words and appreciate an choices of author’s words and images. To be successful with this standard, students are expected to analyze relationships common to analogy construction, including: type or example cinnamon: spice; – characteristics glass: breakable; – association bow: arrow; – operator car: driver; – degree pleased: ecstatic; – mathematical three: six; – number louse: lice; – synonyms and antonyms hot: cold; – purpose chair: sit; – cause/effect sun: burn; – sequence day: week; – characteristic snow: cold; – product tree: lumber; and – degree warm: hot. – consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine/clarify meaning. recognize that synonyms may have connotations, e.g., and elderly mature; and and describe the impact on text. youthful juvenile
words and appreciate an author’s choices of words and images. To be successful with this standard, students are expected to analyze relationships common to analogy construction, including: type or example – cinnamon: spice; characteristics – glass: breakable; association – bow: arrow; operator – car: driver; degree – pleased: ecstatic; mathematical – three: six; number – louse: lice; synonyms and antonyms – hot: cold; purpose – chair: sit; cause/effect – sun: burn; sequence – day: week; characteristic – snow: cold; product – tree: lumber; and degree – warm: hot. consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine/clarify meaning. recognize that synonyms may have connotations, e.g., elderly and mature; youthful and juvenile and describe the impact on text.
PWCS%20Final%20Curriculum%20Framework%20Grade%208%20Rev.%203-2014.docx