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Neighborhood of the Future: Learning Standards

 

 


Common Core

Grade 8 | Informative Essay Standards

http://www.corestandards.org/ELA-Literacy/W/8/ (Adopted 2010)

 

CCSS.ELA-LITERACY.W.8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

CCSS.ELA-LITERACY.W.8.2.A

Introduce a topic 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.

 

CCSS.ELA-LITERACY.W.8.2.B

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

 

CCSS.ELA-LITERACY.W.8.2.C

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

 

CCSS.ELA-LITERACY.W.8.2.D

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

 

CCSS.ELA-LITERACY.W.8.2.E

Establish and maintain a formal style.

 

CCSS.ELA-LITERACY.W.8.2.F

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

 

CCSS.ELA-LITERACY.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.)

 

CCSS.ELA-LITERACY.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 here.)

 

CCSS.ELA-LITERACY.W.8.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

 

Alaska

Grade 8 | Informative Essay Standards

https://education.alaska.gov/standards/  (Adopted 2012)

 

Text Types and Purposes

 

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic 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.

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

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

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

e. Establish and maintain a formal style.

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

Production and Distribution of Writing

 

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

 

Range of Writing

 

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

 

Arizona

Grade 8 | Informative Essay Standards

http://www.azed.gov/standards-practices/englishlanguageartsstandards/ (Adopted 2010)

 

Text Types and Purposes

 

  1. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

  1. Introduce a topic 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.

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

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

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

  5. Establish and maintain a formal style.

  6. Provide a concluding statement or section that follows from and supports the information or explanation presented. (8.W.2)

 

Production and Distribution of Writing

 

  1. 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. (8.W.4)

 

  1. 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.) (8.W.5)

 

Research to Build and Present Knowledge

 

  1. Draw evidence from literary or informational texts to support analysis, reflection, and research.

 
  1. 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").

  2. 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"). (8.W.9)

 

Range of Writing

 

  1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (8.W.10)

 

 

Indiana

Grade 8 | Informative Essay Standards

http://www.doe.in.gov/standards/englishlanguage-arts  (Adopted 2014)

 

8.W.3.2  Write informative compositions in a variety of forms that –

  • Introduce a topic 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.  
  • Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.
  • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  • Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
  • Establish and maintain a style appropriate to the purpose and audience.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented.

 

8.W.4 Apply the writing process to –

  • Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.  

 

 

Iowa

Grade 8 | Informative Essay Standards

https://iowacore.gov/iowa-core/subject/literacy  (Adopted 2012)

 

Text Types and Purposes

 

2.  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

a. Introduce a topic 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.

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

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

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

e. Establish and maintain a formal style.

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

 

Production and Distribution of Writing

 

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)

 

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)

 

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

 

 

Nebraska

Grade 8 | Informative Essay Standards

http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)

 

LA 8.2  Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 8.2.1    Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

 

LA 8.2.1.a    Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, answer questions, and synthesize information.

LA 8.2.1.b    Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.

LA 8.2.1.c    Gather and use relevant information and evidence from multiple authoritative print and/or digital sources including primary and secondary sources to support claims or theses.

LA 8.2.1.d    Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.

LA 8.2.1.e    Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

LA 8.2.1.f    Provide oral, written, and/or digital descriptive feedback to other writers.

LA 8.2.1.g    Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

LA 8.2.1.h    Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

LA 8.2.1.i    Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

LA 8.2.1.j    Publish a legible document using a variety of media, and apply formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, citations).

LA 8.2.2    Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

LA 8.2.2.a    Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

LA 8.2.2.b    Provide evidence from literary or informational text to support analysis, reflection, and research.

LA 8.2.2.c    Conduct and publish both short and sustained research projects to answer questions or solve problems using multiple primary and/or secondary sources to support theses.

LA 8.2.2.d    Use precise word choice and domain-specific vocabulary to write in a variety of modes.

LA 8.2.2.e    Analyze various mentor texts and/or exemplars in order to create a similar piece.

 

 

Oklahoma

Grade 8 | Informative Essay Standards

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Standard 1: Writing Process - The student will use the writing process to write coherently.

 

1. Use a writing process to develop and refine composition skills. Students are expected to use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, and reading to generate ideas and gather information.

2. Develop a main idea/thesis through use of details, examples, reasons, anecdotes, and use patterns as appropriate to purpose such as spatial, chronological, and climactic.

3. Blend paragraphs, with effective transitions, into larger text.

4. Use precise word choices, including figurative language, that convey specific meaning and tone.

5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest

6. Revise multiple drafts individually and with peers.

7. Edit for errors in Standard English usage, sentence structure, word choice, mechanics, and spelling.

 

Standard 2: Modes and Forms of Writing - The student will write for a variety of purposes and audiences using creative, narrative, descriptive, expository, argumentative, persuasive, and reflective modes.

 

At Grade 8, write creative, narrative, expository, argumentative, persuasive, reflective, and descriptive papers of at least 500 to 750 words and introduce technical documents. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined (intended reader) and purpose for writing.

 

2. Compose expository texts including research reports, technical documents, and other informational texts that:

a. define a research thesis (a statement of position on the topic).

b. integrate important ideas, concepts, or direct quotations from significant information sources.

e. document sources as appropriate to style.

 

4. Compose reflective papers to:

a. express the individual's insight into conditions or situations.

b. compare a scene from a work of fiction with a lesson learned from experience.

c. complete a self-evaluation on a class performance. Example: Write a reflective paper that analyzes reasons for selections used in a portfolio of works that demonstrate skills in different subjects.

 

5. Compose responses to literature, including poetry, that:

a. demonstrate careful reading and insight into interpretations.

b. connect responses to the writer's techniques and to specific textual references.

c. make supported inferences about the effects of a literary work on its audience.

d. support judgments with references to the text, other works, other authors, or to personal knowledge. Example: After reading a novel, compose an essay describing the different ways the characters speak (slang words or regional dialect) and analyze how this enhances or detracts from the narrative.

 

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Example: Write stories, poetry, and reports, showing a variety of word choices, or review a favorite book or film.

 

8. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (Identify command verbs: explain, compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. utilize an editing checklist or assessment rubric, if provided.

 

 

Pennsylvania

Grade 8 | Informative Essay Standards

PENNSYLVANIA CORE STANDARDS

http://www.pdesas.org/standard/PACore (Amended 2014)

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.8.A

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

 

CC.1.4.8.B

Identify and introduce the topic clearly, including a preview of what is to follow.

 

CC.1.4.8.C

Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

 

CC.1.4.8.D

Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

 

CC.1.4.8.E

Write with an awareness of the stylistic aspects of composition.

  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Use sentences of varying lengths and complexities.
  • Create tone and voice through precise language.
  • Establish and maintain a formal style.

 

CC.1.4.8.F

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

 

CC.1.4.8.S

Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.

 

CC.1.4.8.T

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. 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.

 

CC.1.4.8.X

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

 

South Carolina

Grade 8 | Informative Essay Standards

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/  (Adopted 2015)

 

Fundamentals of Writing

 

  • Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
  • Interact and collaborate with peers and adults to develop and strengthen writing.
  • Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
  • Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
  • Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

 

2.1 Write informative/explanatory texts that:

a. introduce a topic;

b. use relevant information from multiple print and multimedia sources;

c. organize ideas, concepts, and information into broader categories;

d. assess the credibility of each source;

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

g. develop and strengthen writing as needed by planning, revising, editing, rewriting;

h. paraphrase, quote, and summarize to avoid plagiarism;

j. use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts;

k. use precise language and domain-specific vocabulary to explain the topic;

l. establish and maintain a style and tone authentic to the purpose;

m. provide a concluding statement or section that follows and supports the information or explanation presented.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.


 

Texas

Grade 8 | Informative Essay Standards

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)  develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C)  revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

 

(17)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A)  write a multi-paragraph essay to convey information about a topic that:

(i)  presents effective introductions and concluding paragraphs;

(ii)  contains a clearly stated purpose or controlling idea;

(iii)  is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;

(iv)  accurately synthesizes ideas from several sources; and

(v)  uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs;

(B)  write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context;

(C)  write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate;

 
 

Virginia

Grade 8 | Informative Essay Standards

VIRGINIA ELA STANDARDS AND SKILLS

http://www.doe.virginia.gov (Adopted 2010)

 

8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational.

 

a) Identify intended audience.

b) Use prewriting strategies to generate and organize ideas.

c) Distinguish between a thesis statement and a topic sentence.

d) Organize details to elaborate the central idea and provide unity.

e) Select specific vocabulary and information for audience and purpose.

f)  Use interview quotations as evidence.

g) Revise writing for clarity of content, word choice, sentence variety, and

transitions among paragraphs.

h) Use computer technology to plan, draft, revise, edit, and publish writing.

 

To be successful with this standard, students are expected to:

 

  • Write in a variety of forms, including:

    • expository – writing to explain and build a body of well-organized and understandable information;
    • informational – writing to put forth information, frequently used in textbooks and the news media.

 

  • Use a variety of prewriting strategies, for example:

    • brainstorming;
    • webbing;
    • mapping;
    • outlining;
    • clustering;
    • listing; and
    • using graphic organizers.

 

  • Use written expression to explain, analyze, or summarize a topic with attention to:

    • purpose and audience;
    • a central or controlling idea;
    • voice;
    • tone (such as serious, sarcastic, objective, enthusiastic, solemn, humorous, hostile, personal, impersonal);
    • coherent selection of information and details;
    • embedded phrases and clauses that clarify meaning and increase variety;
    • vivid and precise vocabulary;
    • figurative language;
    • sentence variety; and
    • transitional words and phrases.

 

  • Apply revising procedures, including:

    • rereading;
    • reflecting;
    • rethinking;
    • rewriting;
    • including vivid vocabulary;
    • combining sentences for variety and rhythm; and
    • providing transitions between ideas and paragraphs.

 

  • Create a thesis statement that focuses the essay, expresses the writer’s position in an argument, or explains the purpose of the essay, and is usually found in the first paragraph.

  • Elaborate the central idea,  providing sustained unity throughout the writing.

  • Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

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

  • Sustain a formal style.

  • Develop a conclusion.

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