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I can cite strong textual evidence. DOK 1, 2, 3 8.RL.1
I can make inferences. DOK 2, 3 8.RL.1
I can determine/analyze theme and its development. DOK 2, 3 8.RL.2
I can explain the relationship to the characters, setting and plot. DOK 2 8.RL.2
I can write an objective summary. DOK 2 8.RL.2
I can analyze particular lines of dialogue and incidents and how it moves the action forward. DOK 3 8.RL.3
I can analyze how the text develops the character and provokes their decision. DOK 3 8.RL.3
I can analyze the impact of specific word choice (meaning and tone). DOK 3 8.RL.4
I can identify figurative and connotative meanings of: personification, simile, metaphor, hyperbole, onomatopoeia, allusions, and analogies. DOK 1, 2 8.RL.4
I can explain how different structures affect the meaning and style of two or more types of text by comparing and contrasting. DOK 3, 4 8.RL.5
I can explain/analyze the similarities and differences of characters’ points of views and how they create suspense or humor. DOK 3, 4 8.RL.6
I can evaluate and compare the written work to its visual production. DOK 4 8.RL.7
I can evaluate the choices made by the director and actors. DOK 4 8.RL.7
I can explain/analyze how a modern piece is affected by or draws from myths, traditional stories, or religious works. DOK 3, 4 8.RL.9
I can cite strong textual evidence. DOK 1, 2, 3 8.RI.1
I can make inferences. DOK 2 8.RI.1
I can determine the central idea and its development. DOK 2 8.RI.2
I can explain/analyze the relationship to the supporting ideas. DOK 3, 4 8.RI.2
I can write an objective summary. DOK 2 8.RI.2
I can explain/analyze how people, ideas, and situations are connected in a text. DOK 2, 3 8.RI.3
I can define figurative language in a text. DOK 1 8.RI.4
I can define connotative meaning in a text. DOK 1 8.RI.4
I can define technical vocabulary in a text. DOK 1 8.RI.4
I can explain/analyze the impact of word choice on meaning or tone. DOK 2, 3 8.RI.4
I can explain/analyze in detail how an author uses the structure in a paragraph to develop concepts. DOK 2, 3 8.RI.5
I can determine the author’s point of view in a text. DOK 2 8.RI.6
I can explain/analyze how an author responds to others’ points of view. DOK 3 8.RI.6
I can explain/evaluate the advantages and disadvantages of using different mediums. DOK 3, 4 8.RI.7
I can define delineate. (1) DOK 1 8.RI.8
I can determine/prove if the support is relevant and sufficient.(3,4) DOK 3, 4 8.RI.8
I can recognize irrelevant evidence.(2) DOK 2 8.RI.8
I can analyze two or more texts with conflicting information on the same topic. DOK 3, 4 8.RI.9
I can identify/analyze where the texts disagree. DOK 3, 4 8.RI.9
I can write an argumentative paper. DOK 4 8.W.1
I can create a strong claim. DOK 4 8.W.1a
I can define “claims” and “argument”. DOK 1 8.W.1a
I can organize evidence to support a claim. DOK 2 8.W.1a
I can include relevant evidence for and against an argument. DOK 3 8.W.1b
I can use credible sources. DOK 1 8.W.1b
I can write with transitions to clarify relationships. DOK 2 8.W.1c
I can define “cohesion”. DOK 1 8.W.1c
I can use a formal style. DOK 1 8.W.1d
I can write e a concluding statement. DOK 3 8.W.1e
I can write an informative/explanatory paper. DOK 4 8.W.2
I can introduce a topic that previews the content. DOK 3 8.W.2a
I can use multiple strategies to organize information. DOK 3 8.W.2a
I can use charts, pictures, headings, etc. to organize. DOK 1 8.W.2a
I can support the topic with facts, details, quotes and examples. DOK 3 8.W.2b
I can write with transitions. DOK 2 8.W.2c
I can use descriptive vocabulary. DOK 1 8.W.2d
I can use a formal style. DOK 2 8.W.2e
I can write a concluding statement. DOK 3 8.W.2f
I can write a narrative paper. DOK 4 8.W.3
I can develop a narrator and/or characters. DOK 3 8.W.3a
I can develop a point of view. DOK 3 8.W.3a
I can develop a plot. DOK 3 8.W.3a
I can include dialogue in my writing. DOK 2 8.W.3b
I can use transitions to show relationships. DOK 2 8.W.3c
I can use descriptive vocabulary and sensory language. DOK 2 8.W.3d
I can write a conclusion. DOK 3 8.W.3e
I can develop grade-level appropriate writing. DOK 4 8.W.4
I can identify eighth grade appropriate writing. DOK 3 8.W.4
I can use revision and editing strategies. DOK 2 8.W.5
I can revise for a specific purpose and audience. DOK 3 8.W.5
I can use feedback from teachers and/or peers to revise my writing. DOK 4 8.W.5
I can use technology to publish writing. DOK 2 8.W.6
I can show relationships between information and ideas. DOK 2 8.W.6
I can use technology to collaborate. DOK 2 8.W.6
I can conduct a research project. DOK 4 8.W.7
I can use several sources to answer a question. DOK 2 8.W.7
I can generate focused questions for research. DOK 3 8.W.7
I can gather relevant information. DOK 4 8.W.8
I can find information from print sources and digital sources. DOK 1 8.W.8
I can use search terms. DOK 1 8.W.8
I can decide if a source is credible. DOK 3 8.W.8
I can paraphrase information. DOK 2 8.W.8
I can define the terms “credible” and “plagiarism” as it applies to information. DOK 2 8.W.8
I can paraphrase information and data. DOK 1 8.W.8
I can include quotes. DOK 1 8.W.8
I can cite sources. DOK 1 8.W.8
I can produce a bibliography. DOK 1 8.W.8
I can use pieces from literary texts and informational texts to support my writing. (3,4) DOK 3, 4 8.W.9
I can participate in one-on-one, group and teacher-led discussions. DOK 1 8.SL.1
I can prepare for and follow rules for a discussion. DOK 1 8.SL.1a
I can prepare for and follow rules for a discussion. DOK 1 8.SL.1b
I can ask and respond to questions that connect the ideas of my group. DOK 3 8.SL.1c
I can summarize the group’s discussions and understand others’ perspectives. DOK 2 8.SL.1d
I can explain/analyze the use and purpose of multiple forms of media. DOK 3, 4 8.SL.2
I can evaluate why information was presented in a specific format. DOK 4 8.SL.2
I can define delineate. DOK 1 8.SL.3
I can evaluate the soundness, relevance, and sufficiency of evidence in a spoken argument. DOK 3 8.SL.3
I can identify irrelevant evidence is introduced. DOK 2 8.SL.3
I can present claims logically when speaking. DOK 2 8.SL.4
I can define salient points. DOK 1 8.SL.4
I can use relevant descriptions, facts, and details with reasoning. DOK 3 8.SL.4
I can use appropriate eye contact, volume and pronunciation. DOK 2 8.SL.4
I can use visual and multimedia components in a presentation to strengthen claims. DOK 3 8.SL.5
I can identify when to use formal language in a classroom setting. DOK 1 8.SL.6
I can demonstrate proper usage of the eight parts of speech in writing and speaking. DOK 2 8.L.1
I can explain the function of verbals. DOK 1 8.L.1a
I can use verbs in: active voice and passive voice. DOK 2 8.L.1b
I can use verbs in: indicative mood, interrogative mood, conditional mood, and subjunctive mood. DOK 2 8.L.1c
I can recognize and correct inappropriate shifts in verb voice and mood. DOK 2 8.L.1d
I can use capitalization correctly. DOK 1 8.L.2
I can use punctuation to indicate a pause or break. DOK 1 8.L.2
I can use ellipsis to indicate an omission. DOK 1 8.L.2
I can spell correctly. DOK 1 8.L.2
I can use proper conventions when writing, speaking, reading, or listening. DOK 1 8.L.3
I can use verbs in multiple forms to achieve an effect. DOK 3 8.L.3
I can use context clues to determine the meaning of a word. DOK 2 8.L.4
I can use and analyze Greek or Latin roots to determine the meaning of a word. DOK 2 8.L.4
I can use print or electronic reference materials. DOK 1 8.L.4
I can interpret and use figurative language: similes, metaphors, personification, idioms, alliteration, onomatopoeia, and allusions. DOK 1, 2 8.L.5
I can find relationships between words to better understand them. DOK 2 8.L.5
I can identify and use eighth grade appropriate vocabulary. DOK 1, 2 8.L.6
Common Core Standards (What this means in computer class)
Balanced Literacy How our instructional practices will support the implementation of Common Core.
TEKS : Write multiple brief responses to teacher-provided, open-ended questions to make connections within and across genres (e.g., literary-literary,
Common Core Standards Reading literature Reading informational texts Writing Speaking and Listening Language/Grammar.
Common Core State Standards (CCSS) Nevada Joint Union High School District Nevada Union High School September 23, 2013 Louise Johnson, Ed.D. Superintendent.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.RL.1.
SPANISH HIGH SCHOOL SPANISH II
Embedded Assessment UNPACKING
Foreign language and English as a Second Language: Getting to the Common Core of Communication. Are we there yet? Marisol Marcin
Michigan Common Core Standards
Middle School Debate 101.
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PENNSYLVANIA COMMON CORE STANDARDS 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined.
Empowering Student Participation Lisa Sabella Karen Kondrick Allyson Bird Ripley Central School District.
SUPPORTING THE TRANSITION TO THE ENGLISH LANGUAGE ARTS CORE ACADEMIC STANDARDS Missouri Department of Elementary and Secondary Education October, 2012.
Keeping KUD’s Concise What do your students need to KNOW, UNDERSTAND and DO to master unit content?
PSSA Reading Test.
Unit 1 Learning Objectives Experience a science lesson that integrates CA CCSS speaking/listening, writing and reading with science content Identify Literacy.
State Testing Updates. 5 th and 8 th Grade Writing Assessments Will be given sometime in April Will be passage-based Will involve two tests per grade.
1 Summer 2012 Educator Effectiveness Academies English Language Arts Transitioning to the CCSS by Making Strategic and Informed Choices in the Classroom.
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