and phrases to gluttonous) Ex. After writing a simple sentence, an adult shows the student where an adjective convey specific (Writing/Speaking) could be inserted and the student selects the word to insert. meanings, ideas, and Students are able to Ex. During a shared writing activity, the teacher writes a sentence leaving a blank relationships for use words with where an adjective could be inserted and the student selects an adjective to insert. specific audiences, varying denotations tasks, and purposes. appropriately in grade Level I Students will: level writing and EEL.8.5.a. Respond to a common idiom used by a peer. speech. Ex. Smile when a peer or teacher says, to indicate a positive reaction. “We’re cool” EEL.8.5.b. Demonstrate understanding of single-syllable words that comprise compound words. Ex. Identify a picture or other symbolic representation of a bird or house. Ex. Demonstrate understanding of such words as (walkway), (runway), and walk run (handstand) using actions and gestures. hand With support to identify descriptive words. EEL.8.5.c. Ex. Asked, color is this respond “What ball?,” “red.” Ex. would you describe the girl in the story? Tall or answers Asked, “How short?,” consistent with story. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) 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
and phrases to convey specific meanings, ideas, and relationships for specific audiences, tasks, and purposes. gluttonous) (Writing/Speaking) Students are able to use words with varying denotations appropriately in grade level writing and speech. Ex. After writing a simple sentence, an adult shows the student where an adjective could be inserted and the student selects the word to insert. Ex. During a shared writing activity, the teacher writes a sentence leaving a blank where an adjective could be inserted and the student selects an adjective to insert. Level I Students will: EEL.8.5.a. Respond to a common idiom used by a peer. Ex. Smile when a peer or teacher says, “We’re cool” to indicate a positive reaction. EEL.8.5.b. Demonstrate understanding of single-syllable words that comprise compound words. Ex. Identify a picture or other symbolic representation of a bird or house. Ex. Demonstrate understanding of such words as walk (walkway), run (runway), and hand (handstand) using actions and gestures. EEL.8.5.c. With support to identify descriptive words. Ex. Asked, “What color is this ball?,” respond “red.” Ex. Asked, “How would you describe the girl in the story? Tall or short?,” answers consistent with story. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) 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
8th-ELA-Pacing-Guide-Version-4.docx