Access M/J Language Arts 3 (#7810013) 

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Course Standards

Name Description
LAFS.8.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
  2. Form and use verbs in the active and passive voice.
  3. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  4. Recognize and correct inappropriate shifts in verb voice and mood.
Related Access Points
Name Description
LAFS.8.L.1.AP.1a: Use active and passive verbs in writing.
LAFS.8.L.1.AP.1b: Use verbs in indicative, imperative, interrogative, conditional and/or subjunctive mood in writing.
LAFS.8.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  1. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
  2. Use an ellipsis to indicate an omission.
  3. Spell correctly.
Related Access Points
Name Description
LAFS.8.L.1.AP.2a: Use punctuation (e.g., comma, ellipsis, dash) to indicate a pause or break.
LAFS.8.L.1.AP.2b: Identify the use of an ellipsis to indicate an omission.
LAFS.8.L.1.AP.2c: Spell words correctly in writing.
LAFS.8.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
Related Access Points
Name Description
LAFS.8.L.2.AP.3a: Use active and passive voice in writing to achieve a particular effect.
LAFS.8.L.2.AP.3b: Use verbs in the conditional and subjunctive mood to achieve a particular effect.
LAFS.8.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
  1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
  3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Related Access Points
Name Description
LAFS.8.L.3.AP.4a: Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position in a sentence) as a clue to the meaning of a grade-appropriate word or phrase.
LAFS.8.L.3.AP.4b: Verify the prediction of the meaning of a new word or phrase.
LAFS.8.L.3.AP.4c: Find the pronunciation of a word.
LAFS.8.L.3.AP.4d: Find the synonym for a word.
LAFS.8.L.3.AP.4e: Find the precise meaning of a word.
LAFS.8.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  1. Interpret figures of speech (e.g. verbal irony, puns) in context.
  2. Use the relationship between particular words to better understand each of the words.
  3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Related Access Points
Name Description
LAFS.8.L.3.AP.5a: Use literacy devices (e.g., similes, metaphors, hyperbole, personification, imagery) in narrative writing.
LAFS.8.L.3.AP.5b: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
LAFS.8.L.3.AP.5c: Use the relationship between particular words to better understand each of the words.
LAFS.8.L.3.AP.5d: Identify irony within a text or media.
LAFS.8.L.3.AP.5e: Identify a pun within a text or media.
LAFS.8.L.3.AP.5f: Interpret figures of speech (e.g., allusions, verbal irony, puns) in context.
LAFS.8.L.3.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Related Access Points
Name Description
LAFS.8.L.3.AP.6a: Use grade-appropriate general academic and domain-specific words and phrases accurately within writing.
LAFS.8.L.3.AP.6b: Use general academic and domain-specific words and phrases accurately.
LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Related Access Points
Name Description
LAFS.8.RI.1.AP.1a: Use two or more pieces of evidence to support inferences, conclusions or summaries of text.
LAFS.8.RI.1.AP.1b: Determine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries of text.
LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Related Access Points
Name Description
LAFS.8.RI.1.AP.2a: Determine two or more central ideas in a text.
LAFS.8.RI.1.AP.2b: Analyze the development of the central ideas over the course of the text.
LAFS.8.RI.1.AP.2c: Provide/create an objective summary of a text.
LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Related Access Points
Name Description
LAFS.8.RI.1.AP.3a: Use comparisons provided by the text to identify relationships between people or events.
LAFS.8.RI.1.AP.3b: Determine how analogies in the text create relationships between people or events.
LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Related Access Points
Name Description
LAFS.8.RI.2.AP.4a: Identify and interpret an analogy within a text.
LAFS.8.RI.2.AP.4b: Determine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.
LAFS.8.RI.2.AP.4c: Analyze how the use of figurative, connotative or technical terms affects the meaning or tone of text.
LAFS.8.RI.2.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Related Access Points
Name Description
LAFS.8.RI.2.AP.5a: Use signal words as a means of locating information.
LAFS.8.RI.2.AP.5b: Outline the structure (i.e., sentence that identifies key concept(s), supporting details) within a paragraph.
LAFS.8.RI.2.AP.5c: Determine the structure of a text (e.g., chronological order, compare/contrast, cause/effect, problem/solution).
LAFS.8.RI.2.AP.5d: Determine how the information in each section contributes to the whole or to the development of ideas.
LAFS.8.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Related Access Points
Name Description
LAFS.8.RI.2.AP.6a: Determine an author’s purpose for writing the text.
LAFS.8.RI.3.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Related Access Points
Name Description
LAFS.8.RI.3.AP.7a: Identify and evaluate advantages of different mediums.
LAFS.8.RI.3.AP.7b: List and evaluate the disadvantages of different mediums.
LAFS.8.RI.3.AP.7c: Evaluate the advantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
LAFS.8.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Related Access Points
Name Description
LAFS.8.RI.3.AP.8a: Identify an argument or claim that the author makes.
LAFS.8.RI.3.AP.8b: Evaluate the claim or argument to determine if it is supported by evidence.
LAFS.8.RI.3.AP.8c: Identify irrelevant evidence and claims.
LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Related Access Points
Name Description
LAFS.8.RI.3.AP.9a: Analyze a case in which two or more texts provide conflicting information on the same topic.
LAFS.8.RI.3.AP.9b: Identify where the texts disagree on matters of fact or interpretation.
LAFS.8.RI.4.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Related Access Points
Name Description
LAFS.8.RI.4.AP.10a: Read or listen to a variety of texts, including historical novels, periodicals, biographies, essays, speeches, journals, news articles and nonfiction novels.
LAFS.8.RI.4.AP.10b: Use a variety of strategies (e.g., use context, affixes and roots, use reference materials to derive meaning from a variety of print/non-print texts).
LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Related Access Points
Name Description
LAFS.8.RL.1.AP.1a: Refer to details and examples in a text when explaining what the text says explicitly.
LAFS.8.RL.1.AP.1b: Use two or more pieces of evidence to support inferences, conclusions or summaries of text.
LAFS.8.RL.1.AP.1c:

Determine which piece(s) of evidence provides the strongest support for inferences, conclusions, or summaries of text.
LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Related Access Points
Name Description
LAFS.8.RL.1.AP.2a: Determine the theme or central idea of a text.
LAFS.8.RL.1.AP.2b: Analyze the development of the theme or central idea over the course of the text, including its relationship to the characters, setting and plot.
LAFS.8.RL.1.AP.2c: Provide/create an objective summary of a text.
LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Related Access Points
Name Description
LAFS.8.RL.1.AP.3a: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.
LAFS.8.RL.1.AP.3b: Identify the use of literary techniques within a text.
LAFS.8.RL.1.AP.3c: Explain how the use of literary techniques within a text advances the plot or reveals aspects of a character.
LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Related Access Points
Name Description
LAFS.8.RL.2.AP.4a: Identify and interpret an analogy within a text.
LAFS.8.RL.2.AP.4b: Determine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.
LAFS.8.RL.2.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Related Access Points
Name Description
LAFS.8.RL.2.AP.5a: Compare and contrast the structure of two or more texts.
LAFS.8.RL.2.AP.5b: Explain how language use contributes to the meaning of a poem or drama.
LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Related Access Points
Name Description
LAFS.8.RL.2.AP.6a: Analyze how differences in points of view create such effects as suspense or humor.
LAFS.8.RL.3.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
Related Access Points
Name Description
LAFS.8.RL.3.AP.7a: Compare and contrast content presented in text, media and live performance.
LAFS.8.RL.3.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Related Access Points
Name Description
LAFS.8.RL.3.AP.9a: Compare modern works of literature to the texts from which they draw ideas.
LAFS.8.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Related Access Points
Name Description
LAFS.8.RL.4.AP.10a: Read or listen to a variety of texts or adapted texts, including historical novels, periodicals, dramas or plays, poetry (including soliloquies and sonnets), fiction and nonfiction novels.
LAFS.8.RL.4.AP.10b: Use a variety of strategies to derive meaning from a variety of texts.
LAFS.8.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
  3. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
  4. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Related Access Points
Name Description
LAFS.8.SL.1.AP.1a: Use information and feedback to refine understanding.
LAFS.8.SL.1.AP.1b: Use information and feedback to clarify meaning for readers.
LAFS.8.SL.1.AP.1c: Discuss how own view or opinion changes using new information provided by others.
LAFS.8.SL.1.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Related Access Points
Name Description
LAFS.8.SL.1.AP.2a: Analyze the purpose of information presented in diverse media (e.g., visually, personal communication, periodicals, social media).
LAFS.8.SL.1.AP.2b: Identify the motives behind information presented in diverse media and formats (e.g., visually, personal communication, periodicals, social media).
LAFS.8.SL.1.AP.2c: Evaluate the motives and purpose behind information presented in diverse media and formats for persuasive reasons.
LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Related Access Points
Name Description
LAFS.8.SL.1.AP.3a: Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument.
LAFS.8.SL.1.AP.3b: Identify when irrelevant evidence is introduced within an argument.
LAFS.8.SL.1.AP.3c: Evaluate the soundness or accuracy (e.g., Does the author have multiple sources to validate information?) of reasons presented to support a claim.
LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Related Access Points
Name Description
LAFS.8.SL.2.AP.4a: Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence.
LAFS.8.SL.2.AP.4b: Report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.
LAFS.8.SL.2.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Related Access Points
Name Description
LAFS.8.SL.2.AP.5a: With guidance and support, determine and include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
LAFS.8.SL.2.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Related Access Points
Name Description
LAFS.8.SL.2.AP.6a: Recognize situations when the use of formal English is necessary (e.g., making a presentation vs. talking with friends).
LAFS.8.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
  1. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
  2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
  4. Establish and maintain a formal style.
  5. Provide a concluding statement or section that follows from and supports the argument presented.
Related Access Points
Name Description
LAFS.8.W.1.AP.1a: Provide an introduction that introduces the writer’s claims and distinguishes it from alternate or opposing claims.
LAFS.8.W.1.AP.1b: Create an organizational structure in which ideas are logically grouped to support the writer’s claim.
LAFS.8.W.1.AP.1c: Write arguments to support claims with logical reasoning and relevant evidence from credible sources.
LAFS.8.W.1.AP.1d: Use words, phrases and clauses to link opinions and reasons and clarify relationship of ideas.
LAFS.8.W.1.AP.1e: Maintain a consistent style and voice throughout writing.
LAFS.8.W.1.AP.1f: Provide a concluding statement or section that supports and summarizes the argument presented.
LAFS.8.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Related Access Points
Name Description
LAFS.8.W.1.AP.2a: Create an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples) to support paragraph focus.
LAFS.8.W.1.AP.2b: Provide a clear introduction, previewing information to follow and summarizing stated focus.
LAFS.8.W.1.AP.2c: Develop the topic (e.g., add additional information related to the topic) with relevant, well-chosen facts, definitions, concrete details, quotations or other information and examples.
LAFS.8.W.1.AP.2d: Use transitional words, phrases and clauses that connect ideas and create cohesion within writing.
LAFS.8.W.1.AP.2e: Use precise language and domain-specific vocabulary to inform about or explain the topic.
LAFS.8.W.1.AP.2f: Maintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, voice should be active versus passive).
LAFS.8.W.1.AP.2g: Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence.
LAFS.8.W.1.AP.2h: Provide a concluding statement or section that follows from and supports the information or explanation presented.
LAFS.8.W.1.AP.2i: Report on a topic with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.
LAFS.8.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  1. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  2. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
  3. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
  4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  5. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Related Access Points
Name Description
LAFS.8.W.1.AP.3a: Orient the reader by establishing a context and point of view and introducing a narrator and/or characters .
LAFS.8.W.1.AP.3b: Organize ideas and events so that they unfold naturally.
LAFS.8.W.1.AP.3c: When appropriate, use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
LAFS.8.W.1.AP.3d: Use a variety of transition words, phrases and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events.
LAFS.8.W.1.AP.3e: Use precise words and phrases, relevant descriptive details and sensory language to capture the action and convey experiences and events.
LAFS.8.W.1.AP.3f: Provide a conclusion that follows from the narrated experiences or events.
LAFS.8.W.1.AP.3g: Use literacy devices (e.g., similes, metaphors, hyperbole, personification, imagery) in narrative writing.
LAFS.8.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Related Access Points
Name Description
LAFS.8.W.2.AP.4a: Produce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform) and audience (e.g., reader).
LAFS.8.W.2.AP.4b: Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain) and audience.
LAFS.8.W.2.AP.4c: Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to persuade or make an argument) and audience.
LAFS.8.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Related Access Points
Name Description
LAFS.8.W.2.AP.5a: With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, provide a meaningful conclusion).
LAFS.8.W.2.AP.5b: With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).
LAFS.8.W.2.AP.5c: With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.
LAFS.8.W.2.AP.5d: With guidance and support from peers and adults, strengthen writing by revising and editing.
LAFS.8.W.2.AP.5e: With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).
LAFS.8.W.2.AP.5f: Use feedback from adults and peers to improve writing.
LAFS.8.W.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Related Access Points
Name Description
LAFS.8.W.2.AP.6a: Use technology to produce and publish writing (e.g., use word processing to generate and collaborate on writing).
LAFS.8.W.3.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Related Access Points
Name Description
LAFS.8.W.3.AP.7a: Follow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product).
LAFS.8.W.3.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Related Access Points
Name Description
LAFS.8.W.3.AP.8a: Gather information (e.g., highlight, quote or paraphrase from source) relevant to the topic from print and/or digital sources.
LAFS.8.W.3.AP.8b: Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.
LAFS.8.W.3.AP.8c: Use a standard format to produce citations.
LAFS.8.W.3.AP.8d: Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.
LAFS.8.W.3.AP.8e: Evaluate print and digital sources to refine ideas or thoughts while writing.
LAFS.8.W.3.AP.8f: Use a standard format to write citations.
LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  1. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
  2. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Related Access Points
Name Description
LAFS.8.W.3.AP.9a: Provide evidence from grade-appropriate literary texts to support analysis and reflection.
LAFS.8.W.3.AP.9b: Provide evidence from grade-appropriate informational texts to support analysis, reflection and research.
LAFS.8.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Related Access Points
Name Description
LAFS.8.W.4.AP.10a: Write routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.
LAFS.8.W.4.AP.10b: Write routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.
HE.8.B.4.1: Illustrate skills necessary for effective communication with family, peers, and others to enhance health.
Clarifications:
Refusal skills, nonverbal communication, asking questions, “I" messages, assertiveness, negotiation, and making requests.
Related Access Points
Name Description
HE.8.B.4.In.a: Identify strategies for effective verbal and nonverbal communication with family, peers, and others to enhance health, such as refusal skills, nonverbal communication, and asking questions.
HE.8.B.4.Su.a: Identify selected strategies for effective verbal and nonverbal communication with family, peers, and others to enhance health, such as refusal skills, nonverbal communication, and asking questions.
HE.8.B.4.Pa.a: Use a selected strategy to use effective verbal and nonverbal communication to enhance health, such as using refusal skills or nonverbal communication, or asking questions.
HE.8.B.4.3: Examine the possible causes of conflict among youth in schools and communities.
Clarifications:
Relationships, territory, jealousy, and gossip/rumors.
Related Access Points
Name Description
HE.8.B.4.In.c: Describe possible causes of conflict among youth in schools and communities, such as relationships, territory, and jealousy.
HE.8.B.4.Su.c: Identify a possible cause of conflict among youth in schools and communities, such as relationships, territory, or jealousy.
HE.8.B.4.Pa.c: Recognize a possible cause of conflict among youth in schools or communities, such as relationships, territory, or jealousy.
HE.8.B.4.4: Compare and contrast ways to ask for and offer assistance to enhance the health of self and others.
Clarifications:
Compare responses, passive vs. assertive, written vs. spoken, and anonymous vs. face-to-face.
Related Access Points
Name Description
HE.8.B.4.In.d: Describe ways to ask for and offer assistance to enhance the health of self and others, such as asking for help, getting help for others, and listening actively.
HE.8.B.4.Su.d: Choose an effective way to ask for and offer assistance to enhance the health of self and others, such as asking for help, getting help for others, or listening actively.
HE.8.B.4.Pa.d: Recognize positive ways to ask for and offer assistance to enhance the health of self and others, such as asking for help, getting help for others, or listening actively.
HE.8.B.5.1: Determine when health-related situations require the application of a thoughtful prepared plan of action.
Clarifications:
Consumption of alcohol, sexual situations, use of marijuana, prescription-drug abuse, and dating violence.
Related Access Points
Name Description
HE.8.B.5.In.1: Describe health-related situations that require the application of a thoughtful, prepared plan of action, such as pressure to consume alcohol, sexual situations, and use of marijuana.
HE.8.B.5.Su.1: Identify health-related situations that require the application of a thoughtful, prepared plan of action, such as pressure to consume alcohol, sexual situations, and use of marijuana.
HE.8.B.5.Pa.1: Recognize a health-related situation that requires a prepared plan of action, such as pressure to consume alcohol, sexual situations, and use of marijuana.
HE.8.C.1.2: Analyze the interrelationship between healthy/unhealthy behaviors and the dimensions of health: physical, mental/emotional, social, and intellectual.
Clarifications:
Sleep/studying for tests, road rage/vehicular crashes, bullying/depression, and healthy relationships/emotional health.
Related Access Points
Name Description
HE.8.C.1.In.b: Describe the interrelationship between healthy behaviors and the dimensions of health (physical, mental/emotional, social, and intellectual), such as physical and social dimensions—hygiene and social relationships; intellectual, social, and physical dimensions—sexual abstinence and avoidance of disease and pregnancy; and intellectual and social dimensions—peer refusals in risky situations and social relationships.
HE.8.C.1.Su.b: Identify that healthy behaviors can impact multiple dimensions of health (physical, emotional, and social), such as physical and social dimensions—hygiene and social relationships; emotional and social dimensions—peer pressure in risky situations and social relationships.
HE.8.C.1.Pa.b: Recognize that healthy behaviors can affect physical, mental/emotional, or social aspects of health, such as hygiene/social relationships, peer refusals in risky situations/social relationships, or sexual abstinence/avoidance of disease and pregnancy.
HE.8.C.2.5: Research marketing strategies behind health-related media messages.
Clarifications:
Social acceptance of alcohol use, promotion of thinness as the best body type, sexual images to sell products, and normalization of violence.
Related Access Points
Name Description
HE.8.C.2.In.e: Examine selected marketing strategies behind health-related media messages using selected resources, such as social acceptance of alcohol use, promotion of thinness as the best body type, and using sexual images to sell products.
HE.8.C.2.Su.e: Identify a marketing strategy used in a selected media message, such as social acceptance of alcohol use, promotion of thinness as the best body type, or sexual images to sell products.
HE.8.C.2.Pa.e: Recognize a marketing strategy used in a health-related media message, such as social acceptance of alcohol use, promotion of thinness as the best body type, or sexual images to sell products.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
SS.8.C.1.5: Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.
Related Access Points
Name Description
SS.8.C.1.In.e: Identify ways citizens benefit from rights provided by the Constitution and Bill of Rights.
SS.8.C.1.Su.e: Recognize a way citizens benefit from the rights provided by the Constitution and Bill of Rights.
SS.8.C.1.Pa.e: Recognize that the law guarantees individual rights.
SS.8.C.1.6: Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day.
Related Access Points
Name Description
SS.8.C.1.In.f: Identify ways amendments to the Constitution have expanded voting rights, such as at first allowing only landowners to vote, then white males, former slaves, and females.
SS.8.C.1.Su.f: Recognize how amendments to the Constitution expanded voting rights to white males, former slaves, and females.
SS.8.C.1.Pa.f: Recognize that men and women can vote in the United States.



General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.

Additional Instructional Resources:
A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.


General Information

Course Number: 7810013 Course Path: Section: Exceptional Student Education > Grade Group: Middle/Junior High > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS M/J LANG ARTS 3
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved
Grade Level(s): 6,7,8



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus English (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus English (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Middle Grades Integrated Curriculum (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Middle Grades English (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


There are more than 170 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://cpalms.org/PreviewCourse/Preview/15486