Chapters 288th Grade Ela Page

 



Chapter Book Literacy Units. Here you'll find a large selection of activities to use with the most popular chapter books. Titles include Tales of a Fourth Grade Nothing, Magic Treehouse, Charlotte's Web, Cam Jansen, The Boxcar Children, Bunnicula, and many others. 8th grade ELA Page. AZ Merit ELA Digital Library Ruth Fisher News Power Point Notes Texts used in class Cursive. Clonecodes1-5.pdf: File Size.

CHAPTER ONE THERE IS ONE mirror in my house. It is behind a sliding panel in the hallway upstairs. Our faction allows me to stand in front of it on the second day of every third month, the day my mother cuts my hair. I sit on the stool and my mother stands behind me with the scissors, trimming. The strands fall on the floor in a dull, blond ring.

Nys 8th Grade Ela Test

6th Grade‎ > ‎

6 ELA -Figurative Language:Tuck Everlasting

Objectives:
To create a kahoot that explores the six styles of figurative language that are addressed in the webquest.
To share these kahoots with other students as a means to study the different figurative language styles.
6th Grade ELA Standards Addressed:
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty)
Massachusetts State Standards Glossary of Terms:
Figurative language Language that communicates ideas beyond the ordinary or literal meaning of the words. See Simile, Metaphor, Personification, Hyperbole
Massachusetts Digital Literacy for Grades 6-8
Guiding Principle 1: Learning
Digital Literacy and Computer Science ideas should be explored in ways that stimulate curiosity, create enjoyment, and develop depth of understanding.
Students should be actively engaged in designing, creating and inventing, discussing ideas, and applying their skills in interesting, thought-provoking situations.
Guiding Principle 4: Literacy Across the Content Areas
An effective digital literacy and computer science program builds upon and develops students’ literacy skills and knowledge.
Reading, writing, and communication skills are necessary elements of learning and engaging in digital literacy and computer science, as well as in other content areas.
1. Creating
Digital literacy and computer science are disciplines in which students demonstrate creative thinking, construct knowledge, and develop innovative artifacts and processes using technology. Students engage in the creative aspects of computing by designing and developing interesting computational artifacts and by applying techniques to creatively solve problems. Skills include:
Creating artifacts or computational projects with practical, personal, and/or social intent;
Selecting appropriate methods, paths, or techniques to develop artifacts;
Using appropriate algorithmic and information-management principles and/or digital tools;
Applying critical thinking, digital tools, and technology to solve problems;
Making ethical and responsible choices in selecting tools, information, and media to create and share artifacts; and
Reviewing, revising, and iterating work to create high-quality artifacts.
CS Standards Addressed:
6-8.DTC.b.1 Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources.
6-8.CAS.b.6 Demonstrate compliance with the school’s Acceptable Use Policy [AUP].
6-8.CAS.b.3 Apply fair use for using copyrighted materials (e.g., images, music, video, text).
6-8.DTC.a.4Use advanced tools to design and create online content (e.g., webpage, blog, digital portfolio, multimedia), individually and collaboratively.
Differentiation:
Students could create a Kahoot! that only incorporates one example of each type of figurative language.
Students could create a Kahoot! that only incorporates similes, metaphors, and personification
Students could create a Kahoot! with no added pictures/illustrations.
A Tuck EverlastingWebquest for 6th Grade ELA- Figurative Language

Your task is to create a Kahoot! for your classmates that will test them on their knowledge of figurative language.

Your kahoot should have 20 questions.

Your kahoot should use each of the 6 types of figurative language (at least 3 times for each) that we have reviewed.

You should vary the order!!!

You will give a sentence that contains figurative language and the answers will tell what type was used.

You should find a complimentary picture for each question (using photosforclass.com) to add to your Kahoot!





Tuck Everlasting is a great book for seeing how figurative language plays into great writing. As you begin this web-quest, you will want to refresh your memory about what figurative language is.
Here are the forms of figurative language we will focus on as we read :
Simile
Metaphor
Personification
Alliteration
Onomatopoeia
Hyperbole
A simile compares things to one another by using the words 'like' or 'as'. It better helps to describe how something looks, feels, smells, tastes or sounds by comparing the object to something else with which we are familiar.
From Tuck Everlasting: 'The first week of August hangs at the very top of the summer, the top of the live-long year, like the highest seat of a Ferris wheel.'
A metaphor also compares two different things, but it does not use a word of comparison such as 'like' or 'as'.
From Tuck Everlasting: 'The wood was at the center, the hub of the wheel.'
Personification is a form of figurative language in which an animal or object is given human characteristics.
From Tuck Everlasting: 'The house was so proud of itself that you wanted to make a lot of noise as you passed,...'
Alliteration is the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.
From Tuck Everlasting: 'Winnie clutched her fishing pole, sitting sideways in the stern...'
Onomatopoeia is the formation of a word from a sound associated with what is named (e.g., cuckoo, sizzle ).
From Tuck Everlasting: 'Tick-tock, tick-tock, tick-tock'
Hyperbole is exaggerated statements or claims not meant to be taken literally.
From Tuck Everlasting: 'It was the hottest day yet, so heavy that the slightest exertion brought on a flood of perspiration.'
During your quest, you will be looking to create a great and fun game that will help you and your classmates to learn more about figurative language!
To log into the Kahoot! creator site, go to: https://create.kahoot.it/login
If you don't have an account, visit here for directions and here to sign up.
Once your are logged in, create your kahoot! following the example of the photo below.
Remember to use PhotosForClass to find your pictures. It automatically generates a citation when you download the photo.
  • CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  • The CCR and grade specific standards are necessary complements, that together define the skills and understandings that all students must demonstrate. English Language Arts (ELA) is divided into four strands: 1) Reading, 2) Writing (W), 3) Speaking and Listening (SL), and 4) Language (L).
The State Board of Education adopted the English Language Arts/English Language Development Framework (ELA/ELD Framework) on July 9, 2014. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

English Language Arts

2014 English Language Arts/English Language Development Framework

Assembly Bill 250 (Chapter 608, Statutes of 2011) calls for the revision of the English Language Arts/English Language Development Framework to align with the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects and incorporate the California English Language Development Standards

Framework

  • 2014 English Language Arts/English Language Development Framework (ELA/ELD Framework) (Dated Jul-2015)
    The 2014 ELA/ELD Framework has been developed to support and incorporate the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards). The SBE (California State Board of Education) adopted the ELA/ELD Framework on July 9, 2014. This is the final digital version of the ELA/ELD Framework.
  • Executive Summary: English Language Arts/English Language Development Framework (Dated Oct-2015).
    The executive summary provides a glimpse into the ELA/ELD Framework and the guidance it provides for educators, including descriptive snapshots and vignettes of grade-level instruction.
    Contact the CDE Press at 1-800-995-4099 or visit https://www.cde.ca.gov/re/pn/rc/.
  • Making Meaning of the California Mathematics and ELA/ELD Frameworks – Helpful Tools for Every Audience (DOC)
    This summary provides concrete examples on how the ELA/ELD and Mathematics Frameworks, Executive Summaries, and Parent/Guardian Brochures can be used by stakeholders to more effectively implement the California standards.
  • ELA/ELD Framework Launch Session Resources
    Access video recordings, slideshows, and handout materials for sessions conducted during professional learning conferences to launch the ELA/ELD Framework in 2015-2016.
  • Video: Overview of the ELA/ELD Framework (Video; 10:40) (Dated 24-Feb-2015)
    This video provides an overview of the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools, which provides guidance to teachers, administrators, and other educators for implementing the CA CCSS for ELA/Literacy and the CA ELD Standards.

Content Standards

  • Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF; 2MB) (Modified March 2013 Publication Version)
    (Note: Education Code Section 60605.10 allowed for the modifications to the Common Core State Standards for English Language arts with California additions by including the anchor standards and technical changes. The State Board of Education took action on the recommendations at the March 13-14, 2013, meeting.)
  • Spanish Translations of the CCSS are available on the Common Core en Español Web Site
  • California English Language Development Standards (PDF)
    The California English Language Development Standards were adopted by the State Board of Education in November 2012.
  • Brochures for Parents/Guardians in English and Spanish
    These brochures on the ELA/literacy standards provide parent/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students’ learning and a list of additional resources.
    • Kindergarten–Grade Two: English (PDF)
    • Kindergarten–Grade Two: Spanish (PDF; Posted Mar-2016)
    • Grades 3–5: English (PDF)
    • Grades 3–5: Spanish (PDF; Posted Mar-2016)
    • Grades 6–8: English (PDF)
    • Grades 6–8: Spanish (PDF; Posted Mar-2016)
    • Grades 9–12: English (PDF)
    • Grades 9–12: Spanish (PDF; Posted Mar-2016)
  • ELD Standards Brochure for Parents/Guardians in English and Spanish
    The brochure on the CA ELD Standards describes the progression of learning as English learners become fluent in English and focuses on essential English language skills for students in kindergarten through grade twelve. The brochure also offers suggestions for parents/guardians to support their students’ learning and a list of additional resources.
    • ELD Brochure: English (PDF; Posted Mar-2016)
    • ELD Brochure: Spanish (PDF; Posted Mar-2016)
  • Common Core State Standards Initiative
    The multi-state initiative released the CCSS on June 2, 2010. The initiative site includes information about the development and research behind the standards, appendices, the states that have adopted the CCSS, and frequently asked questions.
    • Appendix A (PDF)
      Research Supporting Key Elements of the Standards and Glossary of Terms
    • Appendix B (PDF)
      Text Exemplars and Sample Performance Tasks
    • Appendix C (PDF)
      Samples of Student Writing
  • Model School Library Standards
    Information about and resources to support the Model School Library Standards for California Public Schools adopted by State Board of Education in September 2010.

Implementation Support

Circles of Implementation

  • The Circles of Implementation figure and corresponding narrative description (which appears in the SBE-Adopted ELA/ELD Framework, Chapter 2, on Page 4) have been translated into Spanish to support the implementation of the ELA/ELD Framework. The English version is provided for reference.
    Circles of Implementation (PDF; Posted Jan-2016)
    Los Círculos de la Implementación (PDF; Updated Mar-2016)
Chapters 288th Grade Ela PageEla

Implementation Support for the ELA/ELD Framework

  • Implementation Support for the ELA/ELD Framework (20 Jan-2017)
    This select collection of resources connects the content in the ELA/ELD Framework with other resources from the CDE, as well as other reputable sources that address the five key instructional themes: meaning making, effective expression, language development, content knowledge, and foundational skills. The intent of this collection is to provide educators additional resources they can use to expand the scope of the guidance in the ELA/ELD Framework and to inform professional development and instructional decisions at all schools and districts.

Guides for Supporting English Learners and the Five Key Themes in the ELA/ELD Framework

Resources with an English Learner Emphasis

9th Grade Ela

  • A Guide to Resources with an English Learner Emphasis (DOC; 2MB, Revised Apr-2016)
    This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on meeting the needs of English learners.

    Watch a video overview of ELA/ELD Framework: A Guide to Resources with an English Learner Emphasis (Video; 6:15)

Resources Tracing the Five Key Themes

  • A Guide for Tracing the Meaning Making Theme (DOC; Revised Mar-2016)
    This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on meaning making, which is at the heart of ELA/literacy and ELD instruction.
  • A Guide for Tracing the Language Development Theme (DOC; Posted 29-Mar-2016)
    This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on language development, which is at the core of the California ELA/Literacy strands—Reading, Writing, Speaking and Listening, and Language.
  • A Guide for Tracing the Effective Expression Theme (DOC; Posted 29-Mar-2016)
    This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on effective expression, which is essential for students to effectively communicate their understanding and thinking.
  • A Guide for Tracing the Content Knowledge Theme (DOC; Posted 29-Mar-2016)
    This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on content knowledge, which is vital for students to successfully acquire, construct, and convey knowledge.
  • A Guide for Tracing the Foundational Skills Theme (DOC; Posted 29-Mar-2016)
    This guide is intended to support California educators in the use of the components within the ELA/ELD Framework that focus on the foundational skills of literacy—print concepts, phonological awareness, phonics and word recognition, and fluency—which are crucial for literacy achievement.

    Watch a video overview of Guides for Supporting the Five Key Themes in the ELA/ELD Framework (Video; 5:15)

Chapters 288th Grade Ela Pages

Additional Resources Supporting the Implementation of the ELA/ELD Framework

    • Chart of ELA/ELD Framework Snapshots and Vignettes | PDF; Posted Jul-2015)
      Brief snapshots and longer vignettes are included throughout the ELA/ELD Framework to provide examples of instruction. This chart lists all the snapshots and vignettes, by chapter, and includes the grade level, page number(s), and indicates the different content areas each snapshot and vignette addresses. (Note: In the items column, “S” stands for a snapshot, and “V” represents vignettes.)
    • ELA/ELD Framework Snapshots (PDF; 2MB; Posted Jul-2015)
      The snapshots in chapters 3–7 provide examples of instructional strategies for transitional kindergarten through grades eleven and twelve in ELA, ELD, and other content areas. In chapters 8–11, the snapshots are examples of possible scenarios for multiple grade levels in other systems of support, such as assessment, access and equity, or 21st century learning. All snapshots for the ELA/ELD framework, chapters 3–11, are compiled into this document.
    • ELA/ELD Framework Vignettes: Chapters 3–7 (PDF; 2MB; Posted Jul-2015)
      Two vignettes are provided for each grade level (for TK to grade 8) and grade span (grades 9–10 and 11–12). These vignettes offer more in-depth examples of classroom practices, including connections to other disciplines and scaffolding for modifications for all students, including instruction for integrated and designated ELD. All vignettes, by chapter and grade-level, for chapters 3–7 are compiled into this document.
    • ELA/ELD Framework Vignettes Summary Sheet
      List developed by the San Joaquin County Office of Education of all the vignettes and their title/content by grade level. Each grade-level section has a pair of vignettes: an ELA/Literacy with integrated ELD vignette and a companion designed ELD vignette.
  • Chart of ELA/ELD Framework Figures (PDF; Jul-2015)
    A variety of figures (including charts, definitions, descriptions, explanations) are included throughout the ELA/ELD Framework to provide more detailed support for implementation and instruction. This chart lists all the figures, by chapter, with figure titles and page number (s).
    • ELA/ELD Figures: Introduction – Chapter 2 (PDF; 8MB; Posted Jul-2015)
      All figures (includes charts, diagrams, definitions, descriptions, explanations) for the introduction and chapters 1 and 2 are compiled into this document
    • ELA/ELD Figures: Chapter 3–7 (PDF; 5MB; Posted Jul-2015)
      All figures (includes charts, diagrams, definitions, descriptions, explanations) for the grade-level chapters 3–7 are compiled, by chapter, into this document.
    • ELA/ELD Figures: Chapters 8–11 (PDF; 11MB; Posted Jul-2015)
      All figures (includes charts, diagrams, definitions, descriptions, explanations) for systems of support, such as assessment, access and equity, and 21st century learning are compiled, by chapter, into this document.
  • Support for Primary Language and Dual Language Programs – A Summary (PDF)
    Los Angeles County Office of Education has developed a summary in the use of primary language support and instruction including bilingual and dual language programs found in the ELA/ELD Framework. The purpose of the summary is to support useful professional learning discussions and supporting in designing programs for ELs and references where primary language and dual immersion instruction occur within the framework.
  • California State ELA/ELD Resources for Local Planning (Video; 6:31) In this video, Tom Adams, Deputy Superintendent from the California Department of Education, shares selected State resources that can assist in local planning efforts regarding the implementation of the ELA/ELD Framework.
  • Highlighting the Needs of English Leaners in the Framework Sonoma County Office of Education (SCOE) has developed two web pages to provide easy access to resources within the ELA/ELD Framework that specifically highlight practices, programs, and structures that address the needs of English learners. Links connect to Framework Snapshots and Vignettes and Framework Figures .
  • Foundational Skills of the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF; Updated Sept-2015)
    Paper highlighting selected key concepts and guidelines from the ELA/ELD Framework regarding the foundational skills of reading with a focus on the skills as they relate to literacy development in English.
  • Secondary Literacy Partnership Webinar Series: ELA/ELD Implementation: Teachers Lead the Way!
    Presenters Nancy Brynelson and Jo Ann Isken, lead developers of the ELA/ELD Framework, gave an orientation to the Framework via the new Executive Summary and guided participants in activities exploring the Framework’s vignettes, figures, and snapshots. They also shared strategies for collaboration and professional learning. (Presented on October 14, 2015.)
  • Secondary Literacy Partnership Webinar Series: A Close Encounter, Through the Writers’ Eyes, of the New ELA/ELD Framework
    The lead writers of the ELA/ELD Framework - Pam Spycher, Hallie Yopp Slowik, and Nancy Brynelson – share important understandings in the framework, including instructional strategies that support the goals of the CA CCSS for ELA/Literacy and the CA ELD Standards. (Presented on September 17, 2014.)
  • California’s Recently Adopted English Language Arts/English Language Development Framework: Translating the Common Core State Standards to a Coherent and Sequenced Curriculum for All Students (PDF)
    Article by Jo Ann Isken, Chair, and Bill Honig, Vice Chair, of the California Instructional Quality Commission and Carol Jago, contributing writer to the ELA/ELD Framework and Associate Director of the California Reading and Literature Project at UCLA.

Resources

CCSS English Language Arts Resources
Resources to support the teaching of the Common Core State Standards (CCSS) for English language arts (ELA).

CCSS and CA ELD Standards Resources
Resources to support the teaching of the Common Core State Standards (CCSS) with the California English Language Development Standards (CA ELD Standards).

CCSS Literary Resources
Resources to support the teaching of the Common Core State Standards (CCSS) for literacy in history/social studies, science, and technical subjects.

Chapters

Integrating the CA ELD Standards into K-12 Mathematics and Science Teaching and Learning (DOC)
State Board of Education approved Correspondence Study Report that demonstrates a strong correspondence between the California ELD Standards and the California standards for mathematics and science.

Content Standards
Links to downloads of all Content Standards.

8th Grade Ela Books

All Curriculum Frameworks
Links to downloads of all Curriculum Frameworks.

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

8th Grade Ela Benchmark Test

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