Sixth Grade

Seventh Grade

Eighth Grade

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Last updated 1/29/08
Middle School (6-8) -> Language Arts
GRADE SIX
Grade Level Expectations for Language Arts

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during sixth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. The grade level expectations that are aligned with and developed by ITBS/ITED are noted in italics. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

LANGUAGE ARTS

Writing

1. Uses general skills and strategies in the writing process

(1.1) Applies the writing process
(1.2) Prewriting, drafting and revising, editing and publishing, evaluating peers’ and own writing
(1.2.1) Identifies strengths and weaknesses in own writing
(1.2.2) Organizes thoughts and expresses opinions and knowledge in a clear manner using complete sentences
(1.2.3) Writes paragraphs with a clear main idea and several supporting details
(1.2.4) Writes for a variety of audiences and purposes which include report of information, use of narratives, essays, poetry, and creative writing
(1.3) Handwriting - Writes legibly using proper size and spacing

2. Uses stylistic and rhetorical techniques in written composition

(2.1) Demonstrates an understanding of the English language, i.e., usage, punctuation, capitalization, and spelling
(2.1.1) Spells high frequency and words from content areas correctly
(2.2) Identifies and correctly uses all parts of speech
(2.3) Writes compositions that use a variety of sentence structures
(2.4) Writes compositions that show clear evidence of descriptive language that clarifies and enhances ideas

3. Writes with a command of the grammatical and mechanical conventions of composition

(3.1) Applies rules of grammar usage, punctuation, and capitalization in writing
(3.2) Writes compositions that have no significant errors in the use of ending punctuation marks, e.g., periods, question marks, etc.
(3.3) Writes compositions that have few significant errors in the use of commas; demonstrates proper use of colon, semicolon, hyphen, dash, apostrophe and quotation marks

4. Gathers and uses information for research purposes

(4.1) Effectively uses media resources to gather information
(4.1.1) Uses the library/media center on a regular basis and properly uses a variety of resources for research topics; dictionary, glossary, encyclopedia, atlas, and internet
(4.2) Develops the use of outline format and notetaking

Reading

5. Reading Process - Uses the general skills and strategies of the reading process

(5.1) Reflects on what has been learned after reading
(5.2) Uses specific strategies to clear up confusing parts of a text, e.g., rereads the text, consults another source, asks for help
(5.3) Accurately identifies author’s purpose and point of view
(5.4) Monitors own reading strategies and makes modifications
(5.5) Makes appropriate book selections to gain knowledge and for personal enjoyment
(5.6) Makes, confirms, and revises simple predictions
(5.7) Continues to develop a desire to read; engages in daily silent reading

6/7. Reading Comprehension - Uses reading skills and strategies to understand and interpret a variety of literary works and informational texts

(6/7.1) Responds to literary and informational texts (oral, written, artistic)
(6/7.2) Understands and comprehends stated information
(6/7.3) Determines the meaning of new words from their context
(6/7.4) Draws conclusions, makes inferences, and deduces meaning
(6/7.5) Interprets information in new contexts
(6/7.6) Interprets non literal language
(6/7.7) Determines the main idea of a text
(6/7.8) Continues to develop and use a variety of comprehension strategies, cause/effect; compare/contrast; classify/categorize, drawing conclusion, predicting outcomes, and giving details of main idea
(6/7.9) Analyzes the style or structure of a text; uses text organizers
(6/7.10) Literary Texts:
(6/7.10.1) Identifies the main and subordinate characters in works containing complex character structures
(6/7.10.2) Recognizes the use of specific literary devices, e.g., foreshadowing, flashback
(6/7.10.3) Recognizes complex elements of plot, e.g., setting, major events, problems, conflicts, resolutions
(6/7.10.4) Infers traits, feelings, and motives of characters
(6/7.10.5) Makes and confirms inferences and predictions about events in a story
(6/7.10.6) Reads and identifies various genre of literature and informational texts including technical guides
(6/7.11) Informational Texts:
(6/7.11.1) Can effectively use the structures in informational texts; uses text organizers to determine the main ideas or locate information
(6/7.11.2) Uses the various parts of a text (index, table of contents, glossary) to locate specific information
(6/7.11.3) Reads for a variety of purposes including to answer a specific question, to form an opinion, and to skim for facts
(6/7.11.4) Summarizes and paraphrases information in texts in all content areas

Listening and Speaking

8. Uses listening and speaking strategies for different purposes; listens actively

(8.1) Expresses ideas clearly
(8.2) Participates effectively in group discussion
(8.3) Participates in presentational activities

Viewing

9. Uses viewing skills and strategies to understand and interpret visual media

(9.1) Understands different messages conveyed through visual media
(9.2) Responds orally and in writing to higher order thinking questions in all content areas
(9.3) Understands basic elements of advertising and uses a variety of criteria to evaluate visual media

Media

10. Understands the characteristics and components of the media

(10.1) Understands that media, messages, and products are composed of a series of separate elements, e.g., sections of a newspaper
(10.2) Enhances the understanding of the similarities and differences among a variety of media, e.g., how documentaries, internet, television, and radio present a story in a different way
(10.3) Knows characteristics and  understands the different purposes of a wide range of media, e.g., to provide entertainment or information to persuade, to transmit culture, to focus attention on an issue
    GRADE SEVEN
    Grade Level Expectations for Language Arts

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during seventh grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. The grade level expectations that are aligned with and developed by ITBS/ITED are noted in italics. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    LANGUAGE ARTS

    Writing

    1. Uses general skills and strategies in the writing process

    (1.1) Applies the writing process
    (1.2) Prewriting, drafting and revising, editing and publishing, proofreading, evaluating peers’ and own writing
    (1.2.1) Identifies strengths and weaknesses in own writing
    (1.2.2) Organizes thoughts and expresses opinions and knowledge in a clear manner using complete sentences
    (1.2.3) Writes paragraphs with a clear main idea and several supporting details
    (1.2.4) Writes for a variety of audiences and purposes which include report of information, use of narratives, essays, poetry, persuasive compositions, responses to literature, and creative writing
    (1.3) Handwriting - Writes legibly using proper size and spacing

    2. Uses stylistic and rhetorical techniques in written composition

    (2.1) Demonstrates an understanding of the English language, i.e., usage, punctuation, capitalization, and spelling
    (2.1.1) Spells high frequency words from content areas correctly
    (2.2) Writes compositions that use a variety of sentence structures to expand and embed ideas
    (2.3) Uses transitions between sentences and paragraphs
    (2.4) Writes compositions that show clear evidence of descriptive language that clarifies and enhances ideas

    3. Writes with a command of the grammatical and mechanical conventions of composition

    (3.1) Applies rules of grammar, usage, punctuation, and capitalization in writing
    (3.2) Writes compositions that have no significant errors in the use of ending punctuation marks
    (3.3) Writes compositions that have few significant errors in the use of commas
    (3.4) Demonstrates proper use of colon, semicolon, hyphen, dash, apostrophe and quotation marks
    (3.5) Demonstrates proper use of nouns, pronouns, verbs, adjectives, adverbs, prepositions, interjections, and conjunctions
    (3.6) Shows improvement in writing skills

    4. Gathers and uses information for research purposes

    (4.1) Effectively uses media resources to gather information
    (4.2) Engages in research:
    (4.2.1) Uses the library/media center on a regular basis and properly uses a variety of resources for research topics, e.g., computer database to locate sources for research topics
    (4.2.2) Determines appropriateness for research topic
    (4.2.3) Develops the use of outline format and notetaking
    (4.2.4) Organizes information and ideas in systematic ways

    Reading

    5. Reading Process - Uses the general skills and strategies of the reading process

    (5.1) Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts
    (5.2) Uses specific strategies to clear up confusing parts of a text, e.g., rereads the text, consults another source, asks for help
    (5.3) Uses a variety of strategies to extend reading vocabulary, e.g., similes, analogies, idioms
    (5.4) Accurately identifies author’s purpose and point of view
    (5.5) Monitors own reading strategies and makes modifications
    (5.6) Identifies specific devices and author uses to persuade
    (5.7) Makes, confirms, summarizes, and revises simple predictions
    (5.8) Continues to develop a desire to read; engages in daily silent reading

    6/7. Reading Comprehension - Uses reading skills and strategies to understand and interpret a variety of literary works and informational texts

    (6/7.1) Responds to literary and informational texts (oral, written, artistic)
    (6/7.2) Understands and comprehends stated information
    (6/7.3) Determines the meaning of new words from their context
    (6/7.4) Draws conclusions, makes inferences, and deduces meaning
    (6/7.5) Interprets information in new contexts
    (6/7.6) Interprets non literal language
    (6/7.7) Determines the main idea of a text
    (6/7.8) Continues to develop and use a variety of comprehension strategies - cause/effect, compare/contrast, classify/categorize, drawing conclusion, predicting outcomes, and giving details of main idea
    (6/7.9) Analyzes the style or structure of a text
    (6/7.10) Reads and identifies various genre of literature and informational texts including technical guides
    (6/7.11) Literary Texts:
    (6/7.11.1) Identifies the main and secondary characters in works containing complex character structures
    (6/7.11.2) Recognizes the use of specific literary devices, e.g., foreshadowing, flashback
    (6/7.11.3) Recognizes complex elements of plot, e.g., setting, major events, problems, conflicts, resolutions
    (6/7.11.4) Infers traits, feelings, and motives of characters
    (6/7.11.5) Makes and confirms inferences and predictions about events in a story
    (6/7.11.6) Understands the use of language in literary works to convey mood, images, and meaning, e.g., dialect, dialogue, symbolism, irony, rhyme, voice, tone, sound, alliteration, onomatopoeia
    (6/7.11.7) Makes connections between the motives of characters and motives in student’s own life
    (6/7.12) Informational Texts:
    (6/7.12.1) Can effectively use the structures in informational texts; uses text organizers to determine the main ideas or locate information
    (6/7.12.2) Uses the various parts of a text (index, table of contents, glossary) to locate specific information
    (6/7.12.3) Reads for a variety of purposes including to answer a specific question, to form an opinion, and to skim for facts
    (6/7.12.4) Comprehends, summarizes, and paraphrases information in texts in all content areas
    (6/7.12.5) Uses a variety of strategies and reading skills to understand a variety of information texts
    (6/7.12.6) Differentiates between fact and opinion in informational texts

    Listening and Speaking

    8. Uses listening and speaking strategies for different purposes; listens actively

    (8.1) Expresses ideas clearly
    (8.2) Participates effectively in group discussion
    (8.3) Participates in presentational activities
    (8.4) Uses appropriate verbal and nonverbal techniques for oral presentations e.g., word choice, feeling, expression, eye contact, posture, etc.
    (8.5) Evaluates strategies used by speakers in oral presentations

    Viewing

    9. Uses viewing skills and strategies to understand and interpret visual media

    (9.1) Understands different messages conveyed through visual media
    (9.2) Responds orally and in writing to higher order thinking questions in all content areas
    (9.3) Understands basic elements of advertising and uses a variety of criteria to evaluate visual media
    (9.4) Understands the use of stereotypes and biases in visual media, e.g., distorted representations of society, imagery and stereotyping in advertising, etc.

    Media

    10. Understands the characteristics and components of the media

    (10.1) Understands that media, messages, and products are composed of a series of separate elements, e.g., sections of a newspaper
    (10.2) Enhances the understanding of the similarities and differences among a variety of media, e.g., how documentaries, internet, television, and radio present a story in a different way
    (10.3) Knows characteristics and understands the different purposes of a wide range of media, e.g., to provide entertainment or information to persuade, to transmit culture, to focus attention on an issue
    (10.4) Understands the ways in which image-makers (media) carefully construct meaning, e.g., idea and word choice, authors, photos or cutlines chosen in newspapers
      GRADE EIGHT
      Grade Level Expectations for Language Arts

      These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during eighth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. The grade level expectations that are aligned with and developed by ITBS/ITED are noted in italics. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

      LANGUAGE ARTS

      Writing
        1. Uses general skills and strategies in the writing process

        (1.1) Applies the writing process
        (1.2) Prewriting, drafting and revising, editing and publishing, proofreading, evaluating peers’ and own writing
        (1.2.1) Identifies strengths and weaknesses in own writing
        (1.2.2) Organizes thoughts and expresses opinions and knowledge in a clear manner using complete sentences
        (1.2.3) Writes paragraphs with a clear main idea and several supporting details
        (1.2.4) Writes for a variety of audiences and purposes which include report of information, use of narratives, essays, poetry, persuasive compositions, responses to literature, and creative writing
        (1.3) Writes compositions that address problems/solutions, e.g., identifies and defines a problem in a way appropriate to the intended audience, describes at least one solution, and presents logical and well supported reasons
        (1.4) Handwriting - Writes legibly using proper size and spacing

        2. Uses stylistic and rhetorical techniques in written composition

        (2.1) Demonstrates an understanding of the English language, i.e., usage, punctuation, capitalization, and spelling
        (2.1.1) Spells high frequency words from content areas correctly
        (2.2) Writes compositions that use a variety of sentence structures to expand and embed ideas
        (2.3) Uses transitions between sentences and paragraphs
        (2.4) Writes compositions that show clear evidence of descriptive language that clarifies and enhances ideas
        (2.5) Uses paragraph form in writing, e.g., arranges sentences in sequential order, uses supporting and followup sentences, establishes coherence within and among paragraphs

        3. Writes with a command of the grammatical and mechanical conventions of composition

        (3.1) Applies rules of grammar, usage, punctuation, and capitalization in writing
        (3.2) Writes compositions that have no significant errors in the use of ending punctuation marks
        (3.3) Writes compositions that have few significant errors in the use of commas
        (3.4) Demonstrates proper use of colon, semicolon, hyphen, dash, apostrophe, and quotation marks
        (3.5) Demonstrates proper use of nouns, pronouns, verbs, adjectives, adverbs, prepositions, interjections, and conjunctions
        (3.6) Uses appropriate format in written compositions, e.g., includes footnotes, uses italics, etc.
        (3.7) Shows improvement in writing skills

        4. Gathers and uses information for research purposes

        (4.1) Effectively uses media resources to gather information
        (4.2) Engages in research
        (4.2.1) Uses the library/media center on a regular basis and properly uses a variety of resources for research topics, e.g., computer database to locate sources for research topics
        (4.2.2) Separates information into major components based on a set of criteria
        (4.2.3) Examines critical relationships between and among elements of a research topic
        (4.2.4) Addresses different perspectives on a topic
        (4.2.5) Achieves balance between research information and original ideas
        (4.2.6)Integrates a variety of information into a whole and draws conclusions
        Reading

        5. Reading Process - Uses the general skills and strategies of the reading process

        (5.1) Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts
        (5.2) Uses specific strategies to clear up confusing parts of a text, e.g., rereads the text, consults another source, asks for help
        (5.3) Uses a variety of strategies to extend reading vocabulary, e.g., similes, analogies, idioms
        (5.4) Accurately identifies author’s purpose and point of view
        (5.5) Monitors own reading strategies and makes modifications
        (5.6) Identifies specific devices and author uses to persuade
        (5.7) Makes, confirms, summarizes, and revises simple predictions
        (5.8) Continues to develop a desire to read; engages in daily silent reading
        (5.8.1) Establishes and adjusts purposes for reading, e.g., to understand, interpret, enjoy, solve problems, predict outcomes, answer a specific question, form an opinion, skim for facts

        6/7. Reading Comprehension - Uses reading skills and strategies to understand and interpret a variety of literary works and informational texts

        (6/7.1) Responds to literary and informational texts (oral, written, artistic)
        (6/7.2) Understands and comprehends stated information
        (6/7.3) Determines the meaning of new words from their context
        (6/7.4) Draws conclusions, makes inferences, and deduces meaning
        (6/7.5) Interprets information in new contexts
        (6/7.6) Interprets non literal language
        (6/7.7) Determines the main idea of a text
        (6/7.8) Continues to develop and use a variety of comprehension strategies - cause/effect, compare/contrast, classify/categorize, drawing conclusion, predicting outcomes, and giving details of main idea
        (6/7.9) Analyzes the style or structure of a text
        (6/7.10) Reads and identifies various genre of literature and informational texts including technical guides
        (6/7.11) Literary Texts:
        (6/7.11.1) Identifies the main and secondary characters in works containing complex character structures
        (6/7.11.2) Recognizes the use of specific literary devices, e.g., foreshadowing, flashback
        (6/7.11.3) Recognizes complex elements of plot, e.g., setting, major events, problems, conflicts, resolutions
        (6/7.11.4) Infers traits, feelings, and motives of characters
        (6/7.11.5) Makes and confirms inferences and predictions about events in a story
        (6/7.11.6) Understands the use of language in literary works to convey mood, images, and meaning, e.g., dialect, dialogue, symbolism, irony, rhyme, voice, tone, sound, alliteration, onomatopoeia
        (6/7.11.7) Makes connections between the motives of characters and motives in student’s own life
        (6/7.12) Informational Texts:
        (6/7.12.1) Can effectively use the structures in informational texts; uses text organizers to determine the main ideas or locate information
        (6/7.12.2) Uses the various parts of a text (index, table of contents, glossary) to locate specific information
        (6/7.12.3) Reads for a variety of purposes including to answer a specific question, to form an opinion, and to skim for facts
        (6/7.12.4) Comprehends, summarizes, and paraphrases information in texts in all content areas
        (6/7.12.5) Uses a variety of strategies and reading skills to understand a variety of information texts
        (6/7.12.6) Differentiates between fact and opinion in informational texts
        (6/7.12.7) Understands techniques used to convey viewpoint, e.g., word choice, language structure, context

        Listening and Speaking

        8. Uses listening and speaking strategies for different purposes; listens actively

        (8.1) Expresses ideas clearly
        (8.2) Participates effectively in group discussion
        (8.3) Participates in presentational activities
        (8.4) Uses appropriate verbal and nonverbal techniques for oral presentations e.g., word choice, feeling, expression, eye contact, posture, etc.
        (8.5) Understands implicit statements of attitude and opinion, e.g., implicit point of view conveyed by tone of voice and expression
        (8.6) Understands elements of persuasion and appeal in spoken text, e.g., purpose and impact of pace, volume, tone, stress
        (8.7) Evaluates strategies used by speakers in oral presentations

        Viewing

        9. Uses viewing skills and strategies to understand and interpret visual media

        (9.1) Responds orally and in writing to higher order thinking questions in all content areas
        (9.2) Understands basic elements of advertising and uses a variety of criteria to evaluate visual media
        (9.3) Understands the use of stereotypes and biases in visual media, e.g., distorted representations of society, imagery and stereotyping in advertising, etc.
        (9.4) Understands techniques used in visual media to influence or appeal to a particular audience

        Media

        10. Understands the characteristics and components of the media

        (10.1) Understands that media, messages, and products are composed of a series of separate elements, e.g., sections of a newspaper
        (10.2) Enhances the understanding of the similarities and differences among a variety of media, e.g., how documentaries, internet, television, and radio present a story in a different way
        (10.3) Knows characteristics and understands the different purposes of a wide range of media, e.g., to provide entertainment or information to persuade, to transmit culture, to focus attention on an issue
        (10.4) Understands the ways in which image-makers (media) carefully construct meaning, e.g., idea and word choice, authors, photos or cutlines chosen in newspapers
          Teacher

          Ms. Shawver

          Ms. Sara Shawver