of a text Provide an objective summary of the text Provide an objective summary of the Provide an objective summary of text the text Evidence of Student Vocabulary Knowledge & ELD Performance Common Core Instructional Achievement Level Descriptors Attainment Skills Outcomes (WIDA) Essential Elements determine Students use writing Students know or Entering/Beginning EERL.8.2. Provide a Level IV Students will: and/or speaking to: are able to: (Reading/Listening) summary of a familiar Provide a summary of a text. EERL.8.2. theme With guidance and text. Ex. Given a story, identify how the feelings of two or more characters relate to the objectively summarize a qualities of an support, students are theme of the text. central idea text including an objective able to create a simple Ex. Complete a partially filled in graphic organizer by providing elements from the summary analysis of the summary in L1 or L2. story that relate to the central idea that is already provided. text development of a central (Writing/Speaking) themes or central idea or theme over the With guidance and Level III Students will: analyze ideas are course of a text, support, students are EERL.8.2. Provide a summary of a familiar text. development developed over including its relationship able to produce Ex. Given a familiar story, identify the essential elements (e.g., characters, settings, the course of a to the characters, setting, extended responses to and events) and combine those elements into a summary (e.g., Using Mark Twain’s characters text and plot. summarize in L1 or L2. The Adventures of Huckleberry Finn Huck is boy. Huck says no. Huck misbehaves. – Huck lives in a house. Huck can run fast.). setting texts use Developing/Expanding Ex. Use a graphic organizer to record the essential elements of a story and then use the particular details (Reading/Listening) completed organizer while telling a summary of the story. plot including Students are able to Ex. Use writing strategy software that coaches the student to record the essential relationship to orally indicate the elements of a story and then generate a written summary.
of a text Provide an objective summary of the text Provide an objective summary of the text Provide an objective summary of the text Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: objectively summarize a text including an analysis of the development of a central idea or theme over the course of a text, including its relationship to the characters, setting, and plot. determine theme central idea text analyze development characters setting plot Students know or are able to: qualities of an objective summary themes or central ideas are developed over the course of a text texts use particular details including relationship to Entering/Beginning (Reading/Listening) With guidance and support, students are able to create a simple summary in L1 or L2. (Writing/Speaking) With guidance and support, students are able to produce extended responses to summarize in L1 or L2. Developing/Expanding (Reading/Listening) Students are able to orally indicate the EERL.8.2. Provide a summary of a familiar text. Level IV Students will: EERL.8.2. Provide a summary of a text. Ex. Given a story, identify how the feelings of two or more characters relate to the theme of the text. Ex. Complete a partially filled in graphic organizer by providing elements from the story that relate to the central idea that is already provided. Level III Students will: EERL.8.2. Provide a summary of a familiar text. Ex. Given a familiar story, identify the essential elements (e.g., characters, settings, and events) and combine those elements into a summary (e.g., Using Mark Twain’s The Adventures of Huckleberry Finn – Huck is boy. Huck says no. Huck misbehaves. Huck lives in a house. Huck can run fast.). Ex. Use a graphic organizer to record the essential elements of a story and then use the completed organizer while telling a summary of the story. Ex. Use writing strategy software that coaches the student to record the essential elements of a story and then generate a written summary.
8th-ELA-Pacing-Guide-Version-4.docx