R 1.1 Analyze figurative and literal language
*2 CST Items
EL Modification: [I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: When reading I can find and understand idioms,
analogies, metaphors and similes.
Essential Skills and Concepts: � Idioms
� Analogies
� Metaphors
� Similes
� Literal meanings
� Figurative meanings
Question Stems and Prompts: � Which of these literary devices is not used?
� What do we mean when we say that someone
is___________________? (idiom)
� When a writer says _______________, he is
using the literary device of ___________.
� Underline the analogy. How are _____________
like ________________?
� What two things does the author compare in this
sentence?
� Which of the following literary devices is the
author using in the sentence?
� The writer uses ________________ to indicate
these items are _________________.
� How is ___________ related to
_______________?
� What impression is created by the
__________________ in the sentence above?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Analogy
• Infer
• Identify
• Literal
• Figurative
R 1.2 Understand word origins
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can use word origins to determine the meaning
of words.
Essential Skills and Concepts: � Common word origins
� History of the English language
� Historical influences on English word
meanings
Question Stems and Prompts: � The word _________________ contains
a Latin root that means
_____________________.
� By breaking down syllables of the word,
find the definition that most closely
defines ____________.
� Which of the following words in the
passage is based on the Latin root
meaning______________?
� Which word is derived from the Latin
root word meaning
________________________?
� Which of these words has a different root
from that of the underlined word?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Origin
• Determine
• Influence
• Derived
8th Grade -Word Analysis and Vocabulary 8
th Grade -Word Analysis and Vocabulary
R 1.3 Use context clues
* 5 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can use context clues to figure out meanings of words I
do not know.
Essential Skills and Concepts: � Context clues for meaning
� Definition
� Restatement
� Example
� Comparison
� Contrast
Question Stems and Prompts: � Look at the underlined word in the sentence. A
______________ is _______________.
� Read the sentence. Which context clue best helps
you figure out the meaning of
__________________________.
� Read the sentences. Which of the following is a
synonym of the word _______________.
� What is the meaning of ________________?
� Read the sentences. In which sentence does the
word _______________ have the same meaning
as sentence #___________?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Context
• Verify
• Compare
• Contrast
• Restate
• Define
• Example
8th Grade -Word Analysis and Vocabulary
R 2.1 Compare and contrast the features and
elements of consumer documents
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can find and understand similarities and differences in
consumer documents. (warranties, contracts, instruction
manuals, employment applications)
Essential Skills and Concepts: � Consumer materials/documents
o Warranties
o Contracts
o Product information
� Instruction manuals
Question Stems and Prompts: � While document A is intended to ________ the
consumer, document B is intended to _________.
� Which of the following is NOT a purpose of this
document?
� According to this ________, which statement is
NOT true?
� Both documents tell the consumer ________.
� How is the information in this ____________
presented?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Compare
• Contrast
• Elements
• Documents
• Contract
• Product
• Headings
• Graphics
• Influence
• Inform
• Entertain
• Italics
• Illustrate
• Symbol
• Icon
• Consumer
R 2.2 Analyze text that uses propositions
and support patterns
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can identify a proposal and the arguments that
do or do not support it.
Essential Skills and Concepts: � Proposition
� Support
� Facts
� Statistics
� Examples
� Details
� Reasons
� Expert opinions
� Anecdotes
� Strong evidence
� Weak evidence
Question Stems and Prompts: � Which statement does not support the
reason to ___________________?
� What is the best statement of the main
reason ___________________ gives to
support ____________________?
� Which of the following does
_____________________ not use to
develop the argument that
___________________?
� Which of the following would probably
NOT support the conclusions?
� Which of these sentences reflects a point
of view that is not consistent with the rest
of the report?
� In this proposition, _________ avoids the
question of ________________.
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Analyze
• Propose
• Proposition
• Point of view
• Purpose
• Persuade
• Functional
• Imply
• Arguments
• Evidence
• Statistics
• Data
8th Grade –Reading Comprehension 8
th Grade –Reading Comprehension
R 2.3 Understand treatment, scope, and
organization
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can find similarities and differences between the way
different authors present, organize, and cover information
in their writings.
Essential Skills and Concepts: � Topic
� Theme/thesis/organized thematically
� Treatment
� Scope
� Organizational patterns
� Cause/effect
� Sequence/organized chronologically
� Present/past/future tense
� Objective tone
� Subjective tone
� Order of importance
� Author’s purpose
Question Stems and Prompts: � Unlike a biographical article in an encyclopedia,
this article is organized
___________________________.
� Which of the following best describes how the
author of _______ presents his/her ideas?
� How would you organize ____________ to show
___________________?
� What is the main difference of __________
between the two articles? (treatment, scope,
organization)
� The author uses a _____ manner when writing
about ____________. (objective, subjective)
� Why do you think the author includes
____________ from ____________?
� What are the similarities/differences in the way
the author organizes the information in these
passages?
� How are the themes similar or different in these
passages?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Similarities
• Differences
• Scope
• Sequence
• Cause
• Effect
• Organization
• Time order
• Effect
• Chronological
• Biographical
• Factual
• Sophisticated
• Dramatic
8th Grade –Reading Comprehension
R 2.4 Evaluate a summary
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can compare a summary of a piece of writing with the
original to see if it accurately covers the main idea,
supporting details and basic meaning.
Essential Skills and Concepts: � Summary
� Paraphrase
� Main idea
� Supporting details
� Unimportant details
� Basic meaning
Question Stems and Prompts: � Which of the following is the best summary for
the _____ paragraph?
� Which sentence best states its main idea?
� Which title summarizes the main idea in both
articles?
� Which would be the best title for this selection?
� Which statement in the ___________ paragraph
expresses the main idea?
� Which sentence best paraphrases the main idea of
__________________?
� Which detail does not support the main idea?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Text
• Summary
• Main idea
• Paraphrase
R 2.5 Understand technical directions
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can understand and explain the use of a complex
mechanical device by following technical
directions.
Essential Skills and Concepts: � Complex mechanical device
� Technical directions
Question Stems and Prompts: � What steps should be completed before
________________?
� How would you ________ with this
______?
� According to the ___________, what will
happen if the consumer fails to
___________?
� What is the purpose of
_______________?
� Reread section ____, what will happen if
_____________ is put into action?
� What is the function of
_________________?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Complex
• Mechanical
• Technical
• Diagram
• Directions
• Function
• Device
8th Grade –Reading Comprehension 8
th Grade –Reading Comprehension
R 2.6 Use documents to explain a
situation or decision and solve a
problem
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can use information from consumer, workplace and
public documents to explain a situation, a decision, or to
solve a problem.
Essential Skills and Concepts: � Documents
� Consumer
� Workplace
� Public
Question Stems and Prompts: � One solution to the problem that is
suggested in the article is for the __________ to
____________.
� Based on this document, you can tell that
_________________________.
� According to the article, why is it
important to____________________?
� What is the purpose of section
___________________?
� What two purposes does this application
serve?
� Who might benefit most from this article?
� What is the purpose of this document?
� Which of the following can you NOT
find out from this document?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Application
• Solution
• Resume
• Warranty
• Contract
• Document
• Memo
� Policy
8th Grade –Reading Comprehension
R 2.7 Evaluate text for unity, coherence, logic,
consistency, and structure
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can review and assess the unity, clarity (clearness),
logic, consistency and organization of a piece of writing.
Essential Skills and Concepts: � Assess/Evaluate
� Unity
� Clarity
� Logic
� Consistency
� Coherence
o Connection of ideas
o Transitional words
o Structure
o Logical order
� Organizational/structural pattern
o Point by point
o Chronological
o Cause/effect
o Compare/contrast
� Comparison block
� Contrast block
Question Stems and Prompts: � The title of this article suggests the information is
ordered _______________.
� The purpose of including the ____________ in
document A is to illustrate ____________.
� _________ is organized to show __________.
� In paragraph _______________, the writer
focuses on ______________________.
� Which sentence does not belong in this
paragraph?
� Which would be the best topic sentence for this
paragraph?
� Which sentence best ties the two paragraphs
together?
� Which word creates a smooth transition from the
first paragraph to the second?
� Does this sentence explain a cause or an effect?
� What happened as a result of_____________?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Unity
• Logic
• Coherence
• Consistency
• Structural patterns
• Clarity
8th Grade –Reading Comprehension
R 3.1 Analyze the characteristics of different
forms of poetry
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can recognize and explain the purposes and
characteristics of different types of poetry, (including
ballad, lyric, couplet, epic, elegy, ode, sonnet etc.)
Essential Skills and Concepts: � Types of poetry
o Ballad
o Lyric
o Couplet
o Epic
o Elegy
o Ode
o Sonnet
o Narrative
o Free verse
� Stanza
� Rhyme scheme/pattern
� Rhythm
� Form
� Repetition
� Figurative Language/Literary Devices
o Alliteration’
o Personification
o Metaphor/simile
o Simile
� Onomatopoeia
Question Stems and Prompts: � The structure of ____________ (poem) is similar
to __________________ (poem) in that both
poems _________________.
� The first stanza in _______ has which rhyming
pattern?
� Which of these literary devices is NOT used?
� What do you think __________ represents?
� This poem is a ______________(type of poem)
for _____________________.
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Articulate
• Relationships
R 3.2 Analyze plot
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can identify the elements of the plot (subplot,
parallel episodes, exposition, rising action,
climax, resolving conflict) the plot’s development,
and the way in which conflicts are or are not
resolved.
Essential Skills and Concepts: � Elements of the Plot
� Plot,
� Plot line
� External conflict
� Internal conflict
� Exposition
� Rising action
� Climax
� Resolution
� Subplot
� Parallel episodes
� Chronological order
� Foreshadowing
� Flashback
Question Stems and Prompts: � This paragraph represents
___________________.(plot element)
� Which excerpt reveals ___________?
� In paragraph ____, why does the author
___?
� The climax of this story occurs when
_____________?
� Which of the following is part of the
story’s exposition?
� How was the problem in the story
resolved?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Excerpt
• Chronological order
• Conflict
• Resolved
• Recall
• Characteristics
• Structure
8th Grade – Literary Response and Analysis 8
th Grade – Literary Response and Analysis
R 3.3 Analyze characters from different eras
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can compare and contrast the motivations and reactions
of characters from stories of different time periods.
Essential Skills and Concepts: � Compare/Contrast motivations
� Compare/Contrast reactions
� Literary Characters
� Main character/protagonist
� Minor character
� Antagonist
� Motivation
� Reaction
� Dialogue
� Direct/indirect characterization
Question Stems and Prompts: � Both main characters are motivated
by______________.
� We learn about the character mostly through
direct or indirect characterization.
� Which statement shows how the two main
characters are alike?
� When comparing the characters in __________
with those of ____________, which statement
applies to both characters?
� Which detail in __________ would you NOT
expect to find in a story set in the present?
� What about the story shows ____________ main
character?
� Which character in ___________ is most like the
character in ________________?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Character
• History
• Era
• Confront
• Resemble
R 3.4 Analyze setting
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can understand the importance of setting as it
relates to mood, tone and the meaning of the story
(place time, customs).
Essential Skills and Concepts: � Setting
� Place
� Time
� Customs
� Historical context
� Mood
� Sensory details
� Tone
� Attitude of writer
Question Stems and Prompts: � The story is set during ___________.
� Which detail from the story lets you know
it was not set in the present?
� Which sentence from the story indicates
the historical setting?
� The author’s description of the setting of
___________ includes/does not include
________________.
� What changes about the setting in this
paragraph?
� What mood do the details describing
________________ create?
� As a result of the setting, the characters
do______________?
� Based on the setting of this story, do you
think _____________ is justified?
� The author’s tone can best be described as
______________.
� The setting is important to the story’s
main theme because_________.
� Which of the following words best
describes the author’s tone.
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Mood
• Tone
• Historical context
8th Grade – Literary Response and Analysis 8
th Grade – Literary Response and Analysis
R 3.5 Analyze recurring themes
* 1 CST Item
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can find and examine repeating themes (good versus
evil, respect, loneliness, friendship) in classical (old and
famous) and contemporary (modern) writings.
Essential Skills and Concepts: � Universal Themes
� Common human tendencies
� Morals
� Values
� Ethics
Question Stems and Prompts: � Both of these _______________ deal with the
theme of_____________.
� The title is important to the story’s main theme
because___________________.
� What universal theme does line _____________
suggest?
� A story with a similar theme might be about
_______________.
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Classical
• Contemporary
• Cultures
• Universal
• Tradition
R 3.6 Analyze style and interpret text
* 3 CST Items
Student Friendly Standard: I can identify and understand the meaning of a
writer’s literary devices such as metaphor,
symbolism, dialect, and irony.
Essential Skills and Concepts: � Literary Devices
� Metaphor/Simile
� Symbolism
� Dialect
� Irony
� Personification
� Pun
� Hyperbole/Exaggeration
� Alliteration
� Sensory imagery
� Foreshadowing
� Author’s style
Question Stems and Prompts: � The author’s style in _______ can best be
described as ___________(formal,
contemporary etc.)
� In ____________, the writer uses
personification to portray_____.
� All of the following describe the author’s
style in the first paragraph of
____________ except. . .
� _________ is a phrase foreshadowing or
predicting ______________.
� The author personifies the _______ to
make them ____________.
� Which line from the __________ contains
an example of ___________.
� The imagery the author uses appeals
primarily to the sense of _________.
� What irony does the author point out in
the story?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Device
• Interpret
8th Grade – Literary Response and Analysis 8
th Grade – Literary Response and Analysis
R 3.7 Use biographical approach to analyze
literature
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can show how an author’s family, culture, traditions,
attitudes, and beliefs are reflected in his/her writing.
Essential Skills and Concepts: � Cultural background
� Heritage
� Traditions
� Attitudes
� Beliefs
� Experience
� Biographical approach
� Main purpose
Question Stems and Prompts: � What is the main purpose of _____________ as it
relates to the author’s heritage?
� Read these lines from _______________. These
lines suggest the speaker’s
____________________.
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Evidence
• Demonstrate
• Heritage
• Culture
• Traditions
• Values
• Beliefs
8th Grade – Literary Response and Analysis
W 1.1 Establish a controlling impression by
creating a coherent and well-supported
thesis and conclusion.
* 4 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can write an essay with a clear, organized and well-
supported thesis and conclusion.
Essential Skills and Concepts: � Coherent Thesis
� Controlling impression
� Author’s intention
Question Stems and Prompts: � Which of these would make the best concluding
sentence?
� What is the viewpoint of this essay?
� Which sentence would be the best thesis statement
for this passage?
� The writer creates a clear and well-supported
conclusion by ______________?
� The best way to improve this report would be to
_______________?
� Which sentence from paragraph ___ might be
deleted in order to give the paragraph more
coherence?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Composition
• Coherent/coherence
• Thesis
• Conclusion
• Viewpoint
W 1.2 Establish coherence within and
among paragraphs
* 4 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can effectively use transitions, parallel
structures, and other writing techniques to link
ideas and make sure they flow together logically.
Essential Skills and Concepts: � Transitions
� Parallel Structure
� First/third person narrative
� Subject-verb agreement
� Verb tense
Question Stems and Prompts: � In this sentence the word __________
does not correctly link ideas. Which word
should be used instead?
� Which is the best way to combine these
sentences without changing the meaning?
� Which transition does the writer use?
� Which of the following sentences would
make the most effective transition
between paragraphs _______ and
__________?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Transition
• Logically
• Parallel
• Techniques
8th Grade – Writing Strategies 8
th Grade – Writing Strategies
W 1.3 Support theses or conclusions with various
devices.
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can support my thesis and conclusion by using
analogies, paraphrases, quotations, opinions,
comparisons and similar strategies.
Essential Skills and Concepts: � Analogies
� Paraphrases
� Quotations
� Opinions from authorities
� Comparisons
� Anecdote
� Thesis
� Conclusion
Question Stems and Prompts: � What method of support does the writer use in the
paragraph?
� Which of the following sentences should be added
to support the author’s claim and link ideas in the
paragraph?
� Which of these sentences could best be added at
the end of the paragraph?
� Read the quote. Which of the following is the
best paraphrase of these lines?
� In this paragraph, which device does the author
use to make the point?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Analogy
• Paraphrase
• Quotation
• Opinion
• Compare
W 1.4 Use technology to conduct
research
* Not Assessed on CST
EL Modification: [I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can use computer technology to plan and
conduct multiple-step in formation searches.
Essential Skills and Concepts: � Search engines
� Multiple-step search
Question Stems and Prompts: � What are the steps do I need to find this
information?
� What type of source is this?
� Explain why you would trust this source?
� What different types of sources did the
writer include?
� What is the source of this information?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Source
• Proof
• Valid
• Reliable
• Cite
• Site
8th Grade – Writing Strategies 8
th Grade – Writing Strategies
W 1.5 Create a balance between researched
information and original ideas
* Not Assessed on CST
EL Modification: [I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can balance original ideas and research information.
Essential Skills and Concepts: � Original ideas
� Researched information
� Technical/non-technical topic
Question Stems and Prompts: � How can you tell if the information is researched
or original?
� Why does the writer use this researched
information here?
� The writer achieves a balance between researched
information and original ideas in this composition
by ______________.
� What is the original idea in sentence
___________?
� The researched information in paragraph ___ is
from ______.
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Balance
• Synthesize
• Original
8th Grade – Writing Strategies
W 1.6 Revise writing for word choice,
organization, and point of view
* 6 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can revise (correct) my writing for word choice, clear
organization, point of view, and effective transitions
between paragraphs, passages, and ideas.
Essential Skills and Concepts: � Word choice/diction
� Appropriate organization
� Matches purpose
� Ideas flow logically
� Rearrange ideas to flow smoothly
� Ideas on topic
� Consistent point of view
� Transitions
Question Stems and Prompts: � What changes in organization would improve this
essay?
� How should sentence ___ be changed to maintain
a consistent point of view?
� What vague words could the writer replace with
more specific words?
� How should the author change the underlined
words to make the sentence most dramatic?
� The underlined part of sentence ___ needs to be
revised for___.
� Which sentence is not relevant to the topic?
� Given the content of paragraph ___, what is the
most precise way to rewrite this sentence?
� What is the problem with the order of sentences
in the conclusion?
� How is the organization of the _____ best
described? (compare/contrast, main idea etc.)
� How can you improve the organization of the ___
paragraph?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Precise
• Vague
• Specific
8th Grade – Writing Strategies
W 2.1 Write biographies, autobiographies,
short stories, and narratives
*Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can write an autobiography, biography, short story, or
narrative using a clear incident, event, or situation with
well-chosen details. I can also show the importance of my
attitude about the subject with the use of narrative and
descriptive strategies.
Essential Skills and Concepts: � Narrative/Descriptive Strategies
� Necessary dialogue
� Specific action
� Physical description
� Background description
� Comparison/contrast of characters
� Biography
� Autobiography
� Short story
� Narrative
� Chronological order
� Flashback
� Foreshadowing
� Interesting details
� Description of setting
� Sensory language
� Vary pacing to match action
� Describe thoughts and feelings of character
Question Stems and Prompts: � Which narrative strategies did you use in your
writing?
� What sensory details did you use in your writing?
� What point of view did you use?
� Underline the vivid descriptions you used.
� What is the significance of this narrative to you?
� How do the details of this paragraph add to the
details of the narrative?
� What important information does the writer
reveal about his/her attitude?
� Is the sequence of events clear?
� Is the significance of this event clear?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Dialogue
• Description
• Pacing
8th Grade – Writing Applications
W 2.2 Write a response to literature
*Not Assessed on CST
EL Modification: [EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can write a response to literature that shows I
understand the piece of writing, what it means to
me, and can make connections to the writer’s
techniques. I can make educated guesses about
how the writing affects the reader and support my
guesses with evidence from the piece, other texts,
or personal knowledge.
Essential Skills and Concepts: � Dialogue
� Character description
� Use of setting or background information
� Inferences
� Interpretation
� Support judgments
� Textual references
� Stylistic devices
� Insight
Question Stems and Prompts: � What is the thesis statement of this essay?
� What textual references have you used?
� Which stylistic/literary devices that you
mentioned help support the thesis
statement?
� What particular insight is supported in
this essay?
� Underline the sentences that give the
brief summary of the piece?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Interpretation
• Insight
8th Grade – Writing Applications
W 2.3 Write research reports
*Not Assessed on CST
EL Modification: [I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can write a research paper with a defined thesis, and
direct quotes that support it. I can use trustworthy primary
and secondary sources and organize information into
understandable formats by using charts, maps and graphs.
Essential Skills and Concepts: � Thesis
� Research
� Resources
� Primary
� Secondary
� Graphic organizers
� Charts
� Maps
� Graphs
� Direct quotations
Question Stems and Prompts: � Is _____________ a primary or secondary source
of information?
� Which graphic organizer would best show_____?
� Which direct quotation would best support the
thesis?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Primary source document
• Secondary source document
• Ideas
• Concepts
8th Grade – Writing Applications
W 2.4 Write a persuasive composition
*Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can write a persuasive essay that makes a clear
judgment (thesis), with detailed evidence,
examples, and logic to support my argument. I
can tell the difference between facts and opinions,
and respond to other people’s concerns by
offering well-supported counterarguments
Essential Skills and Concepts: � Persuasive composition
� Strong thesis statement
(position/assertion)
� Logical, emotional, or ethical appeals to
persuade
� “Loaded words” (positive/negative
connotations)
� Appeal to reader’s ethical concerns
� Address audience’s concerns
(counterarguments)
� Fact
� Opinion
Question Stems and Prompts: � Does sentence ___ state a fact or opinion?
� What kinds of appeals are made to
persuade the reader?
� Which reason does not support your
argument?
� Did you address the reader’s biases or
objections?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Bias
• Fact
• Opinion
• Testimonial
• Propaganda
8th Grade – Writing Applications
W 2.5 Write documents related to career
development
* Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can purposefully write a career document such as a
simple business letter or job application designed for a
specific audience.
Essential Skills and Concepts: � Relevant information
� Education
� Skills
� Job history
� In proper order
� Address audience appropriately
� Carefully proofread document
� Conventional Format
� Business letter
� Memo
� Job application
� Resume
Question Stems and Prompts: � Which type of career document do you need to
write for this prompt?
� What is the purpose of the first paragraph for
________________ document?
� Were you specific about what you wanted your
audience to do/know?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Succinct
• Audience
• Document
• Relevant information
• Pertinent
• Memorandum
• Inquiry
• Margin
W 2.6 Write technical documents
* Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can write complete technical documents using
appropriate formatting techniques (headings,
different fonts etc.) so readers will understand the
sequence of activities to complete a task or
understand information.
Essential Skills and Concepts: � Technical document
� Statement of purpose
� Steps in proper sequence
� Writing appropriate for audience
� Visual aids as necessary
� Formatting techniques
� Headings
� Different fonts
� Spacing
� Bold print
� Underlining
� Numbering
� Italics
Question Stems and Prompts: � What is the purpose of this document?
� Could you follow the sequence to
complete the task described?
� Why do you list all the equipment at the
beginning of the document?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Task
• Variables
• Factors
• Instructions
• Technical
• Ingredients
• Visual aids
• Sequencing
8th Grade – Writing Applications 8
th Grade – Writing Applications
LC 1.1 Use correct and varied sentence types
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can correctly use different types of sentences and vary
them to make my writing more interesting.
Essential Skills and Concepts: � Use correct and varied sentence types
o Declarative
o Exclamatory
o Interrogatory
o Imperative
� Use correct and varied sentence openers
� Sentence structure
o Simple
o Compound
o Complex
o Compound/complex
� Personal style
Question Stems and Prompts: � In which of the following sentences is
__________________’s personal style most
apparent?
� How is _______________ best written?
� What is the best way to rewrite this sentence so
that ______________ is not overused?
� Which of the following might be added to the
beginning of the report as an effective opening
sentence?
� What is the correct way to write the underlined
phrase?
� Which sentence below is an example of
______________?
� Opening lines are effective because they
_____________________?
� In this sentence the word ___________ does not
correctly link the ideas. Which of these words
should be used in its place?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Apparent
• Compound
• Complex
LC 1.2 Use parallelism to present items
for emphasis
* 2 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can use parallel and proper sentence structure
in my writing to compare and contrast my ideas.
Essential Skills and Concepts: � Subordinate clause
� Coordination (coordinating, correlating
conjunction, semicolon, conjunctive
adverb)
� Apposition/appositive
� Parallel words, phrases, clauses
Question Stems and Prompts: � Which of the following sentences uses
parallel words, phrases or clauses?
� How should the underlined part of
sentence __________ be reworded to
create a parallel structure?
� Why does the writer use a semicolon
here?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Vary
• Varied
• Coordinate
• Emphasis
• Parallel
8th Grade – Language Conventions 8
th Grade – Language Conventions
LC 1.3 Use subordination, coordination, and
apposition
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can organize my ideas using subordinate and
independent clauses, conjunctions, and appositives to
clearly show the relationship between ideas.
Essential Skills and Concepts: � Subordinate clause
� Independent clause
o Coordinating conjunction
o Correlative conjunction
o Semicolon
o Conjunctive adverb
� Apposition/appositive
Question Stems and Prompts: � How could the phrase _________________ best
be placed in the sentence?
� Choose the answer that is the most effective
substitute.
� What is the best way to write this sentence?
� How are sentences ___________ and
________________ best combined?
� Where would a semicolon be placed in the
sentence?
� Why is this sentence better than the original?
� What problem did the writer correct?
� Why does the writer use a semicolon?
� How does this change make the sentence better
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Correlate
• Coordinate
• Clause
• Phrase
• Effective substitute
• Substitution
LC 1.4 Edit for usage, punctuation,
capitalization, and spelling
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can use correct grammar to fix (edit) my writing.
Essential Skills and Concepts: � Grammar/Usage
� Easily confused words
� Adverbs
� Conjunctions
� Subject-verb agreement
� Revision
Question Stems and Prompts: � How should the underlined word in
sentence ________ be written?
� How should sentence ___ be rewritten to
reflect the use of correct grammar?
� Choose the answer that is the most
effective substitute for each sentence or
part of the sentence?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Manuscript
• Revise
8th Grade – Language Conventions 8
th Grade – Language Conventions
LC 1.5 Use correct, punctuation, and
capitalization
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can recognize and use correct punctuation and
capitalization.
Essential Skills and Concepts: � Punctuation
� Period
� Question mark
� Comma
� Semicolon
� Colon
� Apostrophe
� Capitalization
� First word
� Titles
� Title before name
� Geographical regions
� Historical events, era, document
� Names of languages
� Nationalities
� Proper nouns
� Proper adjectives
Question Stems and Prompts: � How should sentence ____________ be used to
reflect the correct use of
____________?(capitalization/punctuation)
� Which sentence does not contain a ________
error? (capitalization/punctuation)
� How is sentence ____________ best written?
� What is the correct capitalization in item ___?
� Which sentence uses a ___________ correctly?
(semicolon, colon etc.)
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Error
• Rewrite
LC 1.6 Use correct spelling
* 3 CST Items
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can recognize and use correctly spelled words.
Essential Skills and Concepts: � Spelling conventions
� Prefixes
� Suffixes
� Silent letters
� Non-phonetic spellings/tricky words
� Changes in base word
Question Stems and Prompts: � What is the correct way to write the
underlined word in the sentence?
� Which phrase from the
________________ contains an
underlined word that is spelled
incorrectly?
� Select the misspelled word in each set.
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Recognize
8th Grade – Language Conventions 8
th Grade – Language Conventions
LS 1.1 Analyze oral interpretations of literature
* Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can understand and critique oral interpretations of
literature.
Essential Skills and Concepts: � Listen
� Analyze delivery
� Oral interpretation
Question Stems and Prompts: � What was effective about this oral presentation?
� How did this presentation affect you?
� What is your opinion of the presentation?
� What specific language did the presenter use?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Analyze
• Interpret
• Delivery
LS 1.2 Paraphrase and question a
speaker’s purpose and point of view
* Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can restate a speaker’s purpose and ask
appropriate questions about the content, delivery
and purpose.
Essential Skills and Concepts: � Paraphrase speaker’s purpose
� Point of view
� Relevant questions
Question Stems and Prompts: � What was the speaker’s purpose?
� What was the speaker’s point of view?
� What relevant questions would you ask
the speaker?
� Could you paraphrase the speaker’s
presentation?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Relevant
• Paraphrase
• Purpose
8th Grade – Listening/Speaking 8
th Grade – Listening/Speaking
LS 1.3 Organize information to the purpose and
audience.
* Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can organize information and use appropriate
vocabulary to make oral presentations to a particular
audience. I can use the volume, expression, and tone of
my voice to fit the purpose of my presentation.
Essential Skills and Concepts: � Use appropriate vocabulary
� Organize information for a particular purpose
� Use appropriate voice, expression, and tone in
delivery
Question Stems and Prompts: � How did you organize the information for this
presentation?
� How did you use your voice to get your point
across?
� List specific vocabulary used in your presentation.
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Modulation
LS 1.4 Prepare a speech outline
* Not Assessed on CST
EL Modification: [EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can prepare a speech outline with a specific
pattern of organization, which includes an
introduction, transitions, points of interest, and
summaries with a logically developed body and a
strong conclusion.
Essential Skills and Concepts: � Speech outline
� Patterns of organization
� Introduction
� Transitions
� Previews
� Summaries
� Logically developed body
� Effective conclusion
Question Stems and Prompts: � What specific pattern of organization did
you use for this speech?
� Did I begin with a purposeful
introduction?
� Did I end with an effective conclusion?
What transitions did you use?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Outline
• Preview
• Purposeful
• Specific
• Transition
• Logical
• Effective
8th Grade – Listening/Speaking 8
th Grade – Listening/Speaking
LS 1.5 Use precise language
* Not Assessed on CST
Student Friendly Standard: I can enliven oral presentations by using precise
language, action verbs, sensory details, appropriate and
colorful describing words, and the use of an active,
exciting voice.
Essential Skills and Concepts: � Precise language
� Action verbs
� Sensory details
� Appropriate and colorful modifiers
� Active rather than passive voice
� Lively oral presentations
Question Stems and Prompts: � List the _______________________ you used in
your presentation. (action verbs, sensory details,
modifiers)
� What did you do to enliven your presentation?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Active
• Passive
• Precise
• Modify
LS 1.6 Use appropriate grammar, word,
enunciation and pace during
presentations.
* Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can speak clearly at an appropriate speed, using
correct grammar and word choice.
Essential Skills and Concepts: � Formal presentation
� Appropriate grammar
� Logical word choice
� Enunciation
� Pace
Question Stems and Prompts: � Did I use appropriate grammar throughout
my entire presentation?
� Did I avoid nonspecific words? (like
thing, stuff)
� Did I vary my speed during my
presentation?
� Did I speak too quickly or pause too
often?
� Did I intentionally pace my presentation
to match the content?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Pace
• Vary
• Appropriate
8th Grade – Listening/Speaking 8
th Grade – Listening/Speaking
LS 1.7 Use audience feedback
• Not Assessed on CST
•
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: By using verbal and nonverbal audience feedback, I can
change the organizational structure and rearrange words
and sentences to make my presentation more clear.
Essential Skills and Concepts: � Audience feedback
� Verbal cues
� Nonverbal cues
� Modify organizational structure
� Rearrange words and sentences for clarification
Question Stems and Prompts: � What kinds of audience feedback did I use to
modify my presentation?
� How can you rearrange your presentation to make
it more clear?
� Did I make eye contact with the audience in order
to receive feedback?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Spontaneity
• Modify
• Clarify
• Rearrange
LS 1.8 Evaluate the credibility of a speaker
* Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can judge the reliability of a speaker and
recognize if a speaker has hidden agendas or uses
biased material.
Essential Skills and Concepts: � Evaluate the credibility of a speaker
� Hidden agendas
� Slanted material
� Biased material
� Propaganda
� Emotional appeal
� Nonverbal suggestions
� Visual impression
Question Stems and Prompts: � What the speaker a reliable source of
information?
� What was an example of biased material
in the presentation?
� Did the speaker present the information as
fact or opinion?
� Do you think the speaker had any hidden
agendas?
� What was the speaker trying to persuade
you to do?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Credibility
• Reliability
• Bias
• Propaganda
• Hidden agenda
• Slanted
• Impression
8th Grade – Listening/Speaking 8
th Grade – Listening/Speaking
LS 1.9 Interpret and evaluate visual
communication of information
* Not Assessed on CST
EL Modification: [B, EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can understand and make judgments about ways that
visual image makers (such as graphic artists, illustrators,
and news photographers) communicate information and
attempt to persuade an audience.
Essential Skills and Concepts: � Communication of information
� Perfecting impressions
� Media communications
� Image makers
o Graphic artists
o Illustrators
o News photographers
� Advertisers
Question Stems and Prompts: � What effective strategies did the visual image
makers use in the presentation?
� What made the visual presentation effective or
ineffective?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Media
• Advertisement
• Interpret
• Evaluate
• Visual imagery
• Illustrator
• Impression
• Opinion
8th Grade – Listening/Speaking
LS 2.1 Deliver narrative presentations
* Not Assessed on CST
EL Modification: [EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can give a narrative presentation (biographical,
autobiographical) and relate a clear event with necessary
details that show the importance of the event using
narrative and descriptive strategies which include
relevant dialogue, specific action, physical description,
background description and comparison or contrast of
characters.
Essential Skills and Concepts: � Narrative presentation
o Biographical
o Autobiographical
� Details supporting event
o Relevant dialogue
o Specific action
o Physical description
o Background description
o Comparison or contrast
Question Stems and Prompts: � What narrative or descriptive strategies did I use?
� What was the significant event I described?
� Is it clear why this event is important to me?
� Can the audience visualize the person or event?
� Was enough background information given to the
listener?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Employ
• Significant
• Coherent
• Incident
• Anecdote
• Relevant
LS 2.2 Deliver oral responses to literature
* Not Assessed on CST
EL Modification: [EI, I]
(see supporting ELD Standards Correlation
Document)
Student Friendly Standard: I can present an oral response to literature that
shows my interpretation and insight, connects my
ideas to specific references in the text, supports
inferences about the author’s effect on the reader,
and supports my judgments with evidence from
other texts or personal knowledge.
Essential Skills and Concepts: � Oral Response to literature
� Interpretation
� Insight
� Writer’s techniques
� Specific textual references
� Supported inferences about effect
� on audience
� Support judgments
� References to the text
� References to other text/authors
� Personal knowledge
Question Stems and Prompts: � What specific insight did you have about
this text?
� Did you connect to other texts, authors or
personal knowledge?
� Did you support your judgments?
� Which writer’s techniques did I use in my
own response?
� Did I give good examples of deep insight?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font,
see supporting ELD Vocabulary Document)
• Oral
• Interpretation
• Insight
• References
• Text
• Support
• Inferences
• Effect
• Judgments
• Evidence
• Respond
8th Grade – Listening/Speaking 8
th Grade – Listening/Speaking
LS 2.3Deliver research presentations
* Not Assessed on CST
EL Modification: [EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can deliver a research presentation with a defined thesis
that includes important ideas, concepts, and direct
quotations from reliable sources. Within the presentation,
I can paraphrase and summarize all relevant viewpoints
on the topic and use primary and secondary sources of
value, as well as charts, maps and graphs,
Essential Skills and Concepts: � Research presentation
o Define a thesis and organize the
presentation
o Use direct quotations
o Paraphrase
o Summarize relevant perspectives
o Use primary and secondary resources
� Varied
� Valuable to presentation
� Record information on charts,
maps and graphs
Question Stems and Prompts: � What is your thesis?
� Is your presentation clearly organized?
� What information came from primary or
secondary sources?
� What is a primary source of information?
� What is a secondary source of information?
� Did you use charts, maps or graphs appropriately?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Relevant
• Primary sources
• Secondary sources
• Paraphrase
• Summarize
• Perspective
• Thesis
• Value
• Distinguish
• Research
8th Grade – Listening/Speaking
LS 2.4Deliver persuasive presentations
* Not Assessed on CST
EL Modification: [EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can give a persuasive presentation that has a clear thesis
expressing my judgment, separates fact from opinion,
supports arguments with solid evidence, addresses
listener’s concerns and counterarguments with well-
arranged reasons and details using an appropriate tone of
voice.
Essential Skills and Concepts: � Persuasive presentation
� Well defined thesis expressing
judgment/position
� Differentiated fact and opinion
� Supportive arguments
� Detailed evidence
� Examples
� Reasoning
� Addresses listener’s
concerns/counterarguments
o Details
o Reasons
o Examples
� Reasonable tone
Question Stems and Prompts: � Did my thesis include a clear and knowledgeable
judgment?
� Did I anticipate and address the listener’s
concerns?
� Did I differentiate fact from opinion?
� Did I maintain a reasonable and appropriate tone?
� Did I support arguments with detailed evidence,
examples or reasoning?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Persuade
• Thesis
• Argument
• Anticipate
• Counterarguments
• Evidence
• Tone
• Reasoning
• Inclusion
• Differentiate
• Elements
• Commercial
• Defend
• Opinion
8th Grade – Listening/Speaking
LS 2.5 Recite Poems
* Not Assessed on CST
EL Modification: [EI, I]
(see supporting ELD Standards Correlation Document)
Student Friendly Standard: I can recite poems (of four to six stanzas), speeches, or
soliloquies using appropriate voice, tone, and expressive
gestures to help communicate the meaning.
Essential Skills and Concepts: � Recite
� Poems of four to six stanzas
� Speeches or parts of speeches
� Dramatic soliloquies
� Voice modulation
� Expressive gestures
Question Stems and Prompts: � What gestures were most effective to
communicate meaning?
� How did you change your voice while reciting to
enhance your presentation?
Academic Vocabulary
(terms w/Spanish Cognate denoted in bold font, see
supporting ELD Vocabulary Document)
• Enhance
• Dramatic
• Modulation
8th Grade – Listening/Speaking