journal entries, 89, 351

Bridging 2. Interacting via written English Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.

SE/TE: Expository writing: instructions, 170, critique, 184, magazine article, 244, problem and solution, 288; also see: Writing Workshop: expository essay, 222–226, 294–298, persuasive speech, 374–378






3. Offering and supporting opinions and negotiating with others in communicative exchanges CCSS: W.8.1; WHST.8.1; SL.8.1, 4, 6; L.8.3, 6 Emerging 3. Supporting opinions and persuading others Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or to ask for clarification) using learned phrases (e.g., I think . . . Would you please repeat that?) and open responses.

SE/TE: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439

Expanding 3. Supporting opinions and persuading others Negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using learned phrases (I agree with X, but . . .) and open responses.


Bridging 3. Supporting opinions and persuading others Negotiate with or persuade others in conversations using an appropriate register (e.g., to acknowledge new information and justify views) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and that’s a good point. I still think Y, though, because . . .) and open responses.







4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) CCSS: W.8.4-5; WHST.8.4-5; SL.8.6; L.8.1, 3, 6 Emerging 4. Adapting language choices Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).

SE/TE: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439; Strengthen Your Social language, 67, 143, 221, 293, 385, 447

Expanding 4. Adapting language choices Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.

SE/TE: Listening and Speaking Workshop, 66–67, 142–143, 220–221, 292–293, 372–373, 446–447; also see: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439;

Bridging 4. Adapting language choices Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, and audience.

SE/TE: Media Literacy and Projects, 65, 141, 219, 291, 371, 445; also see: Listening and Speaking Workshop, 66–67, 142–143, 220–221, 292–293, 372–373, 446–447; Link the Readings: Discussion, 64, 140, 218, 290, 370, 444






B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts CCSS: SL.8.1, 3, 6; L.8.1, 3, 6 Emerging 5. Listening actively Demonstrate active listening in oral presentation activities by asking and answering basic questions with prompting and substantial support.

SE/TE: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439

Expanding 5. Listening actively Demonstrate active listening in oral presentation activities by asking and answering detailed questions with occasional prompting and moderate support.


Bridging 5. Listening actively Demonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support.







6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language CCSS: RL.8.1-7, 9-10; RI.8.1-10; RH.8.1-10; RST.8.1-10; SL.8.2; L.8.1, 3, 6 Emerging 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia with substantial support. b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on). c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar topics.

SE/TE: Word Study, 7, 23, 37, 53, 81, 97, 111, 129, 157, 175, 189, 207, 235, 249, 265, 279, 307, 323, 341, 359, 387, 401, 419, 433; Comprehension, 14, 28, 44, 58, 88, 102, 120, 134, 166, 180, 198, 212, 240, 256, 270, 284, 314, 332, 350, 364, 392, 410, 424, 438; Reading Strategies: recognize sequence, 23, identify problems and solutions, 97, recognize cause and effect, 129, compare and contrast, 175, analyze text structure, 265, 387, draw inferences, 323, identify main idea and details, 359 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels. For examples, see the following pages: 24, 98, and 130.

Expanding 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia with moderate support. b) Express inferences and conclusions drawn based on close reading grade-appropriate texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to). c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar and new topics.

SE/TE: Key words, 21, 51, 79, 127, 173, 205, 233, 277, 305, 357, 417, 431; Word Study, 7, 23, 37, 53, 81, 97, 111, 129, 157, 175, 189, 207, 235, 249, 265, 279, 307, 323, 341, 359, 387, 401, 419, 433; Reading Strategies: recognize sequence, 23, identify problems and solutions, 97, recognize cause and effect, 129, compare and contrast, 175, analyze text structure, 265, 387, draw inferences, 323, identify main idea and details, 359






Bridging 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia with light support. b) Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences). c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.

SE/TE: Academic words, 6, 22, 36, 52, 80, 96, 110, 128, 156, 174, 188, 206, 234, 248, 264, 278, 306, 322, 340, 358, 386, 400, 418, 432; Word Study, 7, 23, 37, 53, 81, 97, 111, 129, 157, 175, 189, 207, 235, 249, 265, 279, 307, 323, 341, 359, 387, 401, 419, 433; Media Literacy and Projects, 65, 141, 219, 291, 371, 445; Reading Strategies: recognize sequence, 23, identify problems and solutions, 97, recognize cause and effect, 129, compare and contrast, 175, analyze text structure, 265, 387, draw inferences, 323, identify main idea and details, 359






7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area CCSS: RL.8.4-5; RI.8.4, 6, 8; RH.8.4-6, 8; RST.8.4-6, 8; SL.8.3; L.8.3, 5-6 Emerging 7. Evaluating language choices Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) when provided with substantial support.

SE/TE: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439; Advertisement: include facts and details, 318; Review: provide reasons for your opinion, 336, 337; Persuasive Paragraph: conclude by restating, 354, include reasons others might disagree, 355; Persuasive Speech: explain why others might disagree, 375

Expanding 7. Evaluating language choices Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) when provided with moderate support.

SE/TE: Listening and Speaking Workshop (evaluate): team presentation, 67, personal narrative, 143, how–to demonstration, 221, TV news show, 293, radio commercial, 373, oral report, 447; Advertisement: include facts and details, 318; Review: provide reasons for your opinion, 336, 337; Persuasive Paragraph: conclude by restating, 354, include reasons others might disagree, 355; Persuasive Speech: explain why others might disagree, 375

Bridging 7. Evaluating language choices Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) when provided with light support.

SE/TE: Link the Readings: Discussion, 64, 140, 218, 290, 370, 444; Listening and Speaking Workshop (evaluate): team presentation, 67, personal narrative, 143, how–to demonstration, 221, TV news show, 293, radio commercial, 373, oral report, 447; Advertisement: include facts and details, 318; Review: provide reasons for your opinion, 336, 337; Persuasive Paragraph: conclude by restating, 354, include reasons others might disagree, 355; Persuasive Speech: explain why others might disagree, 375






8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area CCSS: RL.8.4-5; RI.8.4-5; RH.8.4-5; RST.8.4-5; SL.8.3; L.8.3, 5-6 Emerging 8. Analyzing language choices Explain how phrasing or different common words with similar meanings (e.g., choosing to use the word persistent versus the term hard worker) produce different effects on the audience.

SE/TE: Word Study: Homophones, 249 Also see the SIOP in Practice (Sheltered Instruction Observation Protocol) instruction found in the teacher’s edition below the Word Study lesson on page 249.

Expanding 8. Analyzing language choices Explain how phrasing or different words with similar meanings (e.g., describing a character as stubborn versus persistent) or figurative language (e.g., Let me throw some light onto the topic.) produce shades of meaning and different effects on the audience.

SE/TE: Word Study: Homophones, 249 Also see the SIOP in Practice (Sheltered Instruction Observation Protocol) instruction found in the teacher’s edition below the Word Study lesson on page 249.

Bridging 8. Analyzing language choices Explain how phrasing or different words with similar meanings (e.g., cunning versus smart, stammer versus say) or figurative language (e.g., Let me throw some light onto the topic.) produce shades of meaning, nuances, and different effects on the audience.

SE/TE: Word Study: Homophones, 249; also see: Literary terms: irony, 155, symbol, 263, personification, 399 Also see the SIOP in Practice (Sheltered Instruction Observation Protocol) instruction found in the teacher’s edition below the Word Study lesson on page 249.






C. Productive 9. Expressing information and ideas in formal oral presentations on academic topics CCSS: SL.8.4-6; L.8.1, 3 Emerging 9. Presenting Plan and deliver brief informative oral presentations on concrete topics.

SE/TE: In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438; also see: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439

Expanding 9. Presenting Plan and deliver longer oral presentations on a variety of topics using details and evidence to support ideas.

SE/TE: Listening and Speaking Workshop: team presentation, 66–67, personal narrative, 142–143, how–to demonstration, 220–221, TV news show, 292–293, radio commercial, 372–373, oral report, 446–447

Bridging 9. Presenting Plan and deliver longer oral presentations on a variety of concrete and abstract topics using reasoning and evidence to support ideas and using a growing understanding of register.

SE/TE: Media Literacy and Projects, 65, 141, 219, 291, 371, 445; also see: Listening and Speaking Workshop: team presentation, 66–67, personal narrative, 142–143, how–to demonstration, 220–221, TV news show, 292–293, radio commercial, 372–373, oral report, 446–447






10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology CCSS: W.8.1-10; WHST.8.1-2,4-10; L.8.1-6 Emerging 10. Writing a) Write short literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently. b) Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Literary response and evaluation: writing new endings, 15, 121, 333, creating timelines, 28, analyzing text, 45, summarizing, 88, 180, 240, 284, 314, 364, 424, 438, writing journal entries, 89, 351, comparing your experiences to text, 103, writing from another point of view, 106, writing dialogue, 167, 257, researching current events, 181, researching legends, 199, writing poetry, 271, 393, writing myths, 411

Expanding 10. Writing a) Write longer literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization. b) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Writing assignments, 18–19, 32–33, 48–49, 62–63, 92–93, 106–107, 124–125, 138–139, 170–171, 184–185, 202–203, 216–217, 244–245, 260–261, 288–289, 318–319, 336–337, 354–355, 368–369, 396–397, 414–415, 428–429, 442–443; Summarizing, 88, 180, 240, 284, 314, 364, 424, 438

Bridging 10. Writing a) Write longer and more detailed literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register. b) Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Writing Workshop: descriptive essay, 68–72, fictional narrative, 144–148, expository essay, 222–226, 294–298, persuasive speech, 374–378, research report, 448–453; Media Literacy and Projects, 65, 141, 219, 291, 371, 445;






11. Supporting own opinions and evaluating others’ opinions in speaking and writing CCSS: W.8.1, 8-9; WHST.8.1, 8-9; L.8.1-3, 6 Emerging 11. Justifying/arguing a) Justify opinions by providing some textual evidence or relevant background knowledge with substantial support. b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

SE/TE: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439

Expanding 11. Justifying/arguing a) Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge with moderate support. b) Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).

SE/TE: Link the Readings: Discussion, 64, 140, 218, 290, 370, 444; Listening and Speaking Workshop: radio commercial, 372–373; also see: Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439

Bridging 11. Justifying/arguing a) Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge with light support. b) Express attitude and opinions or temper statements with nuanced modal expressions (e.g., potentially/certainly/absolutely, should/might).

SE/TE: Persuasive writing: advertisement, 318, review, 336, persuasive paragraph, 354, letter to the editor, 368, speech, 374–378; Listening and Speaking Workshop: radio commercial, 372–373






12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas CCSS: W.8.4-5; WHST.8.4-5; SL.8.4, 6; L.8.1, 3, 5-6 Emerging 12. Selecting language resources a) Use a select number of general academic words (e.g., specific, contrast) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing. b) Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X. He walked to school.).

SE/TE: Key words, 21, 51, 79, 127, 173, 205, 233, 277, 305, 357, 417, 431; also see: Word Study: Prefixes im–, over–, un–, after–, 97, Suffixes –er, –or, 175

Expanding 12. Selecting language resources a) Use a growing set of academic words (e.g., specific, contrast, significant, function), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing. b) Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes walking to school. That’s impossible.).

SE/TE: Literary terms, 5, 35, 95, 109, 155, 187, 247, 263, 321, 339, 385, 399; also see: Word Study: Prefixes im–, over–, un–, after–, 97, Suffixes –er, –or, 175

Bridging 12. Selecting language resources a) Use an expanded set of general academic words (e.g., specific, contrast, significant, function, adequate, analysis), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing. b) Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing destroy -> destruction, probably -> probability, reluctant -> reluctantly).

SE/TE: Academic words, 6, 22, 36, 52, 80, 96, 110, 128, 156, 174, 188, 206, 234, 248, 264, 278, 306, 322, 340, 358, 386, 400, 418, 432; also see: Word Study: Prefixes im–, over–, un–, after–, 97, Suffixes –er, –or, 175






Part II: Learning About How English Works A. Structuring Cohesive Texts 1. Understanding text structure CCSS: RL.8.5; RI.8.5; RH.8.5; RST.8.5; W.8.1-5, 10; WHST.8.1-2, 4-5, 10; SL.8.4 Emerging 1. Understanding text structure Apply understanding of how different text types are organized to express ideas (e.g., how narratives are organized sequentially) to comprehending texts and to writing brief arguments, informative/ explanatory texts and narratives.

SE/TE: Genre: novel excerpt, 8–12, 38–43, 158–165, science text, 24–27, 208–211, 420–423, social studies text, 54–57, 82–86, 130–133, 176– 179, 236–239, 280–283, 308–313, 360–363, song, 87, personal narrative, 98–100, poetry, 101, 266–269, 390, 391, interview, 112–113, novel, 114–119, legend, 190–197, short story, 250–255, 324–331, play excerpt, 342–349, letter, 388–389, myth, 402–409

Expanding 1. Understanding text structure Apply understanding of the organizational features of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing increasingly clear and coherent arguments, informative/explanatory texts and narratives.

SE/TE: Comprehension (informational text): Analyze, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438; Comprehend & Analyze (fiction, poetry, drama), 14, 44, 102, 166, 198, 256, 270, 332, 350, 392, 410

Bridging 1. Understanding text structure Apply understanding of the organizational structure of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.

SE/TE: Link the Readings: Critical Thinking, 64, 140, 218, 290, 370, 444






2. Understanding cohesion CCSS: RI.8.5; RH.8.5; RST.8.5; W.8.1-5,10; WHST.8.1-2, 4-5, 10; L.8.1, 3-6 Emerging 2. Understanding cohesion a) Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending and writing brief texts. b) Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending and writing brief texts.

SE/TE: Antecedent/pronoun agreement, 214; Subject/object relative pronouns, 242–243; also see: Personal letter: tell what happened in chronological order, 125; Fictional narrative: use transitions, 145; Instructions: use sequence words, 170, 171; Compare and contrast: use transitions, 202, 203; Expository Essay: linking words, 223; Magazine Article: combine sentences with adjective clauses, 245; Problem and Solution: use sequence words, 289; Expository Essay: using transitions, 295; Advertisement: include facts and details, 318; Review: provide reasons for your opinion, 336, 337; Persuasive Paragraph: conclude by restating, 354, include reasons others might disagree, 355; Persuasive Speech: explain why others might disagree, 375

Expanding 2. Understanding cohesion a) Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text, how using synonyms helps avoid repetition) to comprehending and writing texts with increasing cohesion. b) Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, as a result, on the other hand) to comprehending and writing texts with increasing cohesion.

SE/TE: Synonyms, 189; Antecedent/pronoun agreement, 214; Subject/object relative pronouns, 242–243; also see: Personal letter: tell what happened in chronological order, 125; Fictional narrative: use transitions, 145; Instructions: use sequence words, 170, 171; Compare and contrast: use transitions, 202, 203; Expository Essay: linking words, 223; Magazine Article: combine sentences with adjective clauses, 245; Problem and Solution: use sequence words, 289; Expository Essay: using transitions, 295; Advertisement: include facts and details, 318; Review: provide reasons for your opinion, 336, 337; Persuasive Paragraph: conclude by restating, 354, include reasons others might disagree, 355; Persuasive Speech: explain why others might disagree, 375






Bridging 2. Understanding cohesion a) Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts. b) Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending and writing texts with increasing cohesion.

SE/TE: Synonyms, 189; Antecedent/pronoun agreement, 214; Subject/object relative pronouns, 242–243; also see: Personal letter: tell what happened in chronological order, 125; Fictional narrative: use transitions, 145; Instructions: use sequence words, 170, 171; Compare and contrast: use transitions, 202, 203; Expository Essay: linking words, 223; Magazine Article: combine sentences with adjective clauses, 245; Problem and Solution: use sequence words, 289; Expository Essay: using transitions, 295; Advertisement: include facts and details, 318; Review: provide reasons for your opinion, 336, 337; Persuasive Paragraph: conclude by restating, 354, include reasons others might disagree, 355; Persuasive Speech: explain why others might disagree, 375






B. Expanding and Enriching Ideas 3. Using verbs and verb phrases CCSS: W.8.5; WHST.8.5; SL.8.6; L.8.1, 3-6 Emerging 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future) and aspects (e.g., simple, progressive) appropriate for the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.

SE/TE: Verbs: simple past tense, 30–31, present and past progressive tense, 91

Expanding 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future) and aspects (e.g., simple, progressive, perfect) appropriate for the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on an increasing variety of topics.

SE/TE: Verbs: simple past tense, 30–31, present and past progressive tense, 91, passive voice 136–137, present perfect tense, 352, present perfect progressive tense, 353, present perfect with for and since, 366, past perfect, 367

Bridging 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future), aspects (e.g., simple, progressive, perfect), voices (active and passive), and moods (e.g., declarative, interrogative, subjunctive) appropriate for the task, text type, and discipline (e.g., the passive voice in simple past to describe the methods of a scientific experiment) on a variety of topics.

SE/TE: Verbs: simple past tense, 30–31, present and past progressive tense, 91, passive voice 136–137, present perfect tense, 352, present perfect progressive tense, 353, present perfect with for and since, 366, past perfect, 367 Also see the Accelerate Language Development instruction found in the teacher’s edition below the Grammar lessons. For examples, see the following pages: 30, 136 and 352.






4. Using nouns and noun phrases CCSS: W.8.5; WHST.8.5; SL.8.6; L.8.1, 3-6 Emerging 4. Using nouns and noun phrases Expand noun phrases in basic ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.

SE/TE: Order of adjectives, 60; Adjectives, 258

Expanding 4. Using nouns and noun phrases Expand noun phrases in a growing number of ways (e.g., adding prepositional or adjective phrases) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.

SE/TE: Order of adjectives, 60; Adjectives, 258; also see: Prepositions, 90

Bridging 4. Using nouns and noun phrases Expand noun phrases in an increasing variety of ways (e.g., embedding relative or complement clauses) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.

SE/TE: Order of adjectives, 60; Adjectival clauses, 242–243; Adjectives, 258; also see: Prepositions, 90 Also see the Accelerate Language Development instruction found in the teacher’s edition below the Grammar lessons. For examples, see the following pages: 60, 242 and 258.






5. Modifying to add details CCSS: W.8.4-5; WHST.8.4-5; SL.8.6; L.8.1, 3-6 Emerging 5. Modifying to add details Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar activity or process.

SE/TE: Comparison structures: adverbs, 47; Adverbial phrases, 259; also see: Prepositions, 90

Expanding 5. Modifying to add details Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process.

SE/TE: Comparison structures: adverbs, 47; Adverbial phrases, 259; also see: Prepositions, 90

Bridging 5. Modifying to add details Expand sentences with increasingly complex adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.

SE/TE: Comparison structures: adverbs, 47; Adverbial phrases, 259; also see: Prepositions, 90 Also see the Accelerate Language Development instruction found in the teacher’s edition below the Grammar lessons. For examples, see the following pages: 46 and 258.






C. Connecting and Condensing Ideas 6. Connecting ideas CCSS: W.8.1-5; WHST.8.1-2, 4-5; SL.8.4, 6; L.8.1, 3-6 Emerging 6. Connecting ideas Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so; creating complex sentences using because).

SE/TE: Sentences: simple and compound, 122–123, questions, 169, complex, 182–183

Expanding 6. Connecting ideas Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday to study for Monday’s exam.) or to make a concession (e.g., She studied all night even though she wasn’t feeling well.).

SE/TE: Sentences: simple and compound, 122–123, questions, 169, complex, 182–183

Bridging 6. Connecting ideas Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences, and compound-complex sentences) to make connections between and join ideas, for example, to show the relationship between multiple events or ideas (e.g., After eating lunch, the students worked in groups while their teacher walked around the room.) or to evaluate an argument (e.g., The author claims X, although there is a lack of evidence to support this claim.).

SE/TE: Sentences: simple and compound, 122–123, questions, 169, complex, 182–183 Also see the Accelerate Language Development instruction found in the teacher’s edition below the Grammar lessons. For examples, see the following pages: 122, 168 and 182.






7. Condensing ideas CCSS: W.8.1-5; WHST.8.1-2, 4-5; SL.8.4, 6; L.8.1, 3-6 Emerging 7. Condensing ideas Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. This is a story about a girl who changed the world.) to create precise and detailed sentences.

SE/TE: Clauses, 242–243, 272–273, 440–441; also see: Compound adjectives, 61; Prepositions, 90; Sentences: simple and compound, 122–123, complex, 182–183

Expanding 7. Condensing ideas Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They’re made without chemical fertilizers. They’re made without chemical insecticides. Organic vegetables are foods that are made without chemical fertilizers or insecticides.) to create precise and detailed sentences.

SE/TE: Clauses, 242–243, 272–273, 440–441; also see: Compound adjectives, 61; Prepositions, 90; Sentences: simple and compound, 122–123, complex, 182–183

Bridging 7. Condensing ideas Condense ideas in a variety of ways (e.g., through various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rainforest. Lots of animals died. The destruction of the rainforest led to the death of many animals.) to create precise and detailed sentences.

SE/TE: Clauses, 242–243, 272–273, 440–441; also see: Compound adjectives, 61; Prepositions, 90; Sentences: simple and compound, 122–123, complex, 182–183 Also see the Accelerate Language Development instruction found in the teacher’s edition below the Grammar lessons. For examples, see the following pages: 242, 272 and 440.






Part III: Using Foundational Literacy Skills Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts Part III: Using Foundational Literacy Skills CCSS: RF.K-1.1-4; RF.2-5.3-4 (as appropriate) Foundational Literacy Skills: Literacy in an Alphabetic Writing System Print concepts Phonological awareness Phonics & word recognition Fluency

SE/TE: Word Study, 7, 23, 37, 53, 81, 97, 111, 129, 157, 175, 189, 207, 235, 249, 265, 279, 307, 323, 341, 359, 387, 401, 419, 433; Fluency, 29, 49, 59, 89, 135, 140, 181, 213, 218, 241, 290, 315, 355, 365, 370, 425, 439, 444; also see: Reading Strategies: preview, 53, skim, 81, use visuals, 235, analyze text structure, 265, 387

CA Keystone 2013 Grade 8 C - final - Pearson...

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