Vam G8-HS Ela

English Language Arts Grade 8 – High School Courses
Vertical Alignment Matrix (2017-2018)

Strand Grade 8 English I English II English III English IV
Strand 1: Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
ELA.8.1A
Adjust fluency (rate, accuracy, expression,
appropriate phrasing) when reading aloud
grade-level text based on the reading purpose
and the nature of the text.
Strand 1: Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
Ⓡ ELA.8.2A Ⓢ ELA.9.1A Ⓢ ELA.10.1A Ⓢ ELA.11.1A ELA.12.1A
Determine the meaning of grade-level determine the meaning of grade-level Determine the meaning of grade-level Determine the meaning of grade-level Determine the meaning of technical academic
academic English words derived from Latin, technical academic English words in multiple technical academic English words in multiple technical academic English words in multiple English words in multiple content areas (e.g.,
Greek, or other linguistic roots and affixes. content areas (e.g., science, mathematics, content areas (e.g., science, mathematics, content areas (e.g., science, mathematics, science, mathematics, social studies, the arts)
social studies, the arts) derived from Latin, social studies, the arts) derived from Latin, social studies, the arts) derived from Latin, derived from Latin, Greek, or other linguistic
Greek, or other linguistic roots and affixes. Greek, or other linguistic roots and affixes. Greek, or other linguistic roots and affixes. roots and affixes.
Ⓡ ELA.8.2B Ⓡ ELA.9.1B Ⓡ ELA.10.1B Ⓡ ELA.11.1B ELA.12.1B
Use context (within a sentence and in larger Analyze textual context (within a sentence Analyze textual context (within a sentence Analyze textual context (within a sentence Analyze textual context (within a sentence
sections of text) to determine or clarify the and in larger sections of text) to distinguish and in larger sections of text) to distinguish and in larger sections of text) to draw and in larger sections of text) to draw
meaning of unfamiliar words or ambiguous between the denotative and connotative between the denotative and connotative conclusions about the nuance (subtleties) in conclusions about the nuance (subtleties) in
words or words with novel meanings. meanings of words. meanings of words. word meanings. word meanings.
ELA.8.2C ELA.9.1C Ⓢ ELA.10.1C Ⓢ ELA.11.1C ELA.12.1C
Complete analogies that describe a function Produce analogies that describe a function of Infer word meaning through the identification Infer word meaning through the identification Use the relationship between words
or its description (e.g., pen: paper as chalk: an object or its description. and analysis of analogies and other word and analysis of analogies and other word encountered in analogies to determine their
Strand 1: Reading
____ or soft: kitten as hard: ______). relationships. relationships. meanings (e.g., synonyms/antonyms,
connotation/denotation).
ELA.8.2D ELA.9.1D Ⓢ ELA.10.1D Ⓢ ELA.11.1D ELA.12.1D
Identify common words or word parts from Describe the origins and meanings of foreign Show and explain the relationship between Recognize and use knowledge of cognates in Analyze and explain how the English
other languages that are used in written words or phrases used frequently in written the origins and meaning of foreign words or different languages and of word origins to language has developed and been influenced
English (e.g., phenomenon, charisma, chorus, English (e.g., caveat emptor, carte blanche, phrases used frequently in written English and determine the meaning of words. by other languages.
passé, flora, fauna). tete a tete, pas de deux, bon appetite, quid historical events or developments (e.g.,
pro quo). glasnost, avant-garde, coup d’etat).
Ⓡ ELA.8.2E Ⓡ ELA.9.1E Ⓡ ELA.10.1E Ⓡ ELA.11.1E ELA.12.1E
Use a dictionary, a glossary, or a thesaurus Use a dictionary, a glossary, or a thesaurus Use a dictionary, a glossary, or a thesaurus Use general and specialized dictionaries, Use general and specialized dictionaries,
(printed or electronic) to determine the (printed or electronic) to determine or confirm (printed or electronic) to determine or confirm thesauri, glossaries, histories of language, thesauri, histories of language, books of
meanings, syllabication, pronunciations, the meanings of words and phrases, including the meanings of words and phrases, including books of quotations, and other related quotations, and other related references
alternate word choices, and parts of speech of their connotations and denotations, and their their connotations and denotations, and their references (printed or electronic) as needed. (printed or electronic) as needed.
words. etymology. etymology.
Strand 1: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasing more complex texts as they become self-directed, critical readers. The student is expected to:
ELA.8.Fig19A
Establish purposes for reading selected texts
based upon own or others’ desired outcome to
enhance comprehension.
ELA.8.Fig19B
Ask literal, interpretive, evaluative, and
universal questions of text.
- Aligned Readiness - Process Standards Ⓡ - STAAR Readiness Standards Ⓡ - STAAR Supporting Standards © Houston ISD Curriculum
2017 – 2018
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Strand 1: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasing more complex texts as they become self-directed, critical readers. The student is expected to:
ELA.8.Fig19C ELA.9.Fig19A ELA.10.Fig19A ELA.11.Fig19A ELA.12.Fig19A
Reflect on understanding to monitor Reflect on understanding to monitor Reflect on understanding to monitor Reflect on understanding to monitor Reflect on understanding to monitor
comprehension (e.g., summarizing and comprehension (e.g., asking questions, comprehension (e.g., asking questions, comprehension (e.g., asking questions, comprehension (e.g., asking questions,
synthesizing; making textual, personal, and summarizing and synthesizing, making summarizing and synthesizing, making summarizing and synthesizing, making summarizing and synthesizing, making
world connections; visualizing). connections, creating sensory images). connections, creating sensory images). connections, creating sensory images). connections, creating sensory images).
ⓇⓈELA.8.Fig19D ⓇⓈELA.9.Fig19B ⓇⓈELA.10.Fig19B ⓇⓈELA.11.Fig19B ELA.12.Fig19B
Make complex inferences about text and use Make complex inferences about text and use Make complex inferences about text and use Make complex inferences (e.g., inductive and Make complex inferences (e.g., inductive and
textual evidence to support understanding. textual evidence to support understanding. textual evidence to support understanding. deductive) about text and use textual deductive) about text and use textual
evidence to support understanding. evidence to support understanding.
ⓇⓈELA.8.Fig19E
Summarize, paraphrase, and synthesize texts
in ways that maintain meaning and logical
order within a text and across texts.
Ⓡ ELA.8.Fig19F
Make intertextual links among and across
texts, including other media (e.g., film, play,
music, print media), and provide textual
evidence.
Strand 1: Reading/Comprehension of Literary Texts/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary
Strand 1: Reading
contexts and provide evidence from the text to support their understanding. Students are expected to:
Ⓢ ELA.8.3A Ⓢ ELA.9.2A Ⓢ ELA.10.2A Ⓡ ELA.11.2A ELA.12.2A
Analyze literary works that share similar Analyze how the genre of texts with similar Compare and contrast differences in similar Analyze the way in which the theme or Compare and contrast works of literature that
themes across cultures, and support using themes shapes meaning. themes expressed in different time periods. meaning of a selection represents a view or express a universal theme.
textual evidence. comment on the human condition.
Ⓢ ELA.8.3B Ⓢ ELA.9.2B Ⓢ ELA.10.2B Ⓢ ELA.11.2B ELA.12.2B
Compare and contrast the similarities and Analyze the influence of mythic, classical and Analyze archetypes (e.g., journey of a hero, Relate the characters and text structures of Compare and contrast the similarities and
differences in mythologies from various traditional literature on 20th and 21st century tragic flaw) in mythic, traditional and classical mythic, traditional, and classical literature to differences in classical plays with their
cultures (e.g., ideas of afterlife, roles and literature. literature. 20th and 21st century American novels, plays, modern day novel, play, or film versions.
characteristics of deities, purposes of myths). or films.
Ⓢ ELA.8.3C Ⓢ ELA.9.2C Ⓢ ELA.10.2C Ⓢ ELA.11.2C ELA.12.2C
Explain how the values and beliefs of Relate (compare/contrast) the figurative Relate (compare/contrast) the figurative Relate (compare/contrast) the main ideas Relate (compare/contrast) the characters,
particular characters are affected by the language of a literary work to its historical and language of a literary work to its historical and found in a literary work to primary source setting, and theme of a literary work to the
historical and cultural setting of the literary cultural setting. cultural setting. documents from its historical and cultural historical, social, and economic ideas of its
work. setting. time.
Strand 1: Reading/ Comprehension of Literary Text/ Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to
support their understanding. Students are expected to:
Ⓢ ELA.8.4A Ⓢ ELA.9.3A Ⓢ ELA.10.3A Ⓢ ELA.11.3A ELA.12.3A
Compare and contrast the relationship Analyze the effects of diction and imagery Analyze the structure of prosody (e.g., meter, Analyze the effects of metrics, rhyme Analyze and evaluate the changes in sound,
between the purpose and characteristics of (e.g., controlling images, figurative language, rhyme scheme) and graphic elements (e.g., schemes (e.g., end, internal, slant, eye), and form, figurative language, graphics, and
different poetic forms (e.g., epic poetry, lyric understatement, overstatement, irony, line length, punctuation, word position) in other conventions in American poetry. dramatic structure in poetry across British
poetry). paradox) in poetry. poetry. literary time periods.
2017 – 2018
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Strand 1: Reading/Comprehension of Literary Text/ Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to
Analyze how different playwrights characterize Explain how dramatic conventions (e.g., Analyze how archetypes and motifs in drama Analyze the themes and characteristics of Analyze and evaluate how the structure and
their protagonists and antagonists through the monologues, soliloquies, dramatic irony) affect the plot of plays. plays in different periods of modern American elements of drama change in the works of
dialogue and staging of their plays. enhance dramatic text. drama. British dramatists across literary periods.
Strand 1: Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to
Ⓡ ELA.8.6A Ⓢ ELA.9.5A Ⓡ ELA.10.5A Ⓡ ELA.11.5A ELA.12.5A
Summarize plot and analyze linear plot Analyze and discuss the purpose of non-linear Analyze isolated scenes or chapters and their Analyze and evaluate how different literary Analyze how complex plot structures (e.g.,
developments (e.g., conflict, rising action, plot development (e.g., flashbacks, contribution to the success of the plot as a elements (e.g., figurative language, point of subplots) and devices (e.g., foreshadowing,
falling action, resolution/denouement, foreshadowing, sub-plots, parallel plot whole in a variety of works of fiction. view) shape the author’s portrayal of the plot flashbacks, suspense) function and advance
subplots) to determine whether and how structures) and compare it to linear plot and setting in works of fiction. the action in a work of fiction.
conflicts are resolved. development.
Ⓡ ELA.8.6B Ⓡ ELA.9.5B Ⓢ ELA.10.5B Ⓡ ELA.11.5B ELA.12.5B
Analyze how the central characters’ qualities Analyze how authors develop complex yet Analyze differences in the characters’ moral Analyze the internal and external Analyze the moral dilemmas and quandaries
influence the theme of a fictional work and believable characters in works of fiction dilemmas in works of fiction across different development of characters through a range of presented in works of fiction as revealed by
resolution of the central conflict. through a range of literary devices, including countries or cultures. literary devices. the underlying motivations and behaviors of
character foils. the characters.
Ⓢ ELA.8.6C Ⓢ ELA.9.5C Ⓢ ELA.10.5C Ⓢ ELA.11.5C ELA.12.5C
Analyze different forms of point of view, Analyze the way in which a work of fiction is Evaluate the connection between forms of Analyze the impact of narration when the Compare and contrast the effects of different
including limited versus omniscient, subjective shaped by the narrator’s point of view. narration/point of view (e.g., unreliable, narrator’s point of view shifts from one forms of narration/point of view across various
versus objective, and their affect upon the omniscient) and tone in works of fiction. character to another. genres of fiction.
story.
ELA.9.5D ELA.10.5D ELA.11.5D ELA.12.5D
Develop knowledge of authors and Develop knowledge of authors and Develop knowledge of authors and Develop knowledge of authors and
demonstrate familiarity with works by authors demonstrate familiarity with works by authors demonstrate familiarity with works by authors demonstrate familiarity with works of fiction by
from non-English-speaking literary traditions from non-English-speaking literary traditions in American fiction from each major literary British authors from each major literary period.
with emphasis on classical literature. with emphasis on 20th century world literature. period.
Strand 1: Reading/Comprehension Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction
and provide evidence from text to support their understanding. Students are expected to:
Analyze passages in well-known speeches for Analyze how literary essays interweave Evaluate the role of syntax and diction and the Analyze how rhetorical techniques (e.g., Analyze the effect of ambiguity, contradiction,
the author’s use of literary devices and word personal examples and ideas with factual effect of voice, tone, and imagery on a repetition, parallel structure, understatement, subtlety, paradox, irony, sarcasm, and
and phrase choice (e.g., aphorisms, epigraphs) information to explain, present a perspective, speech, literary essay, or other forms of overstatement) in literary essays, true life overstatement in literary essays, speeches,
to appeal to the audience. or describe a situation or event. literary nonfiction. adventures, and historically important and other forms of literary nonfiction.
speeches influence the reader, evoke
emotions, and create meaning.
2017 – 2018
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Strand 1: Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary
text and provide evidence from text to support their understanding. Students are expected to:
Explain the effect of similes and extended Analyze and explain the role of irony, Analyze and explain the function of Analyze the meaning of classical, Analyze how the author’s patterns of imagery,
metaphors in literary text. sarcasm, and paradox in literary works. symbolism, allegory, and allusions in literary mythological, and biblical allusions in words, literary allusions, and conceits reveal theme,
works. phrases, passages, and literary works. set tone, and create meaning in metaphors,
passages, and literary works.
Strand 1: Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Ⓢ ELA.8.9A Ⓡ ELA.9.8A Ⓡ ELA.10.8A Ⓢ ELA.11.8A ELA.12.8A
Analyze works written on the same topic and Explain the controlling idea and specific Analyze the controlling idea and specific Analyze how the style, tone, and diction of a Analyze the consistency and clarity of the
compare how the authors achieved similar or purpose of an expository text and distinguish purpose of a passage and the textual text advance the author’s purpose and expression of the controlling idea and the
different purposes, and support using textual the most important from the less important elements that support and elaborate it, perspective or stance. ways in which the organizational and
evidence. details that support the author’s purpose. including both the most important details and rhetorical patterns of text support or confound
the less important details. the author’s meaning or purpose.
Strand 1: Reading/Comprehension of Informational Text/Expository Text: Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their
understanding. Students are expected to:
Ⓡ ELA.8.10A Ⓡ ELA.9.9A Ⓡ ELA.10.9A Ⓡ ELA.11.9A ELA.12.9A
Summarize the main ideas, supporting details, Summarize text and distinguish between a Summarize text and distinguish between a Summarize a text in a manner that captures Summarize a text in a manner that captures
and relationships among ideas in text summary that captures the main ideas and summary and a critique and identify non- the author’s viewpoint, its main ideas, and its the author’s viewpoint, its main ideas, and its
Strand 1: Reading
succinctly in ways that maintain meaning and elements of a text and a critique that takes a essential information in a summary and elements without taking a position or elements without taking a position or
logical order. position and expresses an opinion. unsubstantiated opinions in a critique. expressing an opinion. expressing an opinion.
Ⓢ ELA.8.10B Ⓢ ELA.9.9B Ⓢ ELA.10.9B Ⓢ ELA.11.9B ELA.12.9B

Distinguish factual claims from commonplace Differentiate between opinions that are Distinguish among different kinds of evidence Distinguish between inductive and deductive Explain how authors writing on the same
assertions and opinions and evaluate substantiated and unsubstantiated in the text. (e.g., logical, empirical, anecdotal) used to reasoning and analyze the elements of issue reached different conclusions because
inferences from their logic in text. support conclusions and arguments in texts. deductively and inductively reasoned texts of differences in assumptions, evidence,
and the different ways conclusions are reasoning, and viewpoints.
supported.
Ⓡ ELA.8.10C Ⓡ ELA.9.9C Ⓡ ELA.10.9C Ⓡ ELA.11.9C ELA.12.9C
Make subtle inferences and draw complex Make subtle inferences and draw complex Make and defend subtle inferences and Make and defend subtle inferences and Make and defend subtle inferences and
conclusions about the ideas in text and their conclusions about the ideas in text and their complex conclusions about the ideas in text complex conclusions about the ideas in text complex conclusions about the ideas in text
organizational patterns (e.g., proposition-and- organizational patterns. and their organizational patterns. and their organizational patterns. and their organizational patterns.
support, problem-and-solution, cause-effect,
compare-contrast, inductive, deductive,
chronological order).
Ⓡ ELA.8.10D Ⓢ ELA.9.9D Ⓢ ELA.10.9D Ⓢ ELA.11.9D ELA.12.9D

Synthesize and make logical connections Analyze, synthesize and make logical Analyze, synthesize and make logical Analyze and synthesize ideas and make Analyze and synthesize ideas and make
between ideas within a text and across two or connections between ideas and details in connections between ideas and details in logical connections (e.g., thematic links, logical connections (e.g., thematic links,
three texts representing similar or different several texts selected to reflect a range of several texts selected to reflect a range of author analyses) between and among multiple author analysis) between and among multiple
genres and support those findings with textual viewpoints on the same topic and support viewpoints on the same topic and support texts representing similar or different genres texts representing similar or different genres
evidence. those findings with textual evidence. those findings with textual evidence. and technical sources and support those and technical sources and support those
findings with textual evidence. findings with textual evidence.
2017 – 2018
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Strand 1: Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their
analysis. Students are expected to:
Compare and contrast persuasive texts that Analyze the relevance, quality and credibility Explain shifts in perspective in arguments Evaluate how the author’s purpose and stated Evaluate the merits of an argument, action, or
reached different conclusions about the same of evidence given to support or oppose an about the same topic and evaluate the or perceived audience affect the tone of policy by analyzing the relationships (e.g.,
issue and explain how the authors reached argument for a specific audience. accuracy of the evidence used to support the persuasive texts. implication, necessity, sufficiency) among
their conclusions through analyzing the different viewpoints within those arguments. evidence, inferences, assumptions and claims
evidence each presents. in text.
Ⓢ ELA.8.11B Ⓢ ELA.9.10B ELA.10.10B ELA.11.10B ELA.12.10B
Describe and analyze the use of such Analyze famous speeches for the rhetorical Analyze contemporary political debates for Analyze historical and contemporary political Draw conclusions about the credibility of
rhetorical and logical fallacies as loaded structures and devices used to convince the such rhetorical and logical fallacies as debates for such logical fallacies as non- persuasive text by examining its implicit and
terms, caricatures, leading questions, false reader of the authors’ propositions. appeals to commonly held opinions, false sequiturs, circular logic, and hasty stated assumptions about an issue as
assumptions, and incorrect premises in dilemmas, appeals to pity, and personal generalizations. conveyed by the specific use of language.
persuasive texts. attacks.
Strand 1: Reading/Comprehension of Informational Text /Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
ELA.8.12A Ⓢ ELA.9.11A Ⓢ ELA.10.11A Ⓢ ELA.11.11A ELA.12.11A
Analyze text for missing or extraneous Analyze the clarity of the objective(s) of Evaluate text for the clarity of its graphics and Evaluate the logic of the sequence of Draw conclusions about how the patterns of
information in multi-step directions or legends procedural text (e.g., consider reading its visual appeal. information presented in text (e.g., product organization and hierarchic structures support
for diagrams. instructions for software, warranties, support material, contracts). the understandability of text.
consumer publications).
Ⓢ ELA.8.12B Ⓢ ELA.9.11B Ⓢ ELA.10.11B Ⓢ ELA.11.11B
Strand 1: Reading
ELA.12.11B
Evaluate graphics for their clarity in Analyze factual, quantitative, or technical data Synthesize information from multiple graphical Translate (from text to graphic or from graphic Evaluate the structures of text (e.g., format,
communicating meaning or achieving a presented in multiple graphical sources. sources to draw conclusions about the ideas to text) complex factual, quantitative, or headers) for their clarity and organizational
specific purpose. presented (e.g., maps, charts, schematics). technical information presented in maps, coherence and for the effectiveness of their
charts, illustrations, graphs, timelines, tables, graphic representations.
and diagrams.
Strand 1: Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students (will) continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
Evaluate the role of media in focusing Compare and contrast how events are Analyze and evaluate how messages Analyze and evaluate how messages Analyze and evaluate how messages
attention on events and informing opinion on presented and information is communicated presented in media reflect social and cultural presented in media reflect social and cultural presented in media reflect social and cultural
issues. by visual images (e.g., graphic art, views in ways different from traditional texts. views in ways different from traditional texts. views in ways different from traditional texts.
illustrations, news photographs) versus non-
visual texts and analyze the effectiveness of
each.
ELA.8.13B ELA.9.12B ELA.10.12B ELA.11.12B ELA.12.12B
Interpret how visual and sound techniques Analyze how messages in media are Analyze how messages in media are Evaluate the interactions of different Evaluate the interactions of different
(e.g., special effects, camera angles, lighting, conveyed through visual and sound conveyed through visual and sound techniques (e.g., layout, pictures, typeface in techniques (e.g., layout, pictures, typeface in
music) influence the message. techniques (e.g., editing, reaction shots, techniques (e.g., editing, reaction shots, print media, images, text, sound in electronic print media, images, text, sound in electronic
sequencing, background music). sequencing, background music). journalism) used in multi-layered media. journalism) used in multi-layered media.
2017 – 2018
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Strand 1: Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students (will) continue
Strand 1: Reading
to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
Ⓢ ELA.8.13C ELA.9.12C ELA.10.12C ELA.11.12C ELA.12.12C
Evaluate various techniques used to create a Compare and contrast coverage of the same Examine how individual perception or bias in Evaluate the objectivity of coverage of the Evaluate how one issue or event is
point of view in media and the impact on event in various media (e.g., newspapers, coverage of the same event influences the same event in various types of media. represented across various media to
audience. television, documentaries, blogs, Internet). audience. understand the notions of bias, audience, and
purpose.
ELA.8.13D Ⓢ ELA.9.12D Ⓢ ELA.10.12D Ⓢ ELA.11.12D ELA.12.12D
Assess the correct level of formality and tone Evaluate and compare/contrast changes in Evaluate and compare/contrast changes in Evaluate and compare/contrast changes in Evaluate and compare/contrast changes in
for successful participation in various digital formality and tone within the same medium for formality and tone within the same medium for formality and tone across various media for formality and tone across various media for
media. specific audiences and purposes. specific audiences and purposes. different audiences and purposes. different audiences and purposes.
Strand 2: Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
ELA.8.14A ELA.9.13A ELA.10.13A ELA.11.13A ELA.12.13A
Plan a first draft by selecting a genre Plan a first draft by selecting the correct genre Plan a first draft by selecting the correct genre Plan a first draft by selecting the correct genre Plan a first draft by selecting the correct genre
appropriate for conveying the intended for conveying the intended meaning to for conveying the intended meaning to for conveying the intended meaning to for conveying the intended meaning to
meaning to an audience, determining multiple audiences, determining appropriate multiple audiences, determining appropriate multiple audiences, determining appropriate multiple audiences, determining appropriate
appropriate topics through a range of topics through a range of strategies (e.g., topics through a range of strategies (e.g., topics through a range of strategies (e.g., topics through a range of strategies (e.g.,
strategies (e.g., discussion, background discussion, background reading, personal discussion, background reading, personal discussion, background reading, personal discussion, background reading, personal
reading, personal interests, interviews), and interests, interviews), and developing a thesis interests, interviews), and developing a thesis interests, interviews), and developing a thesis interests, interviews), and developing a thesis
developing a thesis or controlling idea. or controlling idea. or controlling idea. or controlling idea. or controlling idea.
ELA.8.14B Ⓡ ELA.9.13B Ⓡ ELA.10.13B Ⓡ ELA.11.13B ELA.12.13B
Develop drafts by choosing an appropriate Structure ideas in a sustained and persuasive Structure ideas in a sustained and persuasive Structure ideas in a sustained and persuasive Structure ideas in a sustained and persuasive
organizational strategy (e.g., sequence of (logical) way (e.g., using outlines, note taking, (logical) way (e.g., using outlines, note taking, (logical) way (e.g., using outlines, note taking, (logical) way (e.g., using outlines, note taking,
events, cause-effect, compare-contrast) and graphic organizers, lists) and develop drafts in graphic organizers, lists) and develop drafts in graphic organizers, lists) and develop drafts in graphic organizers, lists) and develop drafts in
building on ideas to create a focused, timed and open-ended situations that include timed and open-ended situations that include timed and open-ended situations that include timed and open-ended situations that include
organized, and coherent piece of writing. transitions and the rhetorical devices used to transitions and rhetorical devices used to transitions and the rhetorical devices used to transitions and the rhetorical devices to
convey meaning. convey meaning. convey meaning. convey meaning.
Strand 2: Writing
ELA.8.14C Ⓡ ELA.9.13C Ⓡ ELA.10.13C Ⓡ ELA.11.13C ELA.12.13C

Revise drafts to ensure precise word choice Revise drafts to improve style, word choice, Revise drafts to improve style, word choice, Revise drafts to clarify meaning and achieve Revise drafts to clarify meaning and achieve
and vivid images; consistent point of view; use figurative language, sentence variety, and figurative language, sentence variety, and specific rhetorical purposes, consistency of specific rhetorical purposes, consistency of
of simple, compound, and complex sentences; subtlety of meaning after rethinking how well subtlety of meaning after rethinking how well tone, and logical organization by rearranging tone, and logical organization by rearranging
internal and external coherence; and the use questions of purpose, audience, and genre questions of purpose, audience, and genre the words, sentences, and paragraphs to the words, sentences, and paragraphs to
of effective transitions after rethinking how have been addressed. have been addressed. employ tropes (e.g., metaphors, similes, employ tropes (e.g., metaphors, similes,
well questions of purpose, audience, and analogies, hyperbole, understatement, analogies, hyperbole, understatement,
genre have been addressed. rhetorical questions, irony), schemes (e.g., rhetorical questions, irony), schemes (e.g.,
parallelism, antithesis, inverted word order, parallelism, antithesis, inverted word order,
repetition, reversed structures), and by adding repetition, reversed structures), and by adding
transitional words and phrases. transitional words and phrases.
ELA.8.14D Ⓡ ELA.9.13D Ⓡ ELA.10.13D Ⓡ ELA.11.13D ELA.12.13D
Edit drafts for grammar, mechanics, and Edit drafts for grammar, mechanics, and Edit drafts for grammar, mechanics, and Edit drafts for grammar, mechanics, and Edit drafts for grammar, mechanics, and
spelling. spelling. spelling. spelling. spelling.
ELA.8.14E ELA.9.13E ELA.10.13E ELA.11.13E ELA.12.13E
Revise final draft in response to feedback Revise final draft in response to feedback Revise final draft in response to feedback Revise final draft in response to feedback Revise final draft in response to feedback
from peers and teacher and publish written from peers and teacher and publish written from peers and teacher and publish written from peers and teacher and publish written from peers and teacher and publish written
work for appropriate audiences. work for appropriate audiences. work for appropriate audiences. work for appropriate audiences. work for appropriate audiences.
2017 – 2018
Page 6 of 14
Strand 2: Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
ELA.8.15A.ii Ⓡ ELA.9.14A ELA.10.14A ELA.11.14A ELA.12.14A
Write an imaginative (fictional) story that Write an engaging story with a well-developed Write an engaging story with a well-developed Write an engaging story with a well-developed Write an engaging story with a well-developed
includes well-paced action and an engaging conflict and resolution, interesting and conflict and resolution, interesting and conflict and resolution, complex and non- conflict and resolution, a clear theme,
story line (plot). believable characters, and a range of literary believable characters, a range of literary stereotypical characters, a range of literary complex and non-stereotypical characters, a
strategies (e.g., dialogue, suspense) and strategies (e.g., dialogue, suspense) and strategies (e.g., dialogue, suspense) and range of literary strategies (e.g., dialogue,
devices to enhance the plot. devices to enhance the plot, and sensory devices to enhance the plot, and sensory suspense) and devices to enhance the plot,
details that define the mood or tone. details that define the mood or tone. and sensory details that define the mood or
tone.
ELA.8.15A.iii
Write an imaginative (fictional) story that
creates a specific, believable setting created
through the use of sensory details.
ELA.8.15A.iv
Strand 2: Writing
develops interesting characters and dialogue

that develops the story.
ELA.8.15A.i
sustains reader interest.
ELA.8.15A.v
Write an imaginative (fictional) story that uses
a range of literary strategies and devices to
enhance the style and tone.
ELA.8.15B.i ELA.9.14B ELA.10.14B ELA.11.14B ELA.12.14B
Write poems using poetic techniques (e.g., Write a poem using a variety of poetic Write a poem using a variety of poetic Write a poem that reflects an awareness of Write a poem that reflects an awareness of
rhyme scheme, meter). techniques (e.g., structural elements, techniques (e.g., structural elements, poetic conventions and traditions within poetic conventions and traditions within
figurative language) and a variety of poetic figurative language) and a variety of poetic different forms (e.g., sonnets, ballads, free different forms (e.g., sonnets, ballads, free
forms (e.g., sonnets, ballads). forms (e.g., sonnets, ballads). verse). verse).
ELA.8.15B.ii
Write poems using figurative language (e.g.,
personification, idioms, hyperbole).
ELA.8.15B.iii
Write poems using graphic elements (e.g.,
word position, capital letters, line length).
ELA.9.14C ELA.10.14C ELA.11.14C ELA.12.14C
Write a script with an explicit or implicit theme Write a script with an explicit or implicit theme Write a script with an explicit or implicit theme, Write a script with an explicit or implicit theme,
and details that contribute to a definite mood and details that contribute to a definite mood using a variety of literary techniques. using a variety of literary techniques.
or tone. or tone.
Strand 2: Writing. Students write about their own experiences. Students are expected to:
ELA.8.16A
Strand 2: Writing
Write a personal narrative that has a clearly

defined focus and includes reflections on
decisions, actions, and/or consequences.
Strand 2: 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:
ELA.8.17A.i Ⓡ ELA.9.15A.i Ⓡ ELA.10.15A.i Ⓡ ELA.11.15A.i ELA.12.15A.i
Write a multi-paragraph essay to convey Write an analytical essay of sufficient length Write an analytical essay of sufficient length Write an analytical essay of sufficient length Write an analytical essay of sufficient length
information about a topic that presents that includes effective introductory and that includes effective introductory and that includes effective introductory and that includes effective introductory and
effective introductions and concluding concluding paragraphs and a variety of concluding paragraphs and a variety of concluding paragraphs and a variety of concluding paragraphs and a variety of
paragraphs. sentence structures. sentence structures. sentence structures. sentence structures.
2017 – 2018
Page 7 of 14
ELA.8.17A.v Ⓡ ELA.9.15A.ii Ⓡ ELA.10.15A.ii Ⓡ ELA.11.15A.ii ELA.12.15A.ii
Create multi-paragraph essays to convey Write an analytical essay of sufficient length Write an analytical essay of sufficient length Write an analytical essay of sufficient length Write an analytical essay of sufficient length
information about a topic that uses a variety of that includes rhetorical devices, and that includes rhetorical devices, and that includes rhetorical devices, and that includes rhetorical devices, and
sentence structures, rhetorical devices, and transitions between paragraphs. transitions between paragraphs. transitions between paragraphs. transitions between paragraphs.
transitions to link paragraphs.
ELA.8.17A.ii Ⓡ ELA.9.15A.iii Ⓡ ELA.10.15A.iii Ⓡ ELA.11.15A.iii ELA.12.15A.iii
information about a topic that contains a that includes a controlling idea or thesis. that includes a thesis or controlling idea. that includes a clear thesis statement or that includes a clear thesis statement or
clearly stated purpose or controlling idea. controlling idea. controlling idea.
ELA.8.17A.iii Ⓡ ELA.9.15A.iv Ⓡ ELA.10.15A.iv Ⓡ ELA.11.15A.iv ELA.12.15A.iv
information about a topic that is logically that includes an organizing structure (e.g. that includes an organizing structure (e.g. that includes a clear organizational schema that includes a clear organizational schema
organized with appropriate facts and details inductive/deductive, compare/contrast) inductive/deductive, compare/contrast) (e.g. structure) (inductive/deductive, (e.g. structure) (inductive/deductive,
and includes no extraneous information or appropriate to purpose, audience, and appropriate to purpose, audience, and compare/contrast) for conveying ideas. compare/contrast) for conveying ideas.
inconsistencies. context. context.
ELA.8.17A.iv
Write a multi-paragraph essay to convey
information about a topic that accurately
synthesizes ideas from several sources.
Ⓡ ELA.9.15A.v Ⓡ ELA.10.15A.v Ⓡ ELA.11.15A.v ELA.12.15A.v
Write an analytical essay of sufficient length Write an analytical essay of sufficient length Write an analytical essay of sufficient length Write an analytical essay of sufficient length
that includes relevant information and valid that includes relevant evidence and well- that includes relevant and substantial that includes relevant and substantial
inferences. chosen details. evidence and well-chosen details. evidence and well-chosen details.
Ⓡ ELA.10.15A.vi Ⓡ ELA.11.15A.vi ELA.12.15A.vi
Write an analytical essay of sufficient length Write an analytical essay of sufficient length Write an analytical essay of sufficient length
that includes distinctions about the relative that includes information on multiple relevant that includes information on all relevant
value of specific data, facts, and ideas that perspectives and a consideration of the perspectives and consideration of the validity,
support the thesis statement. validity, reliability, and relevance of primary reliability, and relevance of primary and
and secondary sources. secondary sources.
Strand 2: 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.
ELA.12.15A.vii
Write an analytical essay of sufficient length
that includes an analysis of views and
Strand 2: Writing
information that contradict the thesis

statement and the evidence presented for it.
ELA.8.17B ELA.9.15B.i ELA.10.15B.i ELA.11.15B.i ELA.12.15B.i
Write a letter that reflects an opinion, registers Write procedural or work-related documents Write procedural or work-related documents Write procedural or work-related documents Write procedural and work-related documents
a complaint, or requests information in a (e.g., instructions, e-mails, correspondence, (e.g., instructions, e-mails, correspondence, (e.g., resumes, proposals, college (e.g., resumes, proposals, college
business or friendly context. memos, project plans) that include organized memos, project plans) that include organized applications, operation manuals) that include applications, operation manuals) that include
and accurately conveyed information. and accurately conveyed information. a clearly stated purpose combined with a well- a clearly stated purpose combined with a well-
supported viewpoint on the topic. supported viewpoint on the topic.
ELA.9.15B.ii ELA.10.15B.ii ELA.11.15B.ii ELA.12.15B.ii
Write procedural or work-related documents Write procedural or work-related documents Write procedural or work-related documents Write procedural or work-related documents
(e.g., instructions, e-mails, correspondence, (e.g., instructions, e-mails, correspondence, (e.g., resumes, proposals, college (e.g., resumes, proposals, college
memos, project plans) that include reader- memos, project plans) that include reader- applications, operation manuals) that include applications, operation manuals) that include
friendly formatting techniques. friendly formatting techniques. appropriate formatting structures (e.g., appropriate formatting structures (e.g.,
headings, graphics, white space). headings, graphics, white space).
2017 – 2018
Page 8 of 14
ELA.10.15B.iii ELA.11.15B.iii ELA.12.15B.iii
Write procedural or work-related documents Write procedural or work-related documents Write procedural or work-related documents
(e.g., instructions, e-mails, correspondence, (e.g., resumes, proposals, college (e.g., resumes, proposals, college
memos, project plans) that include applications, operation manuals) that include applications, operation manuals) that include
anticipation of readers’ questions. relevant questions that engage readers and relevant questions that engage readers and
consider their needs. address their potential problems and
misunderstandings.
ELA.11.15B.iv ELA.12.15B.iv
Write procedural or work-related documents Write procedural or work-related documents
(e.g., resumes, proposals, college (e.g., resumes, proposals, college
applications, operation manuals) that include applications, operation manuals) that include
accurate technical information in accessible accurate technical information in accessible
language. language.
ELA.11.15B.v ELA.12.15B.v
Write procedural or work-related documents Write procedural or work-related documents
(e.g., resumes, proposals, college (e.g., resumes, proposals, college
applications, operation manuals) that include applications, operation manuals) that include
appropriate organizational structures appropriate organizational structures
supported by facts and details (documented if supported by facts and details (documented if
appropriate). appropriate).
ELA.8.17C ELA.9.15C.i ELA.10.15C.i Ⓡ ELA.11.15C.i ELA.12.15C.i
Write responses to literary or expository texts Write an interpretative response to an Write an interpretative response to an Write an interpretation of an expository or a Write an interpretation of an expository or a
that demonstrate the writing skills for multi- expository or a literary text (e.g. essay or expository or a literary text (e.g., essay or literary text (e.g. essay or review) that literary text (e.g. essay or review) that
paragraph essays and provide sustained review) that extends beyond a summary and review) that extends beyond a summary and advances a clear thesis statement. advances a clear thesis statement.
evidence from the text using quotations when literal analysis. literal analysis.
appropriate.
ELA.9.15C.ii ELA.10.15C.ii Ⓡ ELA.11.15C.ii ELA.12.15C.ii
Write an interpretative response to an Write an interpretative response to an Write an interpretation of an expository or a Write an interpretation of an expository or a
expository or a literary text (e.g., essay or expository or a literary text (e.g., essay or literary text that addresses the writing skills for literary text that addresses the writing skills for
review) that addresses the writing skills for an review) that addresses the writing skills for an an analytical essay, including references to an analytical essay, including references to
analytical essay and provides evidence from analytical essay and provides evidence from and commentary on quotations from the text. and commentary on quotations from the text.
the text using embedded quotations. the text using embedded quotations.
ELA.9.15C.iii ELA.10.15C.iii Ⓡ ELA.11.15C.iii ELA.12.15C.iii
Write an interpretative response to an Write an interpretative response to an Write an interpretation of an expository or a Write an interpretation of an expository or a
expository or a literary text (e.g., essay or expository or a literary text (e.g., essay or literary text that analyzes the aesthetic effects literary text that analyzes the aesthetic effects
review) that analyzes the aesthetic effects of review) that analyzes the aesthetic effects of of an author’s use of stylistic or rhetorical of an author’s use of stylistic or rhetorical
an author’s use of stylistic or rhetorical an author’s use of stylistic and rhetorical devices. devices.
devices. devices.
Ⓡ ELA.11.15C.iv ELA.12.15C.iv
Write an interpretation of an expository or a Write an interpretation of an expository or a
literary text that identifies and analyzes the literary text that identifies and analyzes
ambiguities, nuances (subtleties), and ambiguities, nuances (subtleties), and
complexities within the text. complexities within the text.
Ⓡ ELA.11.15C.v ELA.12.15C.v
Write an interpretation of an expository or a Write an interpretation of an expository or a
literary text that anticipates and responds to literary text that anticipates and responds to
readers’ questions or contradictory readers’ questions and contradictory
information. information.
2017 – 2018
Page 9 of 14
ELA.8.17D ELA.9.15D ELA.10.15D ELA.11.15D ELA.12.15D
Produce a multimedia presentation involving Produce a multimedia presentation (e.g., Produce a multimedia presentation (e.g., Produce a multimedia presentation (e.g., Produce a multimedia presentation (e.g.,
text, graphics, images, and sound using documentary, class newspaper, docudrama, documentary, class newspaper, docudrama, documentary, class newspaper, docudrama, documentary, class newspaper, docudrama,
available technology. infomercial, visual or textual parodies, infomercial, visual or textual parodies, infomercial, visual or textual parodies, infomercial, visual or textual parodies,
theatrical production) with graphics, images, theatrical production) with graphics, images, theatrical production) with graphics, images, theatrical production) with graphics, images,
and sound that conveys a distinctive point of and sound that conveys a distinctive point of and sound that appeals to a specific audience and sound that appeals to a specific audience
view and appeals to a specific audience. view and appeals to a specific audience. and synthesizes information from multiple and synthesizes information from multiple
points-of-view. points of view.
Strand 2: Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:
ELA.8.18A Ⓢ ELA.9.16A Ⓡ ELA.10.16A Ⓡ ELA.11.16A ELA.12.16A
Write a persuasive essay to the appropriate Write an argumentative essay to the Write an argumentative essay to the write an argumentative essay (e.g., evaluative Write an argumentative essay (e.g.,
audience that establishes a clear thesis or appropriate audience that includes a clear appropriate audience that includes a clear essays, proposals) to the appropriate evaluative essays, proposals) to the
position. thesis or position based on logical reasons thesis or position based on logical reasons audience that includes a clear thesis or appropriate audience that includes a clear
supported by precise and relevant evidence supported by precise and relevant evidence , position based on logical reasons supported thesis or position based on logical reasons
including facts, expert opinions, quotations, including facts, expert opinions, quotations, by precise and relevant evidence, including with various forms of support (e.g., hard
and/or expressions of commonly accepted and/or expressions of commonly accepted facts, expert opinions, quotations, and/or evidence, reason, common sense, cultural
beliefs. beliefs. expressions of commonly accepted beliefs. assumptions).
ELA.8.18B Ⓢ ELA.9.16B ELA.10.16B ELA.11.16B ELA.12.16B
Write a persuasive essay to the appropriate Write an argumentative essay to the Write an argumentative essay to the Write an argumentative essay (e.g., Write an argumentative essay (e.g.,
audience that considers and responds to the appropriate audience that includes appropriate audience that includes evaluative essays, proposals) to the evaluative essays, proposals) to the
views of others and anticipates and answers consideration of the whole range of consideration of the whole range of appropriate audience that includes accurate appropriate audience that includes accurate
reader concerns and counter-arguments. information and views on the topic and information and views on the topic and and honest representation of divergent views and honest representation of divergent views
accurate and honest representation of these accurate and honest representation of these (i.e., in the author’s own words and not out of (i.e., in the author’s own words and not out of
views (i.e., in the author’s own words and not views (i.e., in the author’s own words and not context). context).
out of context). out of context).
Ⓢ ELA.9.16C Ⓢ ELA.10.16C ELA.11.16D ELA.12.16D
Strand 2 - Writing
Write an argumentative essay to the Write an argumentative essay to the Write an argumentative essay (e.g., Write an argumentative essay (e.g.,
appropriate audience that includes counter- appropriate audience that includes counter- evaluative essays, proposals) to the evaluative essays, proposals) to the
arguments based on evidence to anticipate arguments based on evidence to anticipate appropriate audience that includes information appropriate audience that includes information
and address objections. and address objections. on the complete range of relevant on the complete range of relevant
perspectives. perspectives.
ELA.8.18C Ⓢ ELA.9.16D Ⓡ ELA.10.16D Ⓡ ELA.11.16C ELA.12.16C
Write a persuasive essay to the appropriate Write an argumentative essay to the Write an argumentative essay to the Write an argumentative essay (e.g., Write an argumentative essay (e.g.,
audience that includes evidence that is appropriate audience that includes an appropriate audience that includes an evaluative essays, proposals) to the evaluative essays, proposals) to the
logically organized to support the author’s organizing structure appropriate to the organizing structure appropriate to the appropriate audience that includes an appropriate audience that includes an
viewpoint and that differentiates between fact purpose, audience, and context. purpose, audience, and context. organizing structure appropriate to the organizing structure appropriate to the
and opinion. purpose, audience and context. purpose, audience and context.
Ⓢ ELA.9.16E Ⓡ ELA.10.16E Ⓡ ELA.11.16E ELA.12.16E
Write an argumentative essay to the Write an argumentative essay to the Write an argumentative essay (e.g., Write an argumentative essay (e.g.,
appropriate audience that includes an appropriate audience that includes an evaluative essays, proposals) to the evaluative essays, proposals) to the
analysis of the relative value of specific data, analysis of the relative value of specific data, appropriate audience that includes appropriate audience that includes
facts, and ideas. facts, and ideas. demonstrated consideration of the validity and demonstrated consideration of the validity and
reliability of all primary and secondary sources reliability of all primary and secondary sources
used. used.
Ⓢ ELA.10.16F Ⓡ ELA.11.16F ELA.12.16F
Write an argumentative essay to the write an argumentative essay (e.g., evaluative write an argumentative essay (e.g., evaluative
appropriate audience that includes a range of essays, proposals) to the appropriate essays, proposals) to the appropriate
appropriate appeals (e.g., descriptions, audience that includes language attentively audience that includes language attentively
anecdotes, case studies, analogies, crafted to move a disinterested or opposed crafted to move a disinterested or opposed
illustrations). audience, using specific rhetorical devices to audience, using specific rhetorical devices to
back up assertions (e.g., appeals to logic, back up assertions (e.g., appeals to logic,
emotions, ethical beliefs). emotions, ethical beliefs).
2017 – 2018
Page 10 of 14
ELA.12.16G
Write an argumentative essay (e.g.,
evaluative essays, proposals) to the
appropriate audience that includes an
awareness and anticipation of audience
response that is reflected in different levels of
formality, style, and tone.
Strand 3: Oral and Written Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards
with greater complexity. Students are expected to:
ELA.8.19A.i Ⓡ ELA.9.17A.i Ⓡ ELA.10.17A.i Ⓢ ELA.11.17A ELA.12.17A
Identify, use and understand the function of Use and understand the function of more Use and understand the function of more Use and understand the function of different Use and understand the function of different
verbs (perfect and progressive tenses) and complex active and passive tenses and complex active and passive tenses and types of clauses and phrases (e.g., adjectival, types of clauses and phrases (e.g., adjectival,
participles in the context of reading, writing verbals (gerunds, infinitives, participles) in the verbals (gerunds, infinitives, participles) in the noun, adverbial clauses and phrases) in the noun, adverbial clauses and phrases) in the
and speaking. context of reading, writing and speaking. context of reading, writing and speaking. context of reading, writing and speaking. context of reading, writing and speaking.
ELA.8.19A.ii
Identify, use and understand the function of
appositive phrases in the context of reading,
writing and speaking.
Strand 3 – Oral and Written Conventions
ELA.8.19A.iii Ⓢ ELA.9.17A.ii Ⓢ ELA.10.17A.ii

Identify, use and understand the function of: Use and understand the function of restrictive Use and understand the function of restrictive
adverbial and adjectival phrases and clauses and non-restrictive relative clauses in the and non-restrictive relative clauses in the
in the context of reading, writing and context of reading, writing and speaking. context of reading, writing and speaking.
speaking.
ELA.8.19A.iv Ⓢ ELA.9.17A.iii Ⓢ ELA.10.17A.iii
Identify, use and understand the function Use and understand the function of reciprocal Use and understand the function of reciprocal
relative pronouns (e.g., whose, that, which) in pronouns (e.g., each other, one another) in pronouns (e.g., each other, one another) in
the context of reading, writing and speaking. the context of reading, writing and speaking. the context of reading, writing and speaking.
ELA.8.19A.v
Identify, use and understand the function of
subordinating conjunctions (e.g., because,
since) in the context of reading, writing and
speaking.
ELA.8.19B
Write complex sentences and differentiate
between main versus subordinate clauses.
ELA.9.17B ELA.10.17B
Identify and use the subjunctive mood to Identify and use the subjunctive mood to
express doubts, wishes, and possibilities. express doubts, wishes, and possibilities.
ELA.8.19C Ⓡ ELA.9.17C Ⓢ ELA.10.17C Ⓢ ELA.11.17B ELA.12.17B
Identify, use and understand the function of a Use a variety of correctly structured Use a variety of correctly structured Use a variety of correctly structured Use a variety of correctly structured
variety of complete sentences (e.g., simple, sentences (e.g., compound, complex, sentences (e.g., compound, complex, sentences (e.g., compound, complex, sentences (e.g., compound, complex,
compound, complex) that include properly compound-complex). compound-complex). compound-complex). compound-complex).
placed modifiers, correctly identified
antecedents, parallel structures, and
consistent tenses.
2017 – 2018
Page 11 of 14
Strand 3: Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
ELA.8.20A Ⓡ ELA.9.18A Ⓡ ELA.10.18A Ⓡ ELA.11.18A ELA.12.18A
Use conventions of capitalization and Use conventions of capitalization and Use conventions of capitalization and Use conventions of punctuation and Use conventions of punctuation and
punctuation correctly and consistently. punctuation correctly and consistently. punctuation correctly and consistently. capitalization correctly and consistently. capitalization correctly and consistently.
ELA.8.20B.i Ⓢ ELA.9.18B.ii Ⓢ ELA.10.18B.i
Recognize and use correct punctuation Use correct punctuation marks including Use correct punctuation marks including
marks, including commas after introductory comma placement in nonrestrictive phrases, comma placement in nonrestrictive phrases,
words and phrases and dependent adverbial clauses, and contrasting expressions. clauses, and contrasting expressions.
clauses, and correct punctuation of compound
and complex sentences.
ELA.8.20B.ii Ⓢ ELA.9.18B.i Ⓢ ELA.10.18B.ii
Use correct punctuation marks, including Use correct punctuation marks including Use correct punctuation marks including
semicolons, colons, hyphens, parentheses, quotation marks to indicate sarcasm or irony. quotation marks to indicate sarcasm or irony.
brackets, and ellipses.
ELA.9.18B.iii ELA.10.18B.iii
Use correct punctuation marks, including Use correct punctuation marks, including
dashes to emphasize parenthetical dashes to emphasize parenthetical
information. information.
Strand 3: Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
ELA.8.21A Ⓡ ELA.9.19A Ⓢ ELA.10.19A Ⓡ ELA.11.19A ELA.12.19A
Spell correctly, including using various Spell correctly, including using various Spell correctly, including using various Spell correctly, including using various Spell correctly, including using various
resources to determine and check correct resources to determine and check correct resources to determine and check correct resources to determine and check correct resources to determine and check correct
spellings. spellings. spellings. spellings. spellings.
Strand 4: Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
Brainstorm, consult with others, decide upon a Brainstorm, consult with others, decide upon a Brainstorm, consult with others, decide upon a Brainstorm, consult with others, decide upon a Brainstorm, consult with others, decide upon a
topic, and formulate a major research topic, and formulate a major research topic, and formulate a major research topic, and formulate a major research topic, and formulate a major research
question to address the major research topic. question to address the major research topic. question to address the major research topic. question to address the major research topic. question to address the major research topic.
Apply steps for obtaining and evaluating Formulate a plan for engaging in research on Formulate a plan for engaging in research on Formulate a plan for engaging in in-depth Formulate a plan for engaging in in-depth
information from a wide variety of sources and a complex, multi-faceted topic. a complex, multi-faceted topic. research on a complex, multi-faceted topic. research on a complex, multi-faceted topic.
create a written plan after preliminary
Strand 4: Research
research in reference works and additional

text searches.
Strand 4: Research/ Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
Follow the research plan to gather information Follow the research plan to compile data from Follow the research plan to compile data from Follow the research plan to gather evidence Follow the research plan to gather evidence
from a range of relevant print and electronic authoritative sources in a manner that authoritative sources in a manner that from experts on the topic and texts written for from experts on the topic and texts written for
sources using advanced search strategies. identifies the major issues and debates within identifies the major issues and debates within informed audiences in the field, distinguishing informed audiences in the field, distinguishing
the field of inquiry. the field of inquiry. between reliable and unreliable sources and between reliable and unreliable sources and
avoiding over-reliance on one source. avoiding over-reliance on one source.
Categorize information thematically in order to Organize information gathered from multiple Organize information gathered from multiple Systematically organize relevant and accurate Systematically organize relevant and accurate
see the larger constructs inherent in the sources to create a variety of graphics and sources to create a variety of graphics and information to support central ideas, concepts, information to support central ideas, concepts,
information. forms (e.g., notes, learning logs). forms (e.g., notes, learning logs). and themes, outline ideas into conceptual and themes, outline ideas into conceptual
maps/timelines, and separate factual data maps/timelines, and separate factual data
from complex inferences. from complex inferences.
2017 – 2018
Page 12 of 14
Strand 4: Research/ Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
ELA.8.23C ELA.9.21C ELA.10.21C ELA.11.21C ELA.12.21C
Record bibliographic information (e.g., author, Paraphrase, summarize, quote, and Paraphrase, summarize, quote, and Paraphrase, summarize, quote, and Paraphrase, summarize, quote, and
title, page number) for all notes and sources accurately cite all researched information accurately cite all researched information accurately cite all researched information accurately cite all researched information
according to a standard format. (MLA) according to a standard format (e.g., author, according to a standard format (e.g., author, according to a standard format (e.g., author, according to a standard format (e.g., author,
title, page number). title, page number). title, page number), differentiating among title, page number), differentiating among
primary, secondary, and other sources. primary, secondary, and other sources.
ELA.8.23D
Differentiate between paraphrasing and
plagiarism and identify the importance of
using valid and reliable sources.
Strand 4: Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
Narrow or broaden the major research Modify the major research question as Modify the major research question as Modify the major research question as Modify the major research question as
question, if necessary, based on further necessary to refocus the research plan. necessary to refocus the research plan. necessary to refocus the research plan. necessary to refocus the research plan.
research and investigation.
Utilize elements that demonstrate the Evaluate the relevance of information to the Evaluate the relevance of information to the Differentiate between theories and the Differentiate between theories and the
reliability and validity of the sources used topic and determine the reliability, validity, and topic and determine the reliability, validity, and evidence that supports them and determine evidence that supports them and determine
(e.g., publication date, coverage, language, accuracy of sources (including Internet accuracy of sources (including Internet whether the evidence found is weak or strong whether the evidence found is weak or strong
point of view) and explain why one source is sources) by examining their authority and sources) by examining their authority and and how that evidence helps create a cogent and how that evidence helps create a cogent
more useful and reliable than another. objectivity. objectivity. (compelling) argument. (compelling) argument.
ELA.9.22C ELA.10.22C ELA.11.22C ELA.12.22C
Critique the research process at each step to Critique the research process at each step to Critique the research process at each step to Critique the research process at each step to
implement changes as the need occurs and is implement changes as the need occurs and is implement changes as the need occurs and is implement changes as the need occurs and is
identified. identified. identified. identified.
Strand 4: Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to
synthesize the research into a written or an oral presentation that:
ELA.8.25A ELA.11.23C ELA.12.23C
Compiles important information from multiple Develops an argument that incorporates the Develops an argument that incorporates the
sources and draws conclusions and complexities of and discrepancies in complexities of and discrepancies in
summarizes or paraphrases the findings in a information from multiple sources and information from multiple sources and
systematic way. perspectives while anticipating and refuting perspectives while anticipating and refuting
counter-arguments. counter-arguments.
ELA.8.25B ELA.9.23A ELA.10.23A ELA.11.23B ELA.12.23B
Marshals (gathers and organizes) evidence to Marshals (gathers and organizes) evidence in Marshals (gathers and organizes) evidence in Uses a variety of formats and rhetorical Uses a variety of formats and rhetorical
explain the topic and gives relevant reasons support of a clear thesis statement and support of a clear thesis statement and strategies to argue for the thesis. strategies to argue for the thesis.
for conclusions. related claims. related claims.
ELA.8.25C ELA.9.23B ELA.10.23B ELA.11.23A ELA.12.23A
Presents the findings in a consistent and Provides an analysis for the audience that Provides an analysis for the audience that Provides an analysis that supports and Provides an analysis that supports and
meaningful format. reflects a logical progression of ideas and a reflects a logical progression of ideas and a develops personal opinions, as opposed to develops personal opinions, as opposed to
clearly stated point of view. clearly stated point of view. simply restating existing information. simply restating existing information.
ELA.8.25D ELA.9.23E ELA.10.23E ELA.11.23D ELA.12.23D
Follows accepted formats for integrating Uses a style manual (e.g., Modern Language Uses a style manual (e.g., Modern Language Uses a style manual (e.g., Modern Language Uses a style manual (e.g., Modern Language
quotations and citations into the written text to Association, Chicago Style Manual) to Association, Chicago Style Manual) to Association, Chicago Style Manual) to Association, Chicago Style Manual) to
maintain a flow of ideas. (MLA) document sources and format written document sources and format written document sources and format written document sources and format written
materials. materials. materials. materials.
ELA.9.23C ELA.10.23C ELA.11.23E ELA.12.23E
Uses graphics and illustrations to help explain Uses graphics and illustrations to help explain Is of sufficient length and complexity to Is of sufficient length and complexity to
concepts where appropriate concepts where appropriate address the topic. address the topic.
2017 – 2018
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ELA.9.23D ELA.10.23D
Uses a variety of evaluative tools (e.g., self- Uses a variety of evaluative tools (e.g., self-
made rubrics, peer reviews, teacher and made rubrics, peer reviews, teacher and
expert evaluations) to examine the quality of expert evaluations) to examine the quality of
the research. the research.
Strand 5: Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
Listen to and interpret a speaker’s purpose by Listen responsively to a speaker by taking Listen responsively to a speaker by taking Listen responsively to a speaker by framing Listen responsively to a speaker by framing
explaining the content, evaluating the delivery notes that summarize, synthesize, or highlight notes that summarize, synthesize, or highlight inquiries that reflect an understanding of the inquiries that reflect an understanding of the
of the presentation, and asking questions or the speaker’s ideas for critical reflection and the speaker’s ideas for critical reflection and content and by identifying the positions taken content and by identifying the positions taken
making comments about the evidence that by asking questions related to the content for by asking questions related to the content for and the evidence in support of those and the evidence in support of those
supports a speaker’s claims. clarification and elaboration. clarification and elaboration. positions. positions.
Follow and give complex oral instructions to Follow and give complex oral instructions to Follow and give complex oral instructions to Evaluate the clarity and coherence of a Evaluate and assess the persuasiveness of a
perform specific tasks, answer questions, or perform specific tasks, answer questions, perform specific tasks, answer questions, speaker’s message and critique the impact of presentation based on content, diction,
solve problems. solve problems, and complete processes. solve problems, and complete processes. a speaker’s diction and syntax on an rhetorical strategies, and delivery.
Strand 5: Listening and Speaking
audience.
ELA.8.26C ELA.9.24C ELA.10.24C
Summarize formal and informal presentations, Evaluate the effectiveness of a speaker’s Evaluate how the style and structure of a
distinguish between facts and opinions, and main and supporting ideas. speech support or undermine its purpose or
determine the effectiveness of rhetorical meaning.
device.
Strand 5: Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity.
Advocate a position using anecdotes, Give presentations that advance a coherent Give presentations and advance a coherent Give a formal presentation that exhibits a Give a formal presentation and formulate
analogies, and/or illustrations, and use eye argument using informal, formal, and technical argument that incorporates a clear thesis and logical structure, smooth transitions, accurate sound arguments by using elements of
contact, speaking rate, volume, enunciation, a language effectively to meet the needs of a logical progression of valid evidence from evidence, well-chosen details, and rhetorical classical speeches (e.g., introduction, first and
variety of natural gestures, and conventions of audience, purpose, and occasion, employing reliable sources and that employs eye devices, and that employs eye contact, second transitions, body, and conclusion), the
language to communicate ideas effectively. eye contact, speaking rate (e.g., pauses for contact, speaking rate (e.g., pauses for speaking rate (e.g., pauses for effect), art of persuasion, rhetorical devices, eye
effect), volume, enunciation, purposeful effect), volume, enunciation, purposeful volume, enunciation, purposeful gestures, and contact, speaking rate (e.g., pauses for
gestures, and conventions of language to gestures, and conventions of language to conventions of language to communicate effect), volume, enunciation, purposeful
communicate ideas effectively. communicate ideas effectively. ideas effectively. gestures, and conventions of language to
communicate ideas effectively.
Strand 5: Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to:
Participate productively in discussions, plan Participate productively in teams, building on Participate productively in teams, building on Participate productively in teams, offering Participate productively in teams, offering
agendas with clear goals and deadlines, set the ideas of others, contributing relevant the ideas of others, contributing relevant ideas or judgments that are purposeful in ideas or judgments that are purposeful in
time limits for speakers, take notes, and vote information, developing a plan for consensus- information, developing a plan for consensus- moving the team towards goals, asking moving the team towards goals, asking
on key issues. building, and setting ground rules for decision- building, and setting ground rules for decision- relevant and insightful questions, tolerating a relevant and insightful questions, tolerating a
making. making. range of positions and ambiguity in decision- range of positions and ambiguity in decision-
making, and evaluating the work of the group making, and evaluating the work of the group
based on agreed-upon criteria. based on agreed-upon criteria.
2017 – 2018
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English Language Arts Grade 8 – High School Courses

Vertical Alignment Matrix (2017-2018)

Ⓢ ELA.8.10B Ⓢ ELA.9.9B Ⓢ ELA.10.9B Ⓢ ELA.11.9B ELA.12.9B

Ⓡ ELA.8.10D Ⓢ ELA.9.9D Ⓢ ELA.10.9D Ⓢ ELA.11.9D ELA.12.9D

ELA.8.14C Ⓡ ELA.9.13C Ⓡ ELA.10.13C Ⓡ ELA.11.13C ELA.12.13C

develops interesting characters and dialogue

Write a personal narrative that has a clearly

information that contradict the thesis

ELA.8.19A.iii Ⓢ ELA.9.17A.ii Ⓢ ELA.10.17A.ii

research in reference works and additional

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