Standard Notes: These reading literature standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Reading Informational Text
Standard Notes: These reading informational text standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades.
Standards Notes: Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each succeeding year's grade-specific writing standards and retain or further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Standards Notes: The following speaking and listening standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of communication skills and applications.
Standards Notes: The following language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of language skills and applications. Students advancing through the grades are expected to meet each succeeding year's grade-specific benchmarks and retain or further develop skills and understandings mastered in preceding grades. The following standards may be addressed again in higher grades at a more rigorous level of study: LAFS.8.L.1.1d.
The following Florida Standards for Mathematical Practices are applicable to all content areas.
- Make sense of problems and persevere in solving them. (MP 1)
- Construct viable arguments and critique the reasoning of others. (MP 3)
- Attend to precision. (MP 6)
|LAFS.8.L.1.1:|| Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
|LAFS.8.L.1.2:|| Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
|LAFS.8.L.2.3:|| Use knowledge of language and its conventions when writing, speaking, reading, or listening.
|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.
|LAFS.8.L.3.5:|| Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
|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.|
|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.|
|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.|
|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).|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.|
|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.
|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.|
|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.|
|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.|
|LAFS.8.SL.2.5:||Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.|
|LAFS.8.SL.2.6:||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|LAFS.8.W.1.1:|| Write arguments to support claims with clear reasons and relevant evidence.
|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.
|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.
|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.)|
|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.|
|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.|
|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.|
|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.|
|LAFS.8.W.3.9:|| Draw evidence from literary or 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.|
|HE.8.B.3.3:|| Recommend a variety of technologies to gather health information.|
Glucose monitor, MRI, EKG, CAT-scan, scales [BMI], pedometer, Internet, and cell phone applications.
|HE.8.B.4.1:|| Illustrate skills necessary for effective communication with family, peers, and others to enhance health.|
Refusal skills, nonverbal communication, asking questions, “I" messages, assertiveness, negotiation, and making requests.
|HE.8.B.4.3:|| Examine the possible causes of conflict among youth in schools and communities.|
Relationships, territory, jealousy, and gossip/rumors.
|HE.8.B.4.4:|| Compare and contrast ways to ask for and offer assistance to enhance the health of self and others.|
Compare responses, passive vs. assertive, written vs. spoken, and anonymous vs. face-to-face.
|HE.8.B.5.1:|| Determine when health-related situations require the application of a thoughtful prepared plan of action.|
Consumption of alcohol, sexual situations, use of marijuana, prescription-drug abuse, and dating violence.
|HE.8.C.1.2:|| Analyze the interrelationship between healthy/unhealthy behaviors and the dimensions of health: physical, mental/emotional, social, and intellectual.|
Sleep/studying for tests, road rage/vehicular crashes, bullying/depression, and healthy relationships/emotional health.
|HE.8.C.2.5:|| Research marketing strategies behind health-related media messages.|
Social acceptance of alcohol use, promotion of thinness as the best body type, sexual images to sell products, and normalization of violence.
|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.|
|SS.8.C.1.6:||Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day.|
General Course Information and Notes
The purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. Emphasis will be on acquisition of integrated English communication skills in a wide range of content and activities using texts of high complexity to ensure college and career preparation and readiness.
The content should include, but not be limited to, the following:
- active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
- analysis of literature and informational texts from varied literary periods to examine:
- text craft and structure
- elements of literature
- arguments and claims supported by textual evidence
- power and impact of language
- influence of history, culture, and setting on language
- personal critical and aesthetic response
- writing for varied purposes
- developing and supporting argumentative claims
- crafting coherent, supported informative/expository texts
- responding to literature for personal and analytical purposes
- writing narratives to develop real or imagined events
- writing to sources using text- based evidence and reasoning
- effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
- collaboration amongst peers
Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.
- Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
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 standards 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.
As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:
Any World Language certification plus English Speakers of Other Languages (ESOL) Endorsement.
|Course Number: 1002020||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: English/Language Arts > SubSubject: English for Speakers of Other Languages >
|Abbreviated Title: M/J LANG ARTS 3 ESOL|
|Course Type: Core Academic Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 8|