SAMPLE Middle School ELA Learning Targets
SAMPLE Middle School ELA Learning TargetsGraduation Competency 1: Read closely to analyze and evaluate all forms of (i.e. complex literary and informational)texts.Performance Indicator:Ultimate Target Type (Classify the type of learning target1d. Determine the meaning of words and phrases as indicated by the performance indicator.):they are used in a text, including figurative andconnotative meanings; analyze the impact of specificKnowledge Reasoning Skill Productword choices on meaning and tone of a text,including analogies or allusions to other texts.6th Grade Learning Targets7th Grade Learning Targets8th Grade Learning TargetsStandard:Standard:Standard:RL4 Determine the meaning of wordsRL4 Determine the meaning of wordsRL4 Determine the meaning of wordsand phrases as they are used in a text, and phrases as they are used in a text, and phrases as they are used in a text,including figurative and connotativeincluding figurative and connotativeincluding figurative and connotativemeanings; analyze the impact of ameanings; analyze the impact ofmeanings; analyze the impact ofspecific word choice on meaning andrhymes and other repetitions ofspecific word choices on meaning andtone.sounds (alliteration) on a specific verse tone, including analogies or allusionsor stanza of a poem or section of ato other texts.story or drama.RI4 Determine the meaning of wordsand phrases as they are used in a text,including figurative, connotative, andtechnical meanings.RI4 Determine the meaning of wordsand phrases as they are used in a text,including figurative, connotative, andtechnical meanings; analyze theimpact of a specific word choice onmeaning and tone.RI4 Determine the meaning of wordsand phrases as they are used in a text,including figurative, connotative, andtechnical meanings; analyze theimpact of specific word choices onmeaning and tone, including analogiesor allusions to other texts.Standard Target Type:Standard Target Type:Standard Target Type:K R S PKnowledge Define figurative and connotativemeanings.K R S PKnowledge Define and identify the major sounddevices (e.g., rhyme, alliteration,K R S PKnowledge Define and identify analogies. Define and identify allusions.
Describe the difference betweendenotation and connotation. Describe the difference betweennegative and positive connotationsof words. Describe the difference betweenliteral and figurative meaning. Define tone.assonance, consonance,onomatopoeia). Describe the differences betweenanalogies and allusions.Using grade-level appropriate texts: Identify words with figurative,connotative, or technical meaningsin a text. Identify the tone of a text.Using grade-level appropriate texts: Identify words with figurativeconnotative, or technical meaningsin a text. Identify the tone of a text.Using grade-level appropriate texts: Identify words with figurative,connotative, or technical meaningsin a text. Identify the tone of a text.ReasoningUsing grade-level appropriate texts: Interpret the meaning of words andphrases using various strategies. Interpret the meaning of words withfigurative, connotative, andtechnical meanings using variousstrategies. Analyze the impact of word choiceon meaning. Analyze the impact of word choiceon tone.ReasoningUsing grade-level appropriate texts: Interpret the meaning of words andphrases using various strategies. Interpret the meaning of words withfigurative, connotative, andtechnical meanings using variousstrategies. Analyze the impact of word choiceon meaning. Analyze the impact of word choiceon tone. Analyze the impact of rhymes andother repetition of sounds on aspecific verse or stanza of a poem. Analyze the impact of rhymes andother repetition of sounds on aspecific section of a story or drama.Skill ReasoningUsing grade-level appropriate texts: Interpret the meaning of words andphrases using various strategies. Interpret the meaning of words withfigurative, connotative andtechnical meanings using variousstrategies. Analyze the impact of word choiceon meaning. Analyze the impact of word choiceon tone. Analyze the impact of analogies andallusions on meaning. Analyze the impact of analogies andallusions on tone.Skill Skill
ProductProductProductSAMPLE Middle School ELA Learning TargetsGraduation Competency 2: Construct task-appropriate writing for diverse purposes and audiences.Performance Indicator:Ultimate Target Type (Classify the type of learning target2b Write informative/explanatory texts to examine a indicated by the performance indicator.):topic and convey ideas, concepts, and informationthrough the selection, organization, and analysis ofKnowledge Reasoning Skill Productrelevant content.6th Grade Learning Targets7th Grade Learning Targets8th Grade Learning TargetsStandard:Standard:Standard:W2 Write informative/explanatoryW2 Write informative/explanatoryW2 Write informative/explanatorytexts to examine a topic and conveytexts to examine a topic and conveytexts to examine a topic and conveyideas, concepts, and informationideas, concepts, and informationideas, concepts, and informationthrough the selection, organization,through the selection, organization,through the selection, organization,and analysis of relevant content.and analysis of relevant content.and analysis of relevant content.a. Introduce a topic; organize ideas,a. Introduce a topic clearly,a. Introduce a topic clearly,concepts, and information, usingpreviewing what is to follow;previewing what is to follow;strategies such as definitions,organize ideas, concepts, andorganize ideas, concepts, andclassification, comparison/contrast,information, using strategies suchinformation into broaderand cause/effect; include formattingas definition, classification,categories; include formatting (e.g.,(e.g., headings), graphics (e.g.,comparison/contrast, andheading) graphics (e.g., charts,charts, tables) and multimedia whencause/effect; include formattingtables), and multimedia whenuseful to aiding comprehension.(e.g., headings), graphics (e.g.,useful to aiding comprehension.charts, tables), and multimediawhen useful to aidingcomprehension.b. Develop the topic with relevantb. Develop the topic with relevantb. Develop the topic with relevant,facts, definitions, concrete details,facts, definitions, concrete details,well-chosen facts, definitions,quotations, or other information,quotations, or other informationconcrete details, quotations, orand examples.and examples.other information and examples.c. Use appropriate transitions toc. Use appropriate transitions toc. Use appropriate and variedclarify the relationships among ideascreate cohesion and clarify thetransitions to create cohesion andand concepts.relationships among ideas andclarify the relationships amongconcepts.ideas and concepts.
d. Use precise language and domainspecific vocabulary to inform orexplain about the topic.e. Establish and maintain a formalstyle.f. Provide a concluding statement orsection that follows from theinformation or explanationpresented.Standard Target Type:K R S PKnowledgeConsidering grade-level appropriatetopics, texts, and level of writingsophistication expected: Define the purposes forinformative/explanatory writing. Describe strategies an author canuse to introduce a topic. Identify common organizationpatterns (definition, classification,comparison/contrast, cause/effect)for informative/explanatory texts. Describe how formatting (e.g.headings), graphics (e.g. charts,tables) and multimedia can beuseful in helping a readerunderstand a text. Define relevant facts, definitions,concrete details, quotations, otherinformation, and examples.d. Use precise language and domainspecific vocabulary to inform orexplain about the topic.e. Establish and maintain a formalstyle.f. Provide a concluding statement orsection that follows from andsupports the information orexplanation presented.Standard Target Type:K R S PKnowledgeConsidering grade-level appropriatetopics, texts, and level of writingsophistication expected: Define the purposes forinformative/explanatory writing. Describe strategies an author canuse to introduce a topic clearly andpreview what is to follow. Identify common organizationpatterns (definition, classification,comparison/contrast, cause/effect)for informative/explanatory texts. Describe how formatting (e.g.headings), graphics (e.g. charts,tables) and multimedia can beuseful in helping a readerunderstand a text. Define relevant facts, definitions,concrete details, quotations, otherinformation, and examples.d. Use precise language and domainspecific vocabulary to inform aboutor explain the topic.e. Establish and maintain a formalstyle.f. Provide a concluding statement orsection that follows from andsupports the information orexplanation presented.Standard Target Type:K R S PKnowledgeConsidering grade-level appropriatetopics, texts, and level of writingsophistication expected: Define the purposes forinformative/explanatory writing. Describe strategies an author canuse to introduce a topic clearly andpreview what is to follow. Identify common organizationpatterns forinformative/explanatory texts. Describe how formatting (e.g.headings), graphics (e.g. charts,tables) and multimedia can beuseful in helping a readerunderstand a text. Define relevant facts, well-chosenfacts, definitions, concrete details,quotations, other information, andexamples.
Distinguish between relevant andirrelevant information. Identify transitions to use in aninformative/explanatory text. Identify domain specific vocabularyto use in informative/explanatorytexts. Identify precise language related tothe topic. Define formal style. Define norms and conventions ofinformative/explanatory writing. Identify characteristics ofconcluding statements that followfrom the information or explanationpresented.ReasoningConsidering grade-level appropriatetopics, texts, and level of writingsophistication expected: Determine a strategy forintroducing aninformative/explanatory topic. Distinguish between relevant and Distinguish between relevant andirrelevant information.irrelevant information. Identify transitions to use in an Identify transitions to use in aninformative/explanatory text.informative/explanatory text. Identify domain specific vocabulary Identify domain specific vocabularyto use in informative/explanatoryto use in informative/explanatorytexts.texts. Identify precise language related to Identify precise language related tothe topic.the topic. Define formal style. Define formal style. Define norms and conventions of Define norms and conventions ofinformative/explanatory writing.informative/explanatory writing. Identify characteristics of Identify characteristics ofconcluding statements that followconcluding statements that followfrom the information or explanationfrom the information or onsidering grade-level appropriateConsidering grade-level appropriatetopics, texts, and level of writingtopics, texts, and level of writingsophistication expected:sophistication expected: Determine a strategy for Determine a strategy forintroducing anintroducing aninformative/explanatory topic andinformative/explanatory topic andpreviewing what is to follow.previewing what is to follow.Choose an appropriate Choose an appropriate Choose an appropriateorganizational strategy for anorganizational strategy for anorganizational strategy for aninformative/explanatory text.informative/explanatory text.informative/explanatory text.Organize ideas and concepts for an Organize ideas and concepts for an Organize ideas and concepts for aninformative/explanatory text.informative/explanatory text.informative/explanatory text.Develop a topic with relevant facts, Develop a topic with relevant facts, Develop a topic with relevant, welldefinitions, concrete details,definitions, concrete details,chosen facts, definitions, concretequotations, or other information,quotations, or other information,details, quotations, or otherand examples.and examples.information, and examples.Determine when to include Determine when to include Determine when to includeformatting (e.g., headings), graphicsformatting (e.g., headings), graphicsformatting (e.g., headings), graphics
(e.g., charts, tables) and multimediato aid in comprehension. Select transitions to clarify therelationships among ideas andconcepts. Select precise language and domain- specific vocabulary to use in aninformative/explanatory text. Establish and maintain a formalstyle. Determine a concluding statementthat follows from the information orexplanation presented.Skill ProductConsidering grade-level appropriatetopics, texts, and level of writingsophistication expected:Write an informative/explanatory textto examine a topic and convey ideas,concepts, and information through theselection, organization, and analysis ofrelevant content which: Introduces and develops a topicwith relevant facts, definitions,concrete details, quotations, orother information, and examples. Organizes ideas, concepts, andinformation, using strategies suchas definitions, classification,(e.g., charts, tables) and multimediato aid in comprehension. Select transitions to createcohesion and to clarify therelationships among ideas andconcepts. Select precise language and domain- specific vocabulary to use in aninformative/explanatory text. Establish and maintain a formalstyle. Determine a concluding statementthat follows from the information orexplanation presented.Skill ProductConsidering grade-level appropriatetopics, texts, and level of writingsophistication expected:(e.g., charts, tables) and multimediato aid in comprehension. Select varied transitions to createcohesion and to clarify therelationships among ideas andconcepts. Select precise language and domain- specific vocabulary to use in aninformative/explanatory text. Establish and maintain a formalstyle. Determine a concluding statementthat follows from the information orexplanation presented.Skill ProductConsidering grade-level appropriatetopics, texts, and level of writingsophistication expected:Write an informative/explanatory textto examine a topic and convey ideas,concepts, and information through theselection, organization, and analysis ofrelevant content which: Introduces a topic clearly,previewing what is to follow. Develops a topic with relevant facts,definitions, concrete details,quotations, or other information,and examples. Organizes ideas, concepts, andinformation, using strategies suchas definitions, classification,Write an informative/explanatory textto examine a topic and convey ideas,concepts, and information through theselection, organization, and analysis ofrelevant content which: Introduces a topic clearly,previewing what is to follow. Develops a topic with relevant facts,definitions, concrete details,quotations, or other information,and examples. Organizes ideas, concepts, andinformation into broadercategories.
comparison/contrast, andcause/effect Includes formatting (e.g., headings),graphics (e.g., charts, tables) andmultimedia when useful to aid incomprehension. Uses appropriate transitions toclarify the relationships amongideas and concepts. Uses precise language and domainspecific vocabulary to inform orexplain about the topic. Establishes and maintains a formalstyle. Provides a concluding statement orsection that follows from theinformation or explanationpresented. comparison/contrast, andcause/effectIncludes formatting (e.g., headings),graphics (e.g., charts, tables) andmultimedia when useful to aid incomprehension.Uses appropriate transitions tocreate cohesion and clarify therelationships among ideas andconcepts.Uses precise language and domainspecific vocabulary to inform orexplain about the topic.Establishes and maintains a formalstyle.Provides a concluding statement orsection that follows from theinformation or explanationpresented. Includes formatting (e.g., headings),graphics (e.g., charts, tables) andmultimedia when useful to aid incomprehension. Uses appropriate and variedtransitions to create cohesion andclarify the relationships amongideas and concepts. Uses precise language and domainspecific vocabulary to inform orexplain about the topic. Establishes and maintains a formalstyle. Provides a concluding statement orsection that follows from theinformation or explanationpresented.
SAMPLE Middle School ELA Learning TargetsGraduation Competency 3: Design and implement concise and sustained research tasks focused by questions andunderstandings of rigorous and relevant topics.Performance Indicator:Ultimate Target Type (Classify the type of learning target3b Cite evidence or paraphrase the data andindicated by the performance indicator.):conclusions of others while avoiding plagiarism andfollowing a standard format for citation.Knowledge Reasoning Skill Productthth6 Grade Learning Targets7 Grade Learning Targets8th Grade Learning TargetsStandard:Standard:Standard:W7 Conduct short research projects to W7 Conduct short research projects to W7 Conduct short research projects toanswer a question, drawing on several answer a question, drawing on several answer a question (including a selfsources and refocusing the inquirysources and generating additionalgenerated question), drawing onwhen appropriate.related, focused questions for furtherseveral sources and generatingresearch and investigation.additional related, focused questionsthat allow for multiple avenues ofexplorationStandard Target Type:Standard Target Type:Standard Target Type:K R S PKnowledgeConsidering grade-level appropriatetopics, texts, and level of researchsophistication expected: Describe appropriate methods toconduct a research project. Create search terms that willprovide the information needed. Describe how to apply multipleresources to a short researchproject. Identify which types of sources arebeneficial for which types ofresearch.K R S PKnowledgeConsidering grade-level appropriatetopics, texts, and level of researchsophistication expected: Describe appropriate methods toconduct a research project. Create search terms that willprovide the information needed. Describe how to apply multipleresources to a short researchproject. Identify which types of sources arebeneficial for which types ofresearch.K R S PKnowledgeConsidering grade-level appropriatetopics, texts, and level of researchsophistication expected: Describe appropriate methods toconduct a research project. Create search terms that willprovide the information needed. Describe how to apply multipleresources to a short researchproject. Identify which types of sources arebeneficial for which types ofresearch.
Identify how to cite sources andavoid plagiarism. Identify how to cite sources andavoid plagiarism.ReasoningConsidering grade-level appropriatetopics, texts, and level of researchsophistication expected: Determine which sources toresearch to best answer a researchquestion.ReasoningConsidering grade-level appropriatetopics, texts, and level of researchsophistication expected: Determine which sources toresearch to best answer a researchquestion. Refocus the inquiry when researchsuggests the need or when thesearch terms return informationthat is too broad or too narrow. Refocus the inquiry when researchsuggests the need or when thesearch terms return informationthat is too broad or too narrow. Generate additional, related,focused questions for furtherresearch when needed. Conduct a short research project toanswer a question usinginformation from several sources. Cite sources and avoid plagiarism.SkillConsidering grade-level appropriatetopics, texts, and level of researchsophistication expected: Conduct a short researchproject to answer a ques
SAMPLE Middle School ELA Learning Targets Graduation Competency 1: Read closely to analyze and evaluate all forms of (i.e. complex literary and informational) texts. Performance In
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .
FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
ELA.EE.RL.3.2 Associate details with events in stories from diverse cultures. ELA.EE.RL.3.3 Identify the feelings of characters in a story. ELA.EE.RL.3.5 Determine the beginning, middle, and end of a familiar story with a logical order. ELA.EE.RI.3.1 Answer who and what questions to demonstrate understanding of details in a text.
The following workshop participants contributed to the creation of the 2018-2019 Middle School Athletics Handbook: Mr. Ryan Bingaman, Silver Creek Middle School Mr. Jeffrey Brink, Julius West Middle School Ms. Melanie Brouillard, Rocky Hill Middle School Mr. Michael Endler, Sligo Middle School Mr. Alex Evangelista, Briggs Chaney Middle School
ELA.EE.RL.8.3 Identify which incidents in a story or drama lead to subsequent action. ELA.EE.RL.8.5 Compare and contrast the structure of two or more texts. ELA.C2.1 ELA.EE.W.8.2.b Write one or more facts or details related to the topic. ELA.EE.W.8.2.c Write complete thoughts as appropriate.
CCSS.ELA-Literacy.RI.5.6 CCSS.ELA-Literacy.RI.5.7 CCSS.ELA-Literacy.RI.5.8 CCSS.ELA-Literacy.RI.5.9 CCSS.ELA-Literacy.RI.5.10 II THE PLAY’S THE THING: OUR STORY This new musical adaptation is based on the beloved and bestselling Scholastic Publishing series, THE MAGIC SCHOOLBUS . In this adventure, the Magic School Bus
