| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Finally, you can manage your Google Docs, uploads, and email attachments (plus Dropbox and Slack files) in one convenient place. Claim a free account, and in less than 2 minutes, Dokkio (from the makers of PBworks) can automatically organize your content for you.

View
 

8th Grade Student Proficiency Levels: Standard 5 Lang: Writing

Page history last edited by Jason Stephenson 2 years, 4 months ago

Homepage

8th Grade Introduction

8th Grade Proficiency Levels

 

Standard 5: Language

Students will apply knowledge of grammar and rhetorical style to reading and writing. 

 

WRITING: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

 

 

 

Understanding 

Objectives 

 

Approaching 

8.5.W.1

Students independently write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semicolons.

 

 

8.5.W.1

Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

 

 

Developing 

8.5.W.1

Students attempt to write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

 

 

8.5.W.1  

Students need guidance and support to write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semicolons.

 

8.5.W.2

Students need guidance and support to compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.

 

8.5.W.2

Students attempt to compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.

 

 

8.5.W.2

Students independently compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.

 

 

8.5.W.2

Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.

 

 

8.5.W.3

Students need guidance and support to use verbals (e.g., gerunds, participles, infinitives) in writing.

 

8.5.W.3

Students attempt to use verbals (e.g., gerunds, participles, infinitives) in writing.

 

 

8.5.W.3

Students independently use verbals (e.g., gerunds, participles, infinitives) in writing.

 

 

8.5.W.3

Students will use verbals (e.g., gerunds, participles, infinitives) in writing.

 

 

8.5.W.4

Students attempt to form and use verbs in the active and passive voice with guidance and support. 

 

8.5.W.4

Students attempt to form and use verbs in the active and passive voice.   

 

8.5.W.4

Students independently form and use verbs in the active and passive voice. 

 

8.5.W.4

Students will form and use verbs in the active and passive voice.

 

 

8.5.W.5

Students need guidance and support to form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

8.5.W.5

Students attempt to form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

8.5.W.5

Students independently form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

8.5.W.5

Students will form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

 

    *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 

Developing 
  • Display examples of correct and incorrect simple and compound sentences with grammar, usage, and mechanical errors highlighted, so students can compare them. Read incorrect sentences aloud so students can hear how the mistakes impact the meaning of the sentence.

  • Provide examples of sentences with grammar, usage, and mechanical mistakes and guide students through the process of correcting errors.

  • Provide an example paragraph that uses all simple sentences and guide students through the process of combining the sentences to create smoother transitions and sentence variety.

  • Meet with students individually or in groups, and confer with them on their writing and guide them through corrections in applying grammar, mechanics, and usage conventions. .

  • Provide students with sentence frames to experiment with different syntax.

  • Provide students with a text and demonstrate how to identify different syntax and phrases, discussing the effects of the variety.

Approaching 
  • Provide examples of correct and incorrect simple, compound, and complex sentences with grammar, usage, and mechanical errors and have students highlight the errors.

  • Provide examples of sentences with grammar, usage, and mechanical mistakes and allow students to work in groups to correct the mistakes.

  • Provide an example paragraph that uses all simple sentences and guide students through the process of combining them to create smoother transitions and sentence variety. Provide support as needed.

  • Meet with students and confer with them on their writing and guide them through corrections by identifying where there is an error and eliciting the correction from students.

  • Provide students with sentence frames to experiment with different syntax.

  • Provide students with a text and guide them to identify different syntax and phrases, discussing the effects of the variety.

Understanding 
  • Provide examples of various types sentences with grammar, usage, and mechanical errors and have students highlight and correct the errors independently.

  • Provide an example paragraph that uses all simple sentences and have students combine them to create smoother transitions and sentence variety.

  • Have students check each other’s writing for grammar, usage, and mechanical errors and then correct their own work.

  • Confer with students on their writing, highlighting/circling where there is an error, and then have students correct the error.

  • Have students imitate different texts to experiment with different syntax.

  • Provide students with a text and have them identify different syntax and phrases, discussing the effects of the variety.

Deeper

Acquisition 

  • Provide examples of various sentences with grammar, usage, and mechanical errors and have students highlight, correct, and explain the errors.

  • Instruct students to write sentences/paragraphs with multiple sentence types. Allow students to collaborate with partners or groups in order to analyze their writing for mechanics, sentence types, verb tenses, transitions, etc.

  • Confer with students on their writing, highlighting/circling where there is an error and then have students determine how to correct the error while providing an explanation for why it was an error and/or explain how the error needs to be fixed.

  • Have students rewrite sentences following different syntactic structures; students then select the most effective structure, along with explaining the selection.

  • Provide students with an excerpt from a text or an article. Allow students time to identify mechanics, sentence types, verb tenses, etc. Collaborate with partners or groups to analyze the impact of the author’s choices. Students will consider these choices when revising their writing to be intentional about their use of mechanics, sentence types, verb tenses, etc.

 

Homepage

8th Grade Introduction

8th Grade Proficiency Levels

Comments (0)

You don't have permission to comment on this page.