Part 1 Standards Map for Program 2 Basic ELA/ELD ...sbdasset.evo-text.com/ebook/public/documents... · of the CA ELD Standards that were adopted by the SBE November 2012. It provides

© California Department of Education – SBE Approved CA Common Core State Standards Map – Program 2, Grade Eight Page 1 of 18

Revised: 02/02/2015

Publisher: The College Board Program 2: CA CCSS for ELA

Program Title: SpringBoard English Language Arts and English Language Development

Components: Abbreviation

SpringBoard English Language Arts Student Edition, Grade 8 ELA SE

SpringBoard English Language Arts Teacher Edition, Grade 8 ELA TE

SpringBoard English Language Development Student Edition, Grade 8 ELD SE

SpringBoard English Language Development Teacher Edition, Grade 8 ELD TE

SpringBoard Writing Workshop with Grammar Activities Student Edition, Grade 8 WWGA SE

SpringBoard Writing Workshop with Grammar Activities Teacher Edition, Grade 8 WWGA TE

SpringBoard Close Reading Workshop Student Edition, Grade 8 CRW SE

SpringBoard Close Reading Workshop Teacher Edition, Grade 8 CRW TE

SpringBoard Digital Teacher Resources SBD TR

SpringBoard Digital Assessment SBD A

Part 1 – Standards Map for Program 2 Basic ELA/ELD, Kindergarten Through Grade Eight Grade Eight – California Common Core State Standards for English Language Arts Standards

This basic grade-level program provides the comprehensive curriculum in English language arts for kindergarten through grade eight with integration of the CA ELD Standards that were adopted by the SBE November 2012. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA and the corresponding CA ELD Standards, and includes materials necessary for designated English language development instruction. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.

Standard Standard Language Publisher Citations

Meets Standard Reviewer Comments,

Citations, and Questions Y N

LITERATURE

Key Ideas and Details

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELA SE: Unit 1: 1.7 (p. 31); Unit 2: 2.4 (pp. 119-121); Unit 3: 3.11 (pp. 206-213)

ELA TE: Unit 1: 1.3 (p. 9); Unit 3: 3.10 (202)

ELD SE: Unit 1: Part One: 1.4 (p. 9);

Publisher: Program 2: CA CCSS for ELA Program Title: Components:


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Unit 2: Part One: 1.4 (p. 56), Part Two: 2.4 (p. 69)

ELD TE: Unit 1: Part One: 1.4 (p. 12); Unit 2: Part One: 1.4 (p. 84), Part Two: 2.4 (p. 106)

CRW SE: Workshop 3: Act. 1 (pp. 42–43), Act. 4 (p. 52)

CRW TE: Workshop 3: Act. 1 (p. 40)

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

ELA SE: Unit 2: 2.2 (pp. 110–118); Unit 3: 3.5 (pp. 186–189), 3.10 (pp. 201-205)

ELA TE: Unit 3: 3.10 (202)

ELD SE: Unit 1: Part Three: 3.4 (p 34); Unit 2: Part Two: 2.4 (p. 69), Part Three: 3.4 (p. 81)

CRW SE: Workshop 3: Act. 1 (p. 41)

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

ELA SE: Unit 1: 1.6 (pp. 28–29), 1.9 (p. 54); Unit 2: 2.3 (pp. 115–118); Unit 4: 4.7 (pp. 282–287)

ELA TE: Unit 4: 4.7 (pp. 283–284)

ELD TE: Unit 1: Part Two: 2.4 (p. 34); Unit 4: Part Three: 3.4 (p. 272)

Craft and Structure

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4–6 for

ELA SE: Unit 2: 2.5 (pp. 122–123); Unit 4: 4.8 (pp. 289–295); Graphic Organizer (p. 393)

ELA TE: To the Teacher (pp. xi–xii); Unit 1: 1.5 (p. 18); Unit 4: 4.8 (p. 292)



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additional expectations.) CA

ELD TE: Unit 1: Part Three: 3.4 (p. 56), Part Two: 2.2 (pp. 28–29), 2.5 (pp. 36–39); Unit 2: Part One: 1.4 (p. 84)

CRW SE: Workshop 3: Act. 3 (p. 48); Workshop 4: Act. 1 (p. 53)

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

ELA SE: Unit 1: 1.12 (pp. 62–68); Unit 3: 3.4 (pp. 181–185), 3.12 (pp. 214–216)

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

ELA SE: Unit 2: 2.5 (pp. 122–123); Unit 4: 4.8 (pp. 289–295), 4.15 (pp. 324–325), EA 2 (pp. 341–342)

ELD TE: Unit 1: Part Two: 2.4 (p. 34); Unit 4: Part Two: 2.4 (p. 250)

Integration of Knowledge and Ideas

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

ELA SE: Unit 4: 4.19 (pp. 337–339), EA 2 (pp. 341–342)

RL.8.8 (Not applicable to literature)

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.


ELD TE: Unit 1: Part Two: 2.4 (p. 34)

Range of Reading and Level of Text Complexity

RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

ELA SE: To the Student (p. xii); Unit 1: 1.1 (p. 4), 1.10 (p. 59); Resources (pp, 344–352; 410)

ELD TE: Resources (p. 347)

INFORMATIONAL TEXT



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Key Ideas and Details

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELA SE: Unit 3: 3.4 (pp. 181–185), 3.15 (pp. 223–227); 3.16 (pp. 229–231)

ELA TE: Unit 1: 1.14 (p. 76)

ELD TE: Unit 3: Part Two: 2.4 (p. 178); Unit 4: Part One: 1.4 (p. 228)

CRW SE: Workshop 1: Act. 1 (pp. 4–8)

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

ELA SE: Unit 1: 1.13 (pp. 71–73); Unit 4: 4.2 (pp. 251–259)

ELA TE: Unit 4: 4.2 (p. 252)

ELD TE: Unit 2: Part Three: 3.4 (p. 200)

CRW SE: Workshop 1: Act. 3 (pp. 10–15); Workshop 5: Act. 1 (pp. 68–74)

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).


ELA TE: Unit 4: 4.2 (p. 254)

Craft and Structure

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4–6 for additional expectations.) CA


ELA TE: Unit 1: 1.12 (p. 65); Unit 2: 2.2 (p. 104)

ELD TE: Unit 3: Part Two: 2.4 (p. 178), 2.5 (pp. 180–183)




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RI.8.5a Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Analyze the use of text features (e.g., graphics, headers, captions) in consumer materials. CA

ELA SE: Unit 3: 3.14 (pp. 221–222), 3.16 (pp. 229–231)

ELA TE: Unit 2: 2.2 (p. 105)


CRW SE: Workshop 1: Act. 2 (p. 8); Workshop 1: Act. 3 (p. 35)

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


ELA TE: Unit 2: 2.11 (p. 143)

ELD TE: Unit 3: Part Two: 2.4 (p. 178)

CRW SE: Workshop 2: Act. 3 (p. 33–35)

Integration of Knowledge and Ideas

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

ELA SE: Unit 3: 3.14 (pp. 221–222), 3.16 (pp. 228–231), 3.17 (pp. 232–236), 3.18 (pp. 237–239)



RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


ELA TE: Unit 2: 2.13 (p. 149), 2.15 (p. 156)

ELD TE: Unit 3: Part Three: 3.4 (p. 200); Graphic Organizer (p. 314)




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RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

ELA SE: Unit 2: 2.16 (pp. 159–162)

ELA TE: Unit 2: 2.16 (p. 161)


Range of Reading and Level of Text Complexity

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

ELA SE: To the Student (p. xii); Unit 2: 2.1 (p. 102), 2.10 (p. 139); Unit 3: 3.17 (p. 234); Resources (pp, 344–352; 410)

ELD TE: Resources (p. 347)

WRITING

Text Types and Purposes

W.8.1a Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

ELA SE: Unit 1: 1.15 (p. 86); Unit 2: 2.14 (pp. 151–152), EA 2 (pp. 167–168); Unit 3: EA 2 (pp. 245–246); Graphic Organizers (pp. 378, 383, 388)

ELA TE: Unit 2: 2.11 (p. 143), 2.16 (p. 162); Unit 3: 3.9 (p. 200)

ELD TE: Unit 3: Part Three: 3.5 (p. 203); Graphic Organizers (pp. 311, 324)

WWGA: Workshop 2 (pp. 15–24)

W.8.1b Write arguments to support claims with clear reasons and relevant evidence. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

ELA SE: Unit 2: 2.12 (pp. 144–146), 2.13 (pp. 147–150), 2.17 (pp. 163–166), EA 2 (pp. 167–168); Graphic Organizer (p. 266)


W.8.1c Write arguments to support claims with clear ELA SE: Unit 2: 2.17 (pp. 163–



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reasons and relevant evidence.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

166), EA 2 (pp.245–246); Unit 3:

3.15 (p. 227), EA 2 (pp. 245–246)

ELD SE: Unit 2: Part Three: EA

(pp. 86–92)

W.8.1d Write arguments to support claims with clear reasons and relevant evidence.

Establish and maintain a formal style.

ELA SE: Unit 2: 2.17 (pp. 163–166), EA 2 (pp. 167–168); Unit 3: 3.17 (pp. 232–236)


W.8.1e Write arguments to support claims with clear reasons and relevant evidence.

Provide a concluding statement or section that follows from and supports the argument presented.

ELA SE: Unit 2: 2.17 (pp. 163–166), EA 2 (pp. 167–168); Unit 3: EA 2 (pp. 245–246)


W.8.2a Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CA

Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CA

ELA SE: Unit 1: 1.14 (pp. 11–14), 1.17 (pp. 90–96); Unit 2: 2.2 (pp. 103–109), EA 1 (pp. 137–138); Unit 4: 4.3 (pp. 260–263), 4.5 (pp. 272–276), 4.11 (pp. 308–314), EA 1 (315–316); Graphic Organizer (p. 363)

ELD TE: Unit 1: Part Three: EA (p. 66); Unit 2: Part One: 1.7 (p. 94); Unit 4: Part Two: 2.7 (pp. 260–263)

WWGA SE: Workshop 3 (pp. 25–34); Workshop 5 (pp. 49–66); Workshop 6 (pp. 67–78); Workshop 10 (pp. 117–126)

W.8.2b Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CA

ELA SE: Unit 1: 1.15 (pp. 84–87), EA 2 (pp. 97–98), Unit 2: 2.3 (pp. 110–118), EA 1 (pp. 137–138); Unit 4: 4.2 (pp. 251–259), 4.3 (pp. 260–263), EA 1 (pp. 315–316)



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Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

WWGA SE: Workshop 6 (pp. 67–78)

W.8.2c Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CA

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

ELA SE: Unit 1: 1.15 (pp. 84–87), EA 2 (pp. 97–98), Unit 2: 2.7 (pp. 130–131), EA 1 (pp. 137–138); Unit 4: 4.6 (pp. 277–281), EA 1 (pp. 315–316)

ELA TE: Unit 2: 2.2 (p. 109)

ELD SE: Unit 1: Part Three: EA (p. 39); Unit 2: Part One: 1.7 (pp. 61–62)


W.8.2d Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CA

Use precise language and domain-specific vocabulary to inform about or explain the topic.

ELA SE: Unit 1: 1.4 (pp. 11–14), EA 2 (pp. 97–98); Unit 4: 4.2 (pp. 251–259), 4.5 (pp. 272–276)


W.8.2e Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CA

Establish and maintain a formal style.

ELA SE: Unit 1: EA 2 (pp. 97–98); Unit 2: EA 1 (pp. 137–138); Unit 3: 3.5 (pp. 186–189); Unit 4: EA 1 (pp. 315–316)


W.8.2f Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to

ELA SE: Unit 1: 1.17 (pp. 90–96), EA 2 (pp. 97–98); Unit 2: EA 1 (pp. 137–138); Unit 4: EA 1 (pp. 315–316)



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examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CA

Provide a concluding statement or section that follows from and supports the information or explanation presented.

ELD SE: Unit 3: Part Three: EA (p. 135)

WWGA SE: Workshop 3 (pp. 30)

W.8.3a Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

ELA SE: Unit 1: 1.6 (p. 29), 1.7 (p. 30), 1.9 (p. 55), EA 1 (pp. 56–57); Unit 3: 3.8 (pp. 196–197)

WWGA SE: Workshop 4: Act. 2 (pp. 41–45), Act. 3 (pp. 45–47) Act. 4 (pp. 47–48)

W.8.3b Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

ELA SE: Unit 1: 1.6 (p. 29), EA 1 (pp. 56–57); Unit 4: 4.4 (pp. 270–271)

WWGA SE: Workshop 4: Act. 2 (pp. 41–45); Workshop 7: Act. 2 (pp. 83–86), Act. 3 (pp. 86–89), Act. 4 (pp. 89–90); Workshop 9: Act. 2 (pp. 107–111)

W.8.3c Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

ELA SE: Unit 1: 1.9 (p. 55), EA 1 (pp. 56–57)

WWGA SE: Workshop 4: Act. 2 (p. 44), Act. 3 (p. 47), Act. 4 (p. 47); Workshop 7: Act. 2 (p. 84), Act. 3 (p. 87)

W.8.3d Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Use precise words and phrases, relevant descriptive details, and sensory language to

ELA SE: Unit 1: 1.3 (p. 10), 1.7 (p. 40); Unit 3: 3.8 (p. 196)

WWGA SE: Workshop 4: Act. 2 (p. 43), Act. 3 (p. 46), Act. 4 (p. 47)



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capture the action and convey experiences and events.

W.8.3e Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Provide a conclusion that follows from and reflects on the narrated experiences or events.

ELA SE: Unit 1: 1.9 (p. 55), EA 1 (pp. 56–57); Unit 4: 4.4 (pp. 270–271)

WWGA SE: Workshop 7: Act. 2 (p. 85), Act. 3 (p. 88), Act. 4 (p. 89)

Production and Distribution of Writing

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

ELA SE: Unit 1: 1.17 (pp. 90–93); Unit 2: 2.2 (p. 109); Unit 3: 3.10 (p. 205), EA 1 (pp. 245–246)

ELD TE: Unit 1: Part Three: EA (p. 66); Unit 2: Part Three: EA (p. 138); Unit 3: Part Three: EA (p. 138)

WWGA SE: Workshop 5: Act. 2 (pp. 53–57)

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

ELA SE: Unit 1: 1.8 (p. 46); Unit 2: EA 1 (pp. 137–138), 2.17 (pp. 163–166), EA 2 (pp. 167–168); Graphic Organizer (p. 387)

ELD TE: Unit 1: Part Three: EA (p. 66); Unit 2: Part Three: EA (p. 138); Unit 3: Part Three: EA (p. 138)

WWGA SE: Workshop 1: Act. 2 (pp. 5–13), Act. 3 (pp. 13–14)

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

ELA SE: Unit 2: EA 2 (pp. 167–168); Unit 3: EA 2 (pp. 245–246)

WWGA SE: Workshop 1: Act. 2 (p. 12), Act. 3 (p. 14)

Research to Build and Present Knowledge



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W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

ELA SE: Unit 2: 2.15 (pp. 156–158), 2.16 (pp. 159–162); Unit 3: EA 2 (pp. 245–246)

ELD SE: Unit 1: Part Three: EA (p. 43); Unit 2: Part Three: EA (p. 88)


W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

ELA SE: Unit 1: 1.15 (pp. 86–87), Unit 2: 2.15 (pp. 156–158), 2.16 (pp. 159–162); Graphic Organizer (p. 366)

WWGA TE: Workshop 6: Act. 2 (p. 71)

W.8.9a Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

ELA SE: Unit 1: 1.6 (pp. 22–30), 1.9 (pp. 47–55), 1.14 (pp. 75–83)


W.8.9b Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

ELA SE: Unit 1: EA 2 (pp. 97–98), Unit 3: 3.12 (pp. 214–216)


Range of Writing

W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and

ELA SE: Unit 1: 1.6 (pp. 29–30), 1.7 (p. 40), 1.8 (p. 46), 1.9 (p. 55), EA 1



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shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(pp. 56–57), 1.11 (p. 61); Unit 3: EA (pp. 245–246); Unit 4: 4.17 (p. 331); Graphic Organizers (pp. 377, 384, 385)

ELD SE: Unit 3: Part One: 1.6 (p. 105), 1.7 (pp. 106–107), EA (pp. 131–137)

WWGA SE: Workshop 2 (pp. 15–24); Workshop 7 (pp. 79–90); Workshop 8 (pp. 91–100), Workshop 10 (pp. 117–126)

SPEAKING AND LISTENING

Comprehension and Collaboration

SL.8.1a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

ELA SE: Unit 2: 2.6 (pp. 125–129), 2.8 (pp. 132–133); Unit 3: 3.2 (pp. 173–176), 3.3 (pp. 177–180), EA 1 (pp. 217–218); Unit 4: EA 2 (pp. 341–342)


SL.8.1b Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

ELA SE: Unit 2: 2.6 (pp. 125–129), 2.17 (pp. 165); Unit 3: 3.2 (pp. 173–176), 3.3 (pp. 177–180); Unit 4: 4.5 (p. 275), 4.16 (pp. 326–328); Graphic Organizer (p. 390)



SL.8.1c Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8

ELA SE: Unit 1: 1.8 (pp. 41–46); Unit 2: 2.17 (pp. 163–166); Unit 3: EA 1 (pp. 217–218); Graphic Organizers



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topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

(pp. 381, 370, 371, 374)

ELA TE: Unit 1: 1.2 (pp. 6–7)

ELD SE: Unit 1: Part One: 1.6 (p. 13), Part Two: 2.6 (p. 26); Unit 2: Part One: 1.5 (p. 58)


SL.8.1d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

ELA SE: Unit 3: 3.2 (pp. 173–176), 3.3 (pp. 177–180), 3.4 (pp. 181–185), 3.5 (pp. 186–189), 3.16 (pp. 229–231); Unit 4: 4.14 (pp. 333–336), EA 2 (pp. 341–342)

ELD SE: Unit 2: Part One: 1.6 (p. 60)


SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

ELA SE: Unit 3: 3.14 (pp. 221–222); 3.16 (pp. 229–231), 3.18 (pp. 237–329), EA 2 (pp. 245–246)


SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

ELA SE: Unit 2: 2.12 (pp. 144–146); Unit 3: EA 1 (pp. 217–218), 3.15 (pp. 223–227)

CRW TE: Workshop 2: Act. 1 (pp. 20, 23)

Presentation of Knowledge and Ideas

SL.8.4a Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,

ELA SE: Unit 1: EA 1 (pp. 56–57); Unit 2: 2.12 (pp. 146–147); Unit 3: 3.7 (pp. 192–194), EA 1 (pp. 217–218); Unit 4: EA 2 (pp. 341–342)



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adequate volume, and clear pronunciation. CA

Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. CA

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

ELA SE: Unit 3: 3.15 (p. 227), 3.18 (p. 239); Unit 4: EA 2 (pp. 341–342)

ELD SE: Unit 3: Part Three: EA (pp. 131–140

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)

ELA SE: Unit 3: 3.12 (pp. 214–216), EA 1 (pp. 217–218); Unit 4: 4.5 (p. 275)

ELD TE: Unit 4: Part One: 1.6 (pp. 234–237); Part Two: 2.2 (pp. 244–245)

LANGUAGE

Conventions of Standard English

L.8.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

ELA SE: Unit 3: 3.14 (p. 222); Unit 4: 4.2 (p. 258), 4.4 (p. 271), 4.8 (p. 295), 4.9 (p. 297), EA 1 (pp. 315–316)

ELA TE: Unit 4: 4.4 (p. 271)

WWGA SE: Workshop 7: Act. 2 (pp.85–86); Grammar Handbook (pp. 127, 132–134); Unit 3: Participles and Participial Phrases (pp. 165–167), Unit 4: Verbals and Verbal Phrases (pp. 171–172)

L.8.1b Demonstrate command of the conventions of ELA SE: Unit 2: 2.3 (p. 118), EA 1 (pp. 137–138), 2.13 (p. 150), 2.16 (p. 160),



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standard English grammar and usage when writing or speaking.

Form and use verbs in the active and passive voice.

2.17 (p. 166); Unit 3: 3.8 (pp. 195–197)

WWGA SE: Workshop 10: Act. 2 (pp. 121–122); Grammar Handbook (p. 141); Unit 1: Verbs Overview (pp. 153–154), Unit 2: Active and Passive Voice (pp. 161–162)

L.8.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

ELA SE: Unit 1: 1.8 (pp. 44–46), EA 1 (pp. 56–57; Unit 2: 2.2 (p. 106), 2.5 (p. 124), 2.9 (p. 136), EA 1 (pp. 137–138), 2.13 (p. 148); Unit 3: 3.8 (pp. 196–197)

ELA TE: Unit1: 1.8 (p. 45), EA 1 ELD Rubric (p. 98a); Unit 2: EA 1 ELD Rubric (p. 168b)

WWGA SE: Grammar Handbook (p. 137); Unit 1: Verbs Overview (pp. 153–154); Unit 2: Mood (pp. 163–164)

L.8.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Recognize and correct inappropriate shifts in verb voice and mood.*

ELA SE: Unit 1: 1.8 (pp. 44–46); Unit 2: 2.17 (p. 166); Unit 3: 3.8 (pp. 196–197)


L.8.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

ELA SE: Unit 1: 1.5 (p. 15); Unit 2: 2.3 (p. 117); Unit 3: 3.10 (p. 204); Unit 4: 4.16 (p. 327)

WWGA: Workshop 1: Act. 2 (p. 11); Workshop 4: Act. 2 (pp. 44–45); Grammar Handbook (pp. 143–146, 149–150); Unit 2: Punctuating Pauses, Breaks, and Omissions (pp. 159–160)

L.8.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELA SE: Unit 2: 2.3 (p. 117), 2.13 (p. 150); Unit 3: 3.10 (p. 204)

WWGA: Workshop 4: Act. 2 (p. 45);



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Use an ellipsis to indicate an omission. Unit 1: Incorporating Quoted Text (pp. 157–158); Unit 2: Punctuating Pauses, Breaks, and Omissions (pp. 159–160)

L.8.2c Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Spell correctly.

ELA SE: Unit 1: 1.8 (pp. 41–46), EA 1 (pp. 56–57), EA 2 (pp. 97–98); Unit 4: EA 1 (pp. 315–316)


WWGA SE: Workshop 1: Act. 2 (p. 12)

Knowledge of Language

L.8.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

ELA SE: Unit 2: 2.3 (p. 118); 2.5 (p. 124), 2.9 (p. 136); EA 1 (pp. 137–138); Unit 3: 3.8 (pp. 196–197)


Vocabulary Acquisitions and Use

L.8.4a Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


ELA TE: Unit 1.9 (p. 49–50)

L.8.4b Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

ELA SE: Unit 1: 1.9 (p.49); Unit 2: 2.3 (p. 110); Unit 3: 3.4 (p. 184); Graphic Organizer (p. 238)

ELA TE: Unit 2: 2.13 (p. 150)

L.8.4c Determine or clarify the meaning of unknown ELA SE: Unit 1: 1.6 (p. 23), 1.11 (pp.



Revised: 02/02/2015




and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. CA

60–61); Unit 2: 2.3 (p. 111); Unit 3: 3.6 (pp. 190–191); Graphic Organizer (p. 393)

ELA TE: Unit 1: 1.11 (pp. 60–61); Unit 3: 3.6 (p. 190)

WWGA TE: Workshop 8: Act. 2 (p. 95)

L.8.4d Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELA SE: Unit 1: 1.11 (pp. 60–61); Glossary (pp. 396–404)

ELA TE: Unit 1: 1.11 (p. 61); Unit 4: 4.14 (pp. 322–323), 4.15 (pp. 324–325)

L.8.5a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context.

ELA SE: Unit 4: 4.6 (pp. 277–281), 4.9 (pp. 296–303), 4.10 (pp. 304–307)

ELA TE: Unit 4: 4.10 (pp. 305–306)

L.8.5b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Use the relationship between particular words to better understand each of the words.

ELA SE: Unit 1: 1.11 (pp. 60–61); Unit 2: 2.2 (pp. 104); Unit 3: 3.2 (p. 174)

ELA TE: Unit 1: 1.14 (pp. 75–83)

L.8.5c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

ELA SE: Unit 1: 1.11 (pp. 60–61), 1.12 (p. 63–64); Unit 3: 3.6 (pp. 190–191); Unit 4: 4.2 (pp. 251–259), 4.4 (p. 264), 4.8 (p. 292), Graphic Organizer (pp. 368–369)

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge

ELA SE: Unit 1: 1.1 (p. 4), 1.10 (p. 58), 1.14 (p. 81); Unit 2: 2.1 (p. 102), 2.10 (pp. 139–140); Unit 3: 3.1 (p. 172),



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when considering a word or phrase important to comprehension or expression.

3.13 (pp. 219–220)

ELA TE: To the Teacher (p. xii)

Appendix

California Department of Education Posted September 2014

Documents

Part 1 Standards Map for Program 2 Basic ELA/ELD ...sbdasset.evo-text.com/ebook/public/documents... · of the CA ELD Standards that were adopted by the SBE November 2012. It provides