| Vocabulary Development |
Standard: The student uses multiple strategies to develop grade appropriate vocabulary. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.1.6.1 |
use new vocabulary that is introduced and taught directly; |
169–182 |
| LA.8.1.6.2 |
listen to, read, and discuss familiar and conceptually challenging text; |
170 |
| LA.8.1.6.3 |
use context clues to determine meanings of unfamiliar words; |
171 |
| LA.8.1.6.4 |
categorize key vocabulary and identify salient features; |
169–182 |
| LA.8.1.6.5 |
relate new vocabulary to familiar words; |
175 |
| LA.8.1.6.6 |
distinguish denotative and connotative meanings of words; |
170–175 |
| LA.8.1.6.7 |
identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words; |
175–182 |
| LA.8.1.6.8 |
identify advanced word/phrase relationships and their meanings; |
170–171 |
| LA.8.1.6.9 |
determine the correct meaning of words with multiple meanings in context; |
171 |
| LA.8.1.6.10 |
determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and |
172–182 |
| LA.8.1.6.11 |
identify the meaning of words and phrases derived from Anglo-Saxon, Greek, and Roman mythology . |
172–180 |
| Reading Comprehension |
Standard: The student uses a variety of strategies to comprehend grade level text. |
Relevant Pages from Inquire |
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The student will: |
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| LA.8.1.7.1 |
use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; |
119–126, 132–138, 143, 151, 157–168, 216 |
| LA.8.1.7.2 |
analyze the author’s purpose and/or perspective in a variety of texts and understand how they affect meaning; |
119–138, 142–143, 146–147, 150–153, 157–168 |
| LA.8.1.7.3 |
determine the main idea or essential message in grade-level or higher text through inferring, paraphrasing, summarizing, and identifying relevant details; |
119–138, 157–168, 196–199, 268–272, 322–323 |
| LA.8.1.7.4 |
identify cause-and-effect relationships in text; |
159, 161 |
| LA.8.1.7.5 |
analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text; |
26–28, 159, 161, 162–164, 295–299, 316–470 |
| LA.8.1.7.6 |
analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections; |
263–272, 273–292, 362–367 |
| LA.8.1.7.7 |
compare and contrast elements in multiple texts (e.g., setting, characters, problems); and |
123, 124–125, 131, 134, 137 |
| LA.8.1.7.8 |
use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources. |
119–138, 157–168, 170, 171, 216, 243–254 |
| Fiction |
Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.2.1.1 |
identify, analyze, and compare the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature) as forms chosen by an author to accomplish a purpose; |
165–166, 328–330, 332–333, 334–336, 404–405, 406–410, 452–454 |
| LA.8.2.1.2 |
locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction; |
165, 298, 328–330, 334–33. 452–454 |
| LA.8.2.1.3 |
locate various literary devices (e.g., sound, meter, figurative and descriptive language), graphics, and structure and analyze how they contribute to mood and meaning in poetry; |
36–37, 124–125, 165–166, 246, 299, 406–409 |
| LA.8.2.1.4 |
identify and analyze universal themes and symbols across genres and historical periods, and explain their significance; |
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| LA.8.2.1.5 |
develop an interpretation of a selection and support through sustained use of examples and contextual evidence; |
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| LA.8.2.1.6 |
compare literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations) as support for the identified theme; |
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| LA.8.2.1.7 |
locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis; |
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| LA.8.2.1.8 |
explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written; |
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| LA.8.2.1.9 |
describe changes in the English language over time, and support these descriptions with examples of literary texts; and |
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| LA.8.2.1.10 |
use interest and recommendation of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture. |
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| Nonfiction |
Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.2.2.1 |
locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words); |
123, 124–125, 143, 145, 147, 151, 152–153, 158–164, 170, 172–174, 267–269, 280–283, 286 |
| LA.8.2.2.2 |
synthesize and use information from the text to state the main idea or provide relevant details; |
26, 157–168, 196–197, 296–297 |
| LA.8.2.2.3 |
organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting); |
16–17, 22–23, 30, 38–39, 40–41, 42–43, 369–384, 385–396 |
| LA.8.2.2.4 |
identify and analyze the characteristics of a variety of types of text (e.g., reference works, reports, technical manuals, newspapers, magazines, biographies, periodicals, procedures, instructions, practical/functional texts); and |
122–126, 131–137, 157–168, 266–267, 278–286, 296–297, 322 |
| LA.8.2.2.5 |
use interest and recommendation of others to select a variety of age and ability appropriate nonfiction materials (e.g., biographies and topical areas, such as science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture. |
263–272, 273–292, 338–340, 341–368, 369–384, 385–396 |
| Prewriting |
Standard: The student will use prewriting strategies to generate ideas and formulate a plan. |
Relevant Pages from Inquire |
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The student will prewrite by: |
|
| LA.8.3.1.1 |
generating ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s notebook, research materials, or other reliable sources), based upon teacher-directed topics and personal interests; |
78–79, 104–107, 243–254, 263–272, 273–292, 317–340, 341–368 |
| LA.8.3.1.2 |
making a plan for writing that addresses purpose, audience, main idea, logical sequence, and time frame for completion; and |
78–79, 104–105, 255–262, 264–265, 270–272 |
| LA.8.3.1.3 |
using organizational strategies and tools (e.g., technology, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. |
22–23, 38–43, 78–79, 270–272, 295–299, 317–340, 341–368 |
| Drafting |
Standard: The student will write a draft appropriate to the topic, audience, and purpose. |
Relevant Pages from Inquire |
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The student will draft writing by: |
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| LA.8.3.2.1 |
developing main ideas from the prewriting plan using primary and secondary sources appropriate to the purpose and audience; |
78–79, 107–108, 274–286, 295–299, 317–340, 341–368 |
| LA.8.3.2.2 |
establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant; and |
26–28, 78–79, 109–110, 295–299, 317–340, 341–368 |
| LA.8.3.2.3 |
analyzing language techniques of professional authors (rhythm, varied sentence structure) to develop a personal style, demonstrating a command of language with freshness of expression. |
165–166, 328–336, 452–454 |
| Revising |
Standard: The student will revise and refine the draft for clarity and effectiveness. |
Relevant Pages from Inquire |
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The student will revise by: |
|
| LA.8.3.3.1 |
evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation; |
80–81, 108–116, 190–191, 302–307, 317–340, 341–368 |
| LA.8.3.3.2 |
creating clarity and logic by maintaining central theme, idea, or unifying point and developing relationships among ideas; |
27, 78–79, 111–116, 287–292, 317–340, 341–368 |
| LA.8.3.3.3 |
creating precision and interest by elaborating ideas through supporting details (e.g., facts, statistics, expert opinions, anecdotes), a variety of sentence structures, creative language devices, and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and |
36–37, 78–79, 169–182, 246, 252, 317–340, 341–368 |
| LA.8.3.3.4 |
applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics). |
80–81, 108–116, 317–340, 301–308, 341–368 |
| Editing for Language Conventions |
Standard: The student will edit and correct the draft for standard language conventions. |
Relevant Pages from Inquire |
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The student will edit for correct use of: |
|
| LA.8.3.4.1 |
spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary; |
80–81,169–182, 186–187, 317–340, 341–368 |
| LA.8.3.4.2 |
capitalization, including names of academic courses (e.g., Algebra I) and proper adjectives (e.g., German shepherd, Italian restaurant); |
80–81, 186–187, 317–340, 341–368 |
| LA.8.3.4.3 |
punctuation, including commas, colons, semicolons, quotation marks, and apostrophes; |
80–81, 184–185, 317–340, 341–368 |
| LA.8.3.4.4 |
the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection), regular and irregular verbs, and pronoun agreement; and |
|
| LA.8.3.4.5 |
subject/verb agreement, noun/pronoun agreement. |
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| Publishing |
Standard: The student will write a final product for the intended audience. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.3.5.1 |
prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia); |
78–79, 309–314, 150–154, 317–340, 341–368, 369–384, 385–396, 397–410 |
| LA.8.3.5.2 |
use elements of spacing and design for graphics (e.g., tables, drawings, charts, graphs) when applicable to enhance the appearance of the document; and |
78–79, 309–314, 317–340, 341–368, 369–384, 385–396, 397–410 |
| LA.8.3.5.3 |
share the writing with the intended audience. |
78–79, 309–314, 317–410 |
| Creative |
Standard: The student develops and demonstrates creative writing. |
Relevant Pages from Inquire |
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The student will . . . |
|
| LA.8.4.1.1 |
write narrative accounts with an engaging plot (including rising action, conflict, suspense, climax, falling action and resolution), and that use a range of appropriate strategies and specific narrative action (e.g., dialogue, movement, gestures, expressions) and include wellchosen details using both narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison/contrast of characters); and |
36–37, 244, 252, 298, 328–331, 332–333, 334–336, 406–410, 452–454 |
| LA.8.4.1.2 |
write a variety of expressive forms (e.g., realistic fiction, one-act play, suspense story, poetry) that according to the type of writing employed, incorporate figurative language, rhythm, dialogue, characterization, plot, and appropriate format. |
328–331, 332–333, 334–336, 406–410, 452–454 |
| Informative |
Standard: The student develops and demonstrates technical writing that provides information related to real-world tasks. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.4.2.1 |
write in a variety of technical/informational forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions); |
317–331, 337–340, 341–368, 369–384, 385–410 |
| LA.8.4.2.2 |
record information (e.g., observations, notes, lists, charts, legends) related to a topic, including visual aids to organize and record information and attribute sources of information; |
263–272, 273–292, 362–368, 369–384, 385–410 |
| LA.8.4.2.3 |
write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs; |
23, 27, 30, 40, 295–297, 320–327, 337–340, 341–368, 385–410 |
| LA.8.4.2.4 |
write a variety of informal communications (e.g., friendly letters, thank-you notes, messages) and formal communications (e.g., conventional business letters, invitations) that follow a format and that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature; and |
27, 139–156, 295, 324–325, 352–359 |
| LA.8.4.2.5 |
write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map. |
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| Persuasive |
Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.4.3.1 |
write persuasive text (e.g., advertisement, speech, essay, public service announcement) that establishes and develops a controlling idea, and supports arguments for the validity of the proposed idea with detailed evidence; and |
103–118, 355, 358, 359, 360–361, 404–405, 414–416, 418–419, 420–421, 422–423, 440–443, 450–451, 464–467 |
| LA.8.4.3.2 |
include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony). |
103–118, 120, 128–129, 466 |
| Listening and Speaking |
Standard: The student effectively applies listening and speaking strategies |
Relevant Pages from Inquire |
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The student will: |
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| LA.8.5.2.1 |
demonstrate effective listening skills and behaviors for a variety of purposes, and demonstrate understanding by paraphrasing and/or summarizing; |
76–77, 90–93, 96–97, 98, 99, 100 |
| LA.8.5.2.2 |
use effective listening and speaking strategies for informal and formal discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic; |
74, 76–77, 90–93, 96–97, 98, 99, 100, 111–116 |
| LA.8.5.2.2 |
select and use a variety of creative oral language techniques for clarity and effect (e.g., connotation, denotation, hyperbole, understatement); |
36–37, 103–118, 120–121, 127, 128–129, 137, 171–175 |
| LA.8.5.2.4 |
research, organize, and effectively deliver speeches to entertain, inform, and persuade; and |
70–75, 103–110, 311, 400–401, 402–403, 404–405, 406–410, 437–454, 458–461 |
| LA.8.5.2.5 |
demonstrate language choices, body language, eye contact, gestures, and appropriate use of graphics and available technology |
70–75, 311, 400–401, 402–403, 404–405, 406–410, 437–454, 458–461 |
| Informational Text |
Standard: The student comprehends the wide array of informational text that is part of our day to day experiences. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.6.1.1 |
explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding; |
122–126, 132–137, 142–143, 145, 146–147, 150, 151, 152–153, 157–168, 299, 369–384, 385–396, 402–403, 414–423, 443, 444–445 |
| LA.8.6.1.2 |
use information from a variety of consumer (e.g., warranties, instructional manuals), workplace (e.g., applications, contracts) and other documents to explain a situation and justify a decision; and |
119–138, 139–156, 157–168, 263–272, 273–292, 346–347, 348–351, 352–353, 360–361, 362–368, 358–361, 462–463, 464–467, 468–470 |
| LA.8.6.1.3 |
create a technical manual or solve a problem. |
40–41, 49–62, 326–327, 348–351, 422–423 |
| Research Process |
Standard: The student uses a systematic process for the collection, processing, and presentation of information. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.6.2.1 |
select a topic and develop a search plan with multiple research strategies, and apply evaluative criteria (e.g., scope and depth of content, authority, reputation of author/publisher, objectivity, freedom from bias) to assess appropriateness of resources; |
119–138, 157–168, 235–242, 243–254, 255–262, 263–272, 273–292 |
| LA.8.6.2.2 |
assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources; |
119–138, 157–168, 263–272, 273–292, 322–323 |
| LA.8.6.2.3 |
write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and list of sources used; and |
322–323, 337–340, 344–345, 346–347, 348–351, 360–361, 362–368 |
| LA.8.6.2.4 |
understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law. |
287–292, 362–368 |
| Media Literacy |
Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. |
Relevant Pages from Inquire |
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The student will: |
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| LA.8.6.3.1 |
analyze ways that production elements (e.g., graphics, color, motion, sound, digital technology) affect communication across the media; |
119–138, 139–156, 369–384, 385–396, 400–410, 411–436, 437–454 |
| LA.8.6.3.2 |
demonstrate the ability to select and ethically use print and nonprint media appropriate for the purpose, occasion, and audience to develop into a formal presentation; and |
287–292, 362–368, 369–384, 385–396, 400–410, 411–436, 437–454 |
| LA.8.6.3.3 |
distinguish between propaganda and ethical reasoning strategies in print and nonprint media. |
103–118, 119–138, 139–156 |
| Technology |
Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. |
Relevant Pages from Inquire |
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The student will: |
|
| LA.8.6.4.1 |
use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology); and |
119–138, 139–156, 369–384, 385–396, 400–410, 411–436, 437–454 |
| LA.8.6.4.2 |
evaluate and apply digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to publications and presentations. |
119–138, 139–156, 160–161, 369–384, 385–396, 400–410, 411–436, 437–454 |
