8th Grade ELA Targeted Standards (L) Language Strand Cluster: Conventions of Standard English
ELA-08.L.01 Within the context of authentic English writing and speaking ...
Introduce:
a. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifier
b. Recognize and correct vague pronouns (i.e. ones with unclear or ambiguous antecedents).
Practice:
c. Ensure pronoun-antecedent agreement.
d. Recognize variations from Standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
e. Explain the function of phrases and clauses in general and their function in specifics sentences.
f. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
g. Recognize and correct inappropriate shifts in verb tense.
h. Ensure that pronouns are in the proper case (subjective, objective, possessive).
i. Recognize and correct inappropriate shifts in pronoun number and person.
j. Resolve issues of complex or contested usage, consulting reliable references as needed.
Demonstrate proficiency in:
k. Rearrange complete simple and compound sentences of a variety of lengths.
l. Use and describe verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
m. Form and use verbs in the active and passive voice.
n. Order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).
o. Explain the function of an adverb
p. Explain the function of coordinating conjunction.
q. Use coordinating and subordinating conjunctions.
Student Learning Targets for Grade 8 ELA:
Knowledge Targets
I can recognize and correct vague pronouns (i.e. ones with unclear or ambiguous antecedents).
I can recognize and identify variations from Standard English in their own and others’ writing and speaking.
I can explain the function of phrases and clauses in general and their function in specifics sentences.
I can choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
I can recognize and correct inappropriate shifts in verb tense.
I can recognize and correct inappropriate shifts in pronoun number and person.
I can describe verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
I can explain the function of an adverb.
I can explain the function of coordinating conjunction.
Reasoning Targets
I can explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
I can ensure pronoun-antecedent agreement.
I can ensure that pronouns are in the proper case (subjective, objective, possessive).
I can order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).
Skills (Performance) Targets
I can place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifier.
I can use strategies to improve expression in conventional language.
I can form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
I can resolve issues of complex or contested usage, consulting reliable references as needed.
I can use verbs in the active and passive voice
I can use verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
I can recognize and correct inappropriate shifts in verb voice and mood.
I can use coordinating and subordinating conjunctions.
Product Targets
I can produce a writing product in which verbals increase the power of my writing.
I can rearrange complete simple and compound sentences of a variety of lengths.
Proficiency Scale for Grade 8 ELA:
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
In his/her writing, the student can use verbals, effective voice, and consistent mood with stylistic flair to enhance meaning of work.
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student can
· draw conclusions about the purposeful use of verb tenses and forms, skillful use of voice, and contextual meaning of language.
· explain how verbals affect or enhance the meaning of a passage.
· use verbals in his/her writing to increase power of writing.
· form and use verbs in active and passive voice.
· recognize and correct inappropriate shifts and/or use in verb voice (passive/active) and mood.
· form and use verbs in indicative, imperative, interrogative, conditional, and subjunctive mood.
-
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
The student can
· recognize verbals
· identify gerunds, participles, infinitives
· define verbals, gerunds, participles, infinitives, active voice, passive voice, indicative, imperative, interrogative, conditional, and subjunctive mood
· identify sentences as active or passive
· identify verbs in indicative, imperative, interrogative, conditional, and subjunctive mood
· attempts to use verbals, active/passive voice, and various mood structures within writing, but with limitedsuccess.
-
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
