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ESL Grade 8 Curriculum Planning Guide – Quarter 2

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance.
The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,
● 80% of our students will graduate from high school college or career ready
● 90% of students will graduate on time
● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, ESL teachers must collectively work with general education teachers to provide our students with a
sound foundation in the English language as well as high-quality, College and Career Ready standards-aligned instruction. Acknowledging
the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high
levels of literacy learning for all students, across content areas. Language and literacy development is recognized as a shared responsibility
of all of a student’s teachers. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools
and are the underpinning for the development of the ESL curriculum planning guides.

Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy teaching and learning, which include the
development of foundational skills and instruction in reading, writing, speaking and listening, and language. This planning guide presents a
framework for organizing instruction around WIDA Standards, grade-level content, and the TN State Standards (CCR) so that every ELL
student acquires English and develops literacy skills that will enable him or her to meet or exceed requirements for college and career
readiness. The standards define what to teach within specific grade bands, and this planning guide provides guidelines and research-based
approaches for implementing instruction to ensure students achieve their highest potentials.

 A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the
ESL Curriculum guides. ESL teachers will use this guide and the standards as a road map for English Language Development.
 The Newcomer/Readiness curriculum provides additional guidance and resources for new immigrant students and those with
interruptions in formal education. Newcomer/Readiness materials are designed for use in the first 6 to 9 weeks of enrollment.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
How to Use the ESL Curriculum Planning
Guides
Our collective goal is to ensure our students graduate ready for
college and career. This will require a comprehensive, integrated
approach to literacy instruction that ensures that students become
college and career ready readers, writers, and communicators.
To achieve this, students must receive literacy instruction aligned
to each of the elements of effective literacy program seen in the
figure to the right. To enhance ELL access to instructional tasks
requiring complex thinking match the linguistic complexity and
instructional support to the students’ level of proficiency. (Gottlieb,
Katz, and Ernst-Slavit 2009)
This curriculum guide is designed to help teachers make effective
decisions about what literacy content to teach and how to teach it
so that, ultimately, our students can reach Destination 2025. To
reach our collective student achievement goals, we know that
teachers must change their instructional practice in alignment the
with the three College and Career Ready shifts in instruction for
ELA/Literacy. We should see these three shifts in all SCS literacy
classrooms:
(1) Regular practice with complex text and its academic
language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Additional time, appropriate instructional support, and aligned assessments will be needed as ELL acquire both English language proficiency
and content area knowledge. The TN Standards for Foundational Skills should be used in conjunction with this guide.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2

The Five WIDA English Language Development Standards

Standard Abbreviation
English Language English language learners communicate for Social Social and
Development Standard 1 and Instructional purposes within the school setting Instructional language

English Language English language learners communicate The language of

Development Standard 2 information, ideas and concepts necessary for Language Arts
academic success in the content area of Language
Arts
English Language English language learners communicate The language of
Development Standard 3 information, ideas and concepts necessary for Mathematics
academic success in the content area of
Mathematics
English Language English language learners communicate The language of
Development Standard 4 information, ideas and concepts necessary for Science
academic success in the content area of Science
English Language English language learners communicate The language of
Development Standard 5 information, ideas and concepts necessary for Social Studies
academic success in the content area of Social
Studies

Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across
instructional settings. Standards 2–5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more
formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and
conventions).
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to
support teachers in ensuring that students are able to reach the demands of the standards in the classroom. In addition to the resources
embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Teachers can access the TNCore standards, which are featured throughout this curriculum map and
Career Ready Literacy Standards): http://www.eduToolbox.org represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and
http://achievethecore.org/page/642/text-complexity-collection reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2
http://achievethecore.org/page/1027/academic-word-finder academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Teachers can use the resources in this set of resources to craft their own text-dependent questions
Resources: http://achievethecore.org/page/710/text-dependent- based on their qualitative and reader/task measures text complexity analysis.
question-resources

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Teachers can use this resource to learn about how to sequence texts into “expert packs” to build
Sequenced:http://achievethecore.org/page/1098/text-set-project- student knowledge of the world.
sequenced-under-construction
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Common Core Learning Targets Essential Questions Content Topics/
Literacy Standards (Why are we learning Suggested Readings based on PARCC Framework %
this?) WEEK 1
RI.8.1/RL 8.1 Cite the textual I can locate and summarize several How can I use what the text Beginning:
evidence that most strongly pieces of evidence in the text to says to support my ideas and Milestones Intro: Unit 1, Chapter 2
supports an analysis of what the support my analysis of what the statements? Reading Explorer Foundations: Unit 3, Lesson A (1 Week)
text says explicitly as well as text says. High Beginning: Reading Explorer Level 1: Unit 3, Lesson A (1 Week)
inferences drawn from the text. Milestones Level A: Unit 2, Chapter 2
I can define inference and explain News ELA
how a reader uses textual How can I monitor my
evidence to reach a logical reading to ensure that I Intermediate:
conclusion (i.e., "Based on what I understand the text? Milestones Level B: Unit 2, Chapter 2
40 Ways to Read Like a Detective have read, it is most likely true Reading Explorer Level 2: Unit 3, Lesson A (1 Week)
that . . . ") News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
I can distinguish between what the Element of thought:
text explicitly (specifically) states Interpretation Advanced:
versus what the text implies, or Inference Milestones Level C: Unit 2, Chapter 2
hints at. Conclusions Reading Explorer Level 3: Unit 3, Lesson A (1 Week)
Solutions News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #1 (See Page 17 for corresponding writing tasks)

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Level 1 Level 2 Level 3 Level 4 Level 5

Point to the most important Identify appropriate Highlight and select evidence Analyze the information from Analyze the information from
words or phrases from a text words/phrases to cite evidence from a text to support analysis of text inferences as well as explicit inferences as well as explicit
that cite evidence and draw and inferences drawn from what the text says explicitly as references using the evidence references using the evidence
inferences using an illustrated illustrated text and/or simple inferences drawn from the text drawn from the text in drawn from the text in pairs or
word bank. sentences using sentence using two-column notes. cooperative groups, given a with a partner, given class notes.
frames and a word bank. graphic support.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2

Common Core Learning Targets Essential Questions Content Topics/

Literacy Standards (Why are we learning Suggested Readings based on PARCC Framework %
this?) WEEK 2

RI.8.2 Determine a central idea of I can determine the central idea of How can I use the context Beginning:
a text and analyze its a text and describe how it evolves clues, pictures, images, etc. Milestones Intro: Unit 1, Chapter 2
development over the course of over the course of the text. to determine the main idea Reading Explorer Foundations: Unit 3, Lesson B (2 Weeks)
the text, including its relationship of a story? High Beginning: Reading Explorer Level 1: Unit 3, Lesson B (2 Weeks)
to supporting ideas; provide an I can summarize what the text Milestones Level A: Unit 2, Chapter 2
objective summary of the text. says without including my own News ELA
opinion about the subject matter.
RL.8.2 Determine a theme or Element of thought: Intermediate:
central idea of a text and analyze I can compose a summary stating Information Milestones Level B: Unit 2, Chapter 2
its development over the course of the key points of the text. Data Reading Explorer Level 2: Unit 3, Lesson B (2 Weeks)
the text, including its relationship Facts News ELA
to the characters, setting, and plot; Evidence Option: TNCore Unit – Play Unit (4-6 Weeks)
provide an objective summary of Observations
the text. Experiences Advanced:
Reasons Milestones Level C: Unit 2, Chapter 2
Reading Explorer Level 3: Unit 3, Lesson B (2 Weeks)
40 Ways to Read Like a Detective News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #2 (See Page 17 for corresponding writing tasks)

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;
provide an objective summary of the text.

Level 1 Level 2 Level 3 Level 4 Level 5

Find single word responses to Locate main ideas regarding a Identify explicit information Arrange selected paragraphs Arrange selected paragraphs
WH-questions regarding the central idea of a text in a series about a central idea of a text in from a text in sequential order, from a text in sequential order,
central idea of an illustrated of simple sentences working selected, highlighted paragraphs and identify passages in the text and identify passages in the text
text and/or point to with a partner. working with a partner. which suggest a central idea and which suggest a central idea
appropriate places in the one passage which summarizes and one passage which
illustrated text working with a the text with a partner. summarizes the text.
partner.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2

Common Core Learning Targets Essential Questions Content Topics/

Literacy Standards (Why are we learning Suggested Readings based on PARCC Framework %
this?) WEEK 3
RI.8.3 Analyze how a text makes I can describe how ideas influence How can I apply the basic Beginning:
connections among and individuals or events in a text and elements of the plot in Milestones Intro: Unit 1, Apply and Expand
distinctions between individuals, how individuals influence ideas or retelling the story? Reading Explorer Foundations: Unit 3, Lesson B (2 Weeks)
ideas, or events (e.g., through events. High Beginning: Reading Explorer Level 1: Unit 3, Lesson B (2 Weeks)
comparisons, analogies, or How can I identify and then Milestones Level A: Unit 2, Chapter 2
categories). I can analyze how a particular analyze the interactions News ELA
character is shaped by the setting between individuals, ideas,
RL.8.3 Analyze how particular lines of a story or drama. and events within a text? Intermediate:
of dialogue or incidents in a story Milestones Level B: Unit 2, Chapter 2
or drama propel the action, reveal I can recognize the role a setting Element of thought: Reading Explorer Level 2: Unit 3, Lesson B (2 Weeks)
aspects of a character, or provoke plays in shaping the plot of a story Point of View News ELA
a decision. or drama. Frame of Reference Option: TNCore Unit – Play Unit (4-6 Weeks)
Perspective
Orientation Advanced:
World View Milestones Level C: Unit 2, Chapter 2
40 Ways to Read Like a Detective Reading Explorer Level 3: Unit 3, Lesson B (2 Weeks)
News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #3 (See Page 18 for corresponding writing tasks)

Fill in a Venn diagram with information from an annotated text to show how the text makes connections and distinctions between individuals, ideas or events.
Level 1 Level 2 Level 3 Level 4 Level 5
Annotate the text to show how Annotate the text to show Annotate key identified parts Show how the text makes Fill in a Venn diagram with
the text makes connections and how the text makes of a highlighted text to show connections and distinctions information from an annotated
distinctions between individuals, connections and distinctions how the text makes between individuals, ideas or text to show how the text
ideas or events using a between individuals, ideas or connections and distinctions events by filling in partially makes connections and
completed Venn diagram as a events using a completed between individuals, ideas or completed Venn diagram using distinctions between
guiding model and a highlighted Venn diagram as a guiding events using a Venn diagram information from a highlighted individuals, ideas or events.
text with an idea bank with a model and a highlighted text as a guiding model, highlight. text.
partner and native language with a partial idea bank to
support. with a partner and native
language support.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Common Core Learning Targets Essential Questions Content Topics/
Literacy Standards (Why are we learning Suggested Readings based on PARCC Framework %
this?) WEEK 4
RI.8.4 Determine the meaning of
words and phrases as they are I can define figurative meaning How can I interpret words Beginning:
used in a text, including figurative, and connotative meaning. and phrases that are used in Milestones Intro: Unit 2, Chapter 1
connotative, and technical the text? Reading Explorer Foundations: Unit 4, Lesson A (2 Weeks)
meanings; analyze the impact of I can distinguish between the High Beginning: Reading Explorer Level 1: Unit 4, Lesson A (2 Weeks)
specific word choices on meaning figurative and connotative Element of thought: Milestones Level A: Unit 3, Chapter 1
and tone, including analogies or meanings of words as they are Interpretation News ELA
allusions to other texts. used in a text. Inference
Data Intermediate:
RL.8.4 Determine the meaning of I can analyze and understand how Facts Milestones Level B: Unit 3, Chapter 1
words and phrases as they are an author’s specific word choice Evidence Reading Explorer Level 2: Unit 4, Lesson A (2 Weeks)
used in a text, including figurative affects the meaning and tone of a Observations News ELA
and connotative meanings; text. Experiences Option: TNCore Unit – Play Unit (4-6 Weeks)
analyze the impact of specific Reasons
word choices on meaning and Advanced:
tone, including analogies or Milestones Level C: Unit 3, Chapter 1
allusions to other texts. Reading Explorer Level 3: Unit 4, Lesson A (2 Weeks)
News ELA
40 Ways to Read Like a Detective Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #4 (See Page 18 for corresponding writing tasks)

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Level 1 Level 2 Level 3 Level 4 Level 5
Match pictures and meanings Find meanings for highlighted Define highlighted words and Highlight and define vocabulary Highlight and define
for highlighted words and words and phrases that are used phrases that are used in the text words and phrases in a text vocabulary words and
phrases on a graphic organizer in the text which are analogies, which are analogies, have which are analogies, have phrases in a text which are
that are used in the text which have figurative and connotative figurative and connotative figurative and connotative analogies, have figurative
are analogies, have figurative meanings, affect the tone, meanings, affect the tone, meanings, affect the tone, and/or and connotative meanings,
and connotative meanings, and/or give allusions to other and/or give allusions to other give allusions to other texts with affect the tone, and/or give
affect the tone, and/or give texts with a partner and an texts with a partner and a a partner. allusions to other texts.
allusions to other texts with a illustrated glossary. selected text.
partner and an illustrated
glossary.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Common Core Learning Targets Essential Questions Content Topics/
Literacy Standards (Why are we learning this?) Suggested Readings based on PARCC Framework %
WEEK 5
RI.8.5 Analyze in detail the I can explain how authors organize How can I determine what the Beginning:
structure of a specific paragraph in text and how the individual parts of theme of a text is? Milestones Intro: Unit 2, Chapter 1
a text, including the role of a text (i.e., sections, chapters & Reading Explorer Foundations: Unit 4, Lesson A (2 Weeks)
particular sentences in developing appendixes) contribute to the overall High Beginning: Reading Explorer Level 1: Unit 4, Lesson A (2
and refining a key concept. development of ideas. Element of thought: Weeks)
Purpose Milestones Level A: Unit 3, Chapter 1
RL.8.5 Compare and contrast the I can explain the characteristics of Goal News ELA
structure of two or more texts and poetic structures such as the sonnet, Objective Intermediate:
analyze how the differing ode, and haiku. Function Milestones Level B: Unit 3, Chapter 1
structure of each text contributes Reading Explorer Level 2: Unit 4, Lesson A (2 Weeks)
to its meaning and style. I can explain the characteristics of News ELA
various dramatic forms such as the Option: TNCore Unit – Play Unit (4-6 Weeks)
soliloquy, aside, and monologue. Advanced:
Milestones Level C: Unit 3, Chapter 1
40 Ways to Read Like a Detective Reading Explorer Level 3: Unit 4, Lesson A (2 Weeks)
News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #5 (See Page 19 for corresponding writing tasks)

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Level 1 Level 2 Level 3 Level 4 Level 5
Analyze in detail the organizational Analyze in detail the organizational Analyze in detail the Analyze in detail the Analyze in detail the
structure of a paragraph matching structure of a selected text by organizational structure of a organizational structure of a organizational structure of a
given sentence strips for a topic highlighting text features such as a paragraph by highlighting and paragraph including topic paragraph by examining
sentence, detail sentences, topic sentence, supporting annotating a selected text for a sentence, supporting detail highlighted models and then
rhetorical transitions and sentences sentences, rhetorical transitions, and topic sentence, supporting detail sentences, rhetorical annotating a selected text for a
using specific punctuation such as sentences using specific punctuation sentences, transitions and transitions and punctuation topic sentence, supporting
commas or dashes to develop and such as commas or dashes to punctuation used in developing used in developing and detail sentences, rhetorical
refine a key concept and put them develop and refine a key concept and refining a key concept given refining a key concept by transitions and punctuation
onto a graphic organizer for the and put them onto a graphic a highlighted model. comparing selected texts in a used in developing and refining
specific rhetorical pattern being organizer for the specific rhetorical small group. a key concept.
examined given a highlighted, pattern being examined with a
annotated model with help from a partner and given highlighted
partner/L1support. annotated model.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Common Core Learning Targets Essential Questions Content Topics/
Literacy Standards (Why are we learning this?) Suggested Readings based on PARCC Framework %
WEEK 6
RI.8.6 Determine an author's point I can determine an author’s point of How can I explain how an author Beginning:
of view or purpose in a text and view or purpose in a text. develops point of view or Milestones Intro: Unit 2, Chapter 2
analyze how the author purpose in a text? Reading Explorer Foundations: Unit 4, Lesson B (2 Weeks)
acknowledges and responds to I can analyze how an author High Beg: Reading Explorer Level 1: Unit 4, Lesson B (2 Weeks)
conflicting evidence or viewpoints. distinguishes his or her position Milestones Level A: Unit 3, Chapter 1
from that of others. News ELA
RL 8.6 Analyze how differences in Element of thought:
the points of view of the I can analyze how an author Point of View Intermediate:
characters and the audience or develops the points of view of Frame of reference Milestones Level B: Unit 3, Chapter 1
reader (e.g., created through the multiple narrators or characters in a Perspective Reading Explorer Level 2: Unit 4, Lesson B (2 Weeks)
use of dramatic irony) create such text. Orientation News ELA
effects as suspense or humor. World view Option: TNCore Unit – Play Unit (4-6 Weeks)

Advanced:
Milestones Level C: Unit 3, Chapter 1
40 Ways to Read Like a Detective Reading Explorer Level 3: Unit 4, Lesson B (2 Weeks)
News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #6 (See Page 19 for corresponding writing tasks)

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Level 1 Level 2 Level 3 Level 4 Level 5
Analyze highlighted sections of a Analyze highlighted sections of a text Analyze the point of view or Analyze the point of view or Analyze the point of view or
text that show author’s point of by sorting sentence strips that show purpose of the author by purpose of the author by purpose of the author and the
view, author’s purpose and ways author’s point of view, author’s annotating the following items annotating the following impact of that purpose, by
the author deals with conflicting purpose and ways the author deals displayed in or inferred from the items displayed in or inferred annotating or highlighting
evidence or viewpoints by with conflicting evidence or original text (point of view, from the original text (point sections that show point of
identifying key words using a list viewpoints with a partner. purpose, and author’s responses of view, purpose, and view, author’s purpose,
of examples with a partner. to opposing viewpoints or author’s responses to examples of bias and
conflicting evidence) with a opposing viewpoints or underlying assumptions of a
partner. conflicting evidence) in a text and acknowledgements of
small group. the author towards opposing
viewpoints or conflicting
evidence.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Common Core Learning Targets Essential Questions Content Topics/
Literacy Standards (Why are we learning this?) Suggested Readings based on PARCC Framework %
WEEK 7
RI.8.7 Evaluate the advantages and I can compare and contrast a written How can I compare and contrast Beginning:
disadvantages of using different text to an audio, video, or the experience of reading to Milestones Intro: Unit 2, Chapter 2
mediums (e.g., print or digital text, multimedia version and analyze how listening to an audio, video, or Reading Explorer Foundations: Unit 4, Lesson B (2 Weeks)
video, multimedia) to present a the subject is portrayed in each. live version of the text? High Beg: Reading Explorer Level 1: Unit 4, Lesson B (2 Weeks)
particular topic or idea. Milestones Level A: Unit 3, Chapter 2
I can analyze how the film, audio, Element of thought: News ELA
RL.8.7 Analyze the extent to staged, or multimedia version of a Information
which a filmed or live production story compares to the original story. Data Intermediate:
of a story or drama stays faithful Facts Milestones Level B: Unit 3, Chapter 2
to or departs from the text or I can analyze how techniques such as Evidence Reading Explorer Level 2: Unit 4, Lesson B (2 Weeks)
script, evaluating the choices lighting, sound, color, and camera Observations News ELA
made by the director or actors. angle affect how a story is conveyed. Experiences Option: TNCore Unit – Play Unit (4-6 Weeks)
Reasons
Advanced:
Milestones Level C: Unit 3, Chapter 2
40 Ways to Read Like a Detective Reading Explorer Level 3: Unit 4, Lesson B (2 Weeks)
News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #7 (See Page 20 for corresponding writing tasks)

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Level 1 Level 2 Level 3 Level 4 Level 5

Evaluate the advantages and Evaluate the advantages and Evaluate the advantages and Evaluate the advantages and Evaluate the advantages and
disadvantages of presenting disadvantages of presenting disadvantages of presenting disadvantages of presenting disadvantages of presenting
information about the same topic information about the same topic in information about the same information about the same information about the same
in different formats such as a different formats such as a video topic in different formats such as topic in different formats topic in different formats such
video segment, a power point segment, a power point a video segment, a power point such as a video segment, a as a video segment, a power
presentation, an info -graphic, presentation, an infographic, and/or presentation, an infographic, power point presentation, an point presentation, an
and or an article while using a an article while using a graphic and/or an article while using a infographic, and/or an article infographic, and/or an article.
graphic organizer with an idea organizer with an idea bank and graphic organizer and working while using a graphic
bank, working with a partner and working with a partner. with a partner. organizer.
using native- language support.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Common Core Learning Targets Essential Questions Content Topics/
Literacy Standards (Why are we learning Suggested Readings based on PARCC Framework %
this?) WEEK 8
RI.7.8. Delineate and evaluate the I can outline the argument and How can I evaluate the Beginning:
argument and specific claims in a specific claims presented in a claims of an argument or text Milestones Intro: Unit 2, Apply and Expand
text, assessing whether the text, and evaluate whether the and determine their Reading Explorer Foundations Unit 5, Lesson A (2 Weeks)
reasoning is sound and the reasoning is logical and the importance? High Beginning: Reading Explorer Level 1 Unit 5, Lesson A (2 Weeks)
evidence is relevant and sufficient; evidence is relevant and Milestones Level A: Unit 3, Chapter 2
recognize when irrelevant sufficient. Element of thought: News ELA
evidence is introduced. Information
I can recognize when a text Data Intermediate:
presents irrelevant evidence, and Facts Milestones Level B: Unit 3, Chapter 2
can explain how I know. Evidence Reading Explorer Level 2 Unit 5, Lesson A (2 Weeks)
Observations News ELA
Experiences Option: TNCore Unit – Play Unit (4-6 Weeks)
Reasons
40 Ways to Read Like a Detective Advanced:
Milestones Level C: Unit 3, Chapter 2
Reading Explorer Level 3 Unit 5, Lesson A (2 Weeks)
News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #8 (See Page 20 for corresponding writing tasks)

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced.

Level 1 Level 2 Level 3 Level 4 Level 5

Deconstruct a highlighted Deconstruct a highlighted Deconstruct an argumentative Deconstruct an argumentative Deconstruct an argumentative
argumentative text by filling out argumentative text by filling out a by filling out a graphic organizer text by filling out a graphic text by filling out a graphic
a graphic organizer with graphic organizer with provided which has space to insert organizer which has space to organizer which has space to
pictures and/or provided sentences which will be put into highlighted claims from the text insert highlighted claims from the specify claims from the text
sentences which will be put into the graphic organizer to specify and space to evaluate the text and space to evaluate the and space to evaluate the
the graphic organizer to specify claims and evaluate the highlighted reasoning from the highlighted reasoning from the reasoning and relevance of
claims and evaluate the reasoning and relevance of the text and relevance of the claims text and relevance of the claims the claims.
reasoning and relevance of the claims with a partner. with a partner. in a small group.
claims with a partner and L1
support.
 13
ESL Grade 8 Curriculum Planning Guide – Quarter 2
Common Core Learning Targets Essential Questions Content Topics/
Literacy Standards (Why are we learning Suggested Readings based on PARCC Framework %
this?) WEEK 9
RI.7.9 Analyze a case in which two I can describe how two or more How can I compare and Beginning:
or more texts provide conflicting authors writing about the same contrast the portrayal of Milestones Intro: Unit 3, Chapter 1
information on the same topic and topic shape their presentations of time, setting, or character in Reading Explorer Foundations Unit 5, Lesson A (2 Weeks)
identify where the texts disagree key information. a work of historical fiction to High Beginning: Reading Explorer Level 1 Unit 5, Lesson A (2 Weeks)
on matters of fact or a historical account? Milestones Level A: Unit 3, Chapter 2
interpretation. I can analyze how multiple authors News ELA
writing about the same topic How can I understand how
RL.7.9 Analyze how a modern work emphasize different evidence or authors of fiction use or alter Intermediate:
of fiction draws on themes, advance different interpretations history? Milestones Level B: Unit 3, Chapter 2
patterns of events, or character of facts to convey their position. Reading Explorer Level 2 Unit 5, Lesson A (2 Weeks)
types from myths, traditional Element of thought: News ELA
stories, or religious works such as I can distinguish between a work Point of View Option: TNCore Unit – Play Unit (4-6 Weeks)
the Bible, including describing how of historical fiction and a historical Frame of Reference
the material is rendered new. account. Perspective Advanced:
Orientation Milestones Level C: Unit 3, Chapter 2
World View Reading Explorer Level 3 Unit 5, Lesson A (2 Weeks)
40 Ways to Read Like a Detective News ELA
Option: TNCore Unit – Play Unit (4-6 Weeks)
Strategies for teaching ELLS

Reading for Information #9 (See Page 21 for corresponding writing tasks)

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Level 1 Level 2 Level 3 Level 4 Level 5

Analyze the differences Analyze the differences between Analyze the differences between Analyze the differences between Analyze the differences
between two highlighted texts’ two texts’ presentation of facts two texts’ presentation of facts or two texts’ presentation of facts between two texts’
presentation of facts or or interpretation of the same interpretation of the same topic or interpretation of the same presentation of facts or
interpretation of the same topic topic by reading highlighted and matching them with a list of topic by reading selected interpretation of the same
by reading descriptive sentences and matching them facts and details which differ in paragraphs and following an topic by reading the two texts
sentences and pointing to the with a list of facts and details each text by reading highlighted annotation model to annotate and following an annotation
text which supports the idea in which differ in each text with a sentences in selected paragraphs. the facts and details which differ model to annotate the facts
each descriptive sentence with partner. in each text. and details which differ in
a partner and with native each text.
language support.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Text Complexity

ONGOING Reading for Information #10 (See Page 21 for corresponding writing tasks)
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Strategies for teaching ELLS
40 Ways to Read Like a Detective
Level 1 Level 2 Level 3 Level 4 Level 5
Read selected “juicy Break down and analyze Break down and analyze Analyze selected complex texts Analyze selected complex texts
sentences” from complex texts selected “juicy sentences” from selected “meaty paragraphs” that are at the high end of the that are at the high end of the 6-
that are at the high end of the complex texts that are at the from complex texts that are at 6-8 text complexity band with a 8 text complexity band.
6-8 text complexity band with high end of the 6-8 text the high end of the 6-8 text partner.
a partner. complexity band with a partner. complexity band with a partner.

CEFR Levels (Common European Frame of Reference) Reading Explorer uses these guidelines:
MILESTONES READABILITY LEXILE LEXILE MEASURES A1 - Beginners level - basic knowledge of the language, familiar everyday expressions and simple phrases

Introductory 0-4 490 0L-850L = K-4 A2 - Pre-Intermediate level - familiar with frequently used expressions and conversation on routine matters

B1 - Intermediate level - Can understand the main points of clear standard input on familiar matters regularly
A 4-6 640 445L-1050L = 4-6 encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an
area where the language is spoken. Can produce simple connected text on topics which are familiar or of
B 5-7 740 565L-1075L = 5-7
personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons
and explanations for opinions and plans.
C 6-8 850 665L-1000L = 6-8

B2 - Independent User (upper intermediate) - Can understand the main ideas of complex text on both
concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.

C1 - Advanced level - Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously
without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-
structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

C2 - Proficient User - Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing
arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in
more complex situation
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ESL Grade 8 Curriculum Planning Guide – Quarter 2

Additional resources for text complexity can be found at: Inaugural Address by John F. Kennedy evaluate information, summarize, and
identify and support a main idea (7th-8th grade reading level)
https://www.teachingchannel.org/videos/simplifying-text-complexity
Middle School Resources:
One way to start thinking about matching text and reader is to begin with what you https://middleschoolresources.shutterfly.com/pictures
already have. So, take a text that you teach frequently. Now consider how you would
make that text more complex by changing the tasks. This is one way that we dial up Typical Reader Measures, by Grade
Text Complexity. We change the task not the text.

Gwendolyn Brooks, An African American Poet (7th-8th grade reading level) Reader Measures, Mid-Year
Grade
Honest Abe infer and support the main idea of a passage (7th-8th grade 25th percentile to 75th percentile (IQR)
reading level)
Inaugural Address by John F. Kennedy evaluate information, summarize, and 1 Up to 300L
identify and support a main idea (7th-8th grade reading level)
Labor Day Address--Barack Obama Speech infer and support the main idea of
a passage (6th-8th grade) 2 140L to 500L
Learn about Kenya infer and support the main idea of a passage(7th grade
reading level) 3 330L to 700L
Learning about the Solar System infer and support the main idea of a
passage(7th grade reading level)
Pilsen--A Community Changes identify causes and effects (7th grade reading 4 445L to 810L
level)
Prairie Keepers infer and support the main idea of a passage(7th grade 5 565L to 910L
reading level)
Prairie Keepers with Multiple Choice Questions and Activities
6 665L to 1000L
Settlement infer and support the main idea of a passage (7th grade reading
level)
Settlement with Multiple Choice Questions and Activities 7 735L to 1065L
Today's Telephone infer and support the main idea of a passage(7th grade
reading level)
8 805L to 1100L
Bold Plans, Big Dreams, City Progress identify and support the theme of a
text (8th grade reading level)
Changing the Ecosystem infer and support the main idea of a passage(8th 9 855L to 1165L
grade reading level)
Changing the Ecosystem with Multiple Choice Questions and Activities 10 905L to 1195L
George Washington Carver (8th grade reading level)
Honest Abe infer and support the main idea of a passage (7th-8th grade
reading level) 11 and 12 940L to 1210L
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Common Core Content Topics/
Literacy Standards - Writing Suggested Readings based on PARCC Framework %
Second Quarter at a Glance
W.8.1 Write arguments to support W. 8.5 With some guidance and W.8.8 Gather relevant Beginning:
claims with clear reasons and support from peers and adults, information from multiple Composition Practice 1 Units 3-5 (9 weeks)
relevant evidence. develop and strengthen writing print and digital sources, Reading Explorer Foundations and Level 1 Units 3-5 (9 weeks)
as needed by planning, revising, using search terms Milestones Level Intro: Unit 1, Ch.2 – Unit 3, Ch.1 (9 weeks)
W.8.2 Write informative/ editing, rewriting, or trying a new effectively; assess the Milestones Level A: Unit 2, Ch.2 – Unit 3, Ch. 2 (9 weeks)
explanatory texts to examine a topic approach, focusing on how well credibility and accuracy of News ELA– Select relevant current event/topic
and convey ideas, concepts, and purpose and audience have been each source; and quote or
information through the selection, addressed. (Editing for paraphrase the data and Intermediate:
organization, and analysis of conventions should demonstrate conclusions of others while Composition Practice 2 Units 3-5 (9 weeks)
relevant content. command of Language standards avoiding plagiarism and Milestones Level B: Unit 2, Ch.2 – Unit 3, Ch. 2 (9 weeks)
1-3 up to and including grade 8). following a standard format Reading Explorer Levels 1 and 2 Units 3-5 (9 weeks)
W.8.3 Write narratives to develop for citation. News ELA- Select relevant current event/topic
real or imagined experiences or W.8.6 Use technology, including Option: TNCore Unit – Play Unit (4-6 Weeks)
events using effective technique, the Internet, to produce and W.8.9 Draw evidence from
relevant descriptive details, and publish writing and link to and literary or informational Advanced:
well-structured event sequences. cite sources as well as to interact texts to support analysis, Composition Practice 3 Units 3-5 (9 weeks)
and collaborate with others, reflection, and research. Milestones Level C: Unit 2, Ch.2 – Unit 3, Ch. 2 (9 weeks)
W.8.4 Produce clear and coherent including linking to and citing Reading Explorer Level 3 Units 3-5 (9 weeks)
writing in which the development, sources. W.8.10 Write routinely over News ELA- Select relevant current event/topic
organization, and style are extended time frames (time Option: TNCore Unit – Play Unit (4-6 Weeks)
appropriate to task, purpose, and W.8.7 Conduct short research for research, reflection, and Strategies for teaching ELLS
audience. (Grade-specific projects to answer a question revision) and shorter time
expectations for writing types are (including a self-generated frames (a single sitting or a
defined in standards 1-3 above). question), drawing on several day or two) for a range of
sources and generating additional discipline-specific tasks,
related, focused questions that purposes, and audiences.
allow for multiple avenues of
exploration.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Writing Tasks 1 – Use in conjunction with Page 5 Reading for Information #1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Draw pictures with labels that Produce complete sentences Produce short paragraphs Produce 2-3 paragraphs with Produce a multiple- paragraph
reference specific details and which answer text analysis which answer text analysis transitions which answer text essay with transitions which
supporting ideas in a text to questions and include specific questions and include specific analysis questions and refer to answer text analysis questions
answer text analysis questions references to the text using text citations and personal or include the most important, and refer to or include the most
using a text citation idea bank. sentence stems and a text inferences drawn from the text specific text citations and/or important, specific text citations
citation idea bank. following a model. personal inferences drawn from and/or personal inferences
the text using a template. drawn from the text using a
rubric.

Writing Tasks 2 – Use in conjunction with Page 6 Reading for Information #2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;
provide an objective summary of the text.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Make a timeline or mind map Make a timeline or mind map and Write a paragraph summarizing Write a multi-paragraph Write a multi-paragraph
and draw and label pictures of write out complete simple the text and sequentially summary of the text including summary which documents the
key events in the text that show sentences that describe the organizing key events from the key events or points about the development and possible shifts
the significant details of the significant details of the text and text using a key events/key central idea of the text and its in the central idea as they occur
text and how they relate to the how they relate to the central points data bank that give supporting details with a over the course of the text using
central idea using a key idea using a key events/key significant details related to the timeline or mind map and with a timeline or mind map.
events/key points data bank. points data bank. central idea using a timeline or a partner.
mind map.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2

Writing Tasks 3– Use in conjunction with Page 7 Reading for Information #3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories.)
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Match words to label individual Write simple sentences about Write complete, complex Write a well-developed Write a multi- paragraph essay
ideas or events which are individuals, ideas or events which sentences which describe how paragraph which details how the which analyzes how the text
compared or categorized in the are compared or categorized in the text makes connections text compares, categorizes, compares, categorizes, and/or
text to show how the text makes the text to show how the text among or distinctions and/or makes connections among makes connections among and
connections or distinctions, with makes connections or between individuals, ideas or and/or distinctions between or distinctions between
a partner using a graphic distinctions, with a partner using events which are compared or individuals, ideas or events using individuals, ideas or events
organizer such as a Venn a graphic organizer such as a categorized in the text using a a graphic organizer such as a using a Venn Diagram.
Diagram and an idea data bank. Venn Diagram and an idea data graphic organizer such as a Venn Diagram.
bank. Venn Diagram and an idea
data bank.

Writing Tasks 4– Use in conjunction with Page 8 Reading for Information #4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Create detailed vocabulary Create a two column Use the defined words and Highlight and annotate a text for Highlight and annotate a text
cards for highlighted words and vocabulary/definition which gives phrases to fill in a graphic vocabulary words and phrases for vocabulary words and
phrases that are used in the examples of and calls for words organizer which gives examples which are analogies, have phrases in a text which are
text which are analogies, have and phrases in the text which are of and explanations of analogies, figurative and connotative analogies, have figurative and
figurative and connotative analogies, have figurative and figurative and connotative meanings, affect the tone, and/or connotative meanings, affect
meanings, affect the tone, connotative meanings, affect the language, words which affect the give allusions to other texts. the tone, and/or give allusions
and/or give allusions to other tone, and/or give allusions to tone, and/or give allusions to Then fill in a graphic organizer to other texts. In the
texts with a partner and a other texts given a highlighted, other texts given a highlighted, which gives examples of and calls annotations, explain the
highlighted, annotated text. annotated text. annotated text. for examples and explanations of highlighted words and phrases
the items highlighted and and, analyze the impact of and
annotated in the text by the critique the author’s specific
student. word choices.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Writing Tasks 5– Use in conjunction with Page 9 Reading for Information #5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Annotate a model paragraph in Analyze in detail the Analyze in detail the Analyze in detail the Analyze in detail the
English and/or native language, organizational structure of a organizational structure of a organizational structure of a organizational structure of a
to analyze in details the paragraph by completing a paragraph by composing a paragraph by composing multi- paragraph by writing
organizational structure of a graphic organizer which outlines paragraph that includes a topic paragraph essay including topic supporting detail sentences in
paragraph. Then complete a the topic sentence, supporting sentence, supporting detail sentences, supporting detail developing and refining a key
graphic organizer which outlines detail sentences and transitions sentences and transitions used in sentences and transitions used in concept.
the topic sentence, supporting used in developing and refining a developing and refining a key developing and refining a key
detail sentences, and transitions key concept with a partner and concept using a graphic concept with a graphic organizer.
used in developing and refining L1 support. organizer.
a key concept with a partner
and L1 support.

Writing Tasks 6– Use in conjunction with Page 10 Reading for Information #6

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Show through pictures and Show through pictures and Analyze the point of view or Analyze the point of view or Analyze the point of view or
labeling the point of view, complete sentences, the point of purpose of the author by filling purpose of the author by filling purpose of the author and the
purpose of the author, and view, purpose of the author and out a graphic organizer with out a graphic organizer with impact of that purpose, by
ways the author deals with ways the author deals with complete sentences that describe several complete sentences that writing brief paragraphs that
conflicting evidence or conflicting evidence or the following items displayed in describe the following items describe the author’s point of
viewpoints that are displayed in viewpoints that are displayed in or inferred from the original text displayed in or inferred from the view, author’s purpose,
or inferred from the original or inferred from the original text (point of view, purpose, and original text (point of view, examples of bias and underlying
text with a partner using a word using sentence frames. author’s responses to opposing purpose, and author’s responses assumptions of a text and
bank. viewpoints or conflicting to opposing viewpoints or acknowledgements of the author
evidence) following a teacher conflicting evidence) with a towards opposing viewpoints or
model. partner. conflicting evidence.
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ESL Grade 8 Curriculum Planning Guide – Quarter 2

Writing Tasks 7– Use in conjunction with Page 11 Reading for Information #7

Analyze the point of view or purpose of the author and the impact of that purpose, by writing brief paragraphs that describe the author’s point of view, author’s purpose,
examples of bias and underlying assumptions of a text and acknowledgements of the author towards opposing viewpoints or conflicting evidence.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Draw pictures and write to label Write a paragraph with simple Write a paragraph with varied Write two paragraphs with Write a comparison/contrast
the advantages and sentences that evaluates the sentence structures that appropriate transitions and essay with appropriate
disadvantages of using different advantages and disadvantages of evaluate the advantages and varied sentence structures that transitions and varied sentence
mediums to present a particular using different mediums to disadvantages of using different evaluate the advantages and structures that evaluates the
topic or idea given sentence present a particular topic or idea mediums to present a particular disadvantages or using different advantage and disadvantages of
stems and with L1 support. using sentence stems and a topic or idea using a model mediums to present a particular using different mediums to
model graphic organizer. graphic organizer. topic or idea using a model present a particular topic or idea
graphic organizer. using a graphic model organizer.

Writing Tasks 8– Use in conjunction with Page 12 Reading for Information #8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Respond to claims, reasoning, Respond to claims highlighted in Respond to claims in an Respond to claims in an Respond to claims in an
and evidence highlighted in an argumentative text by argumentative text by outlining argumentative text by outlining argumentative text by writing a
an argumentative text by outlining claims, reasoning, and claims, reasoning, and evidence claims, reasoning, and evidence multi-paragraph essay outlining
evaluating whether the then evaluating the pros and cons and then evaluating the pros and then evaluating the pros and the claims, reasoning, and
claims, reasoning, and with a partner and writing a list of and cons for each in complete cons for each in paragraphs that evidence of the text and then
evidence are sufficient and reasons that explain the strengths sentences that explain the explain strengths, relevance, evaluating the pros and cons for
relevant by completing deficiencies of the argumentative strengths, relevance and/or and/or deficiencies of the each by explaining the
sentence stems and working text in a graphic organizer. deficiencies of the argumentative text using a strengths, relevance, and/or
with a partner and using argumentative text using a graphic organizer. deficiencies of the
native-language support. graphic organizer. argumentative text.
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Writing Tasks 9– Use in conjunction with Page 13 Reading for Information #9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Analyze the differences Analyze the differences between Analyze the differences between Analyze the differences between Analyze the differences
between two highlighted texts’ two highlighted texts’ two highlighted texts’ two highlighted texts’ between two highlighted texts’
presentation of facts or presentation of facts or presentation of facts or presentation of facts or presentation of facts or
interpretation of the same topic interpretation of the same topic interpretation of the same topic interpretation of the same topic interpretation of the same
by filling out a T- Chart while by filling out a T-Chart while using by filling out a by filling out a T-Chart with an topic by filling out a T-Chart
using an idea item bank with a an idea item bank and by filling in T-Chart and writing complete idea item bank and then writing and then writing a multi-
partner and native language blanks in sentence stems. sentences while using an idea a paragraph to summarize the paragraph essay comparing
support. item bank. differences. and/or contrasting the
differences.

Writing Tasks 10– Use in conjunction with Page 14 Reading for Information #10
Analyze the differences between two highlighted texts’ presentation of facts or interpretation of the same topic
by filling out a T-Chart and then writing a multi-paragraph essay comparing and/or contrasting the differences.
Strategies for teaching ELLS
Level 1 Level 2 Level 3 Level 4 Level 5
Create a digital portfolio of Create a digital portfolio of Create a digital portfolio of Create a digital portfolio of Create a digital portfolio of
reports which showcase reports which showcase reports which showcase reports which showcase reports which showcase
informational texts which informational texts which have informational texts which have informational texts which have informational texts which have
have been read at the high been read at the high end of been read at the high end of been read at the high end of been read at the high end of
end of grades 6-8 text grades 6-8 text complexity band grades 6-8 text complexity band grades 6-8 text complexity band grades 6-8 text complexity band
complexity band independently and proficiently. independently and proficiently. independently and proficiently. independently and proficiently.
independently and
proficiently. Reports will include photos with Reports will include photos Reports will include well- Reports will include multi-
captions and descriptive with captions and short developed paragraphs paragraphs and text analysis
Reports will include photos with sentences written in complete paragraphs. summarizing texts and summaries. (Other creative
labels, captions, and lists of sentences. (Completed graphic (Text analysis charts and other infographics. (Other creative products such as student-made
descriptive adjectives. supports and text analysis charts creative products may also be products may also be included). infographics may also be
(Completed graphic supports and other creative products may included). included).
with item banks, text analysis also be included).
charts with item banks and
other creative products may
also be included).
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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Additional Instructional Resources

ELA UNITS Grades K-12 These units teach students to read complex informational or fictional texts critically and to respond through writing.

ADDITIONAL RESOURCES

 Appendix A to the Common Core State Standards for English Language Arts/Literacy
 Appendix B: Text Exemplars and Sample Performance Tasks
 Checklist for Evaluating Question Quality
 Common Core text complexity grade bands table
 Guide to Close Reading
 Guide to Creating Text-Dependent Questions
 Implementing the Common Core State Standards: A Primer on Close Reading of text
 Informational Text Qualitative Measures Rubric
 Literary Text Qualitative Measures Rubric
 Reader and Task Considerations Guide
 Supplement to Appendix A
 Text Placement Template
 ELA 6-8 Amelia Earhart
 ELA 6-8 Dust Bowl
 ELA 6-8 Eleven
 ELA 6-8 Roll of Thunder Ch. 12
 ELA 6-8 Roll of Thunder Ch. 9

Text Complexity Grades 6-8

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ESL Grade 8 Curriculum Planning Guide – Quarter 2
Literacy Strategies for Teaching in a Second Language, L2

Pre Reading Strategies

 Assess students’ background knowledge of the text

• Activate students’ background knowledge of the text so students can connect that knowledge with what they will read in the text
• Provide students with the background knowledge needed to comprehend the upcoming text
• Discuss the author, story, or text type
• Consider visual illustrations, drawings, diagrams, or maps
• Predict text content
• Increase students’ interest and to motivate students to read the text
• Clarify cultural information to help students to understand the text
• Make students aware of the purpose for reading
• Help students to navigate the type of text they will be reading
• Provide an opportunity for group or collaborative work
• Promote class discussion about the upcoming reading
• Teach skimming and scanning techniques
• Provide any language preparation needed to successfully read the text
• Highlight new vocabulary found in the text

During Reading Strategies

 Draw attention to word formation clues

• Read for specific pieces of information
• Distinguish between cognates and false cognates
• React to texts with summaries
• Make predictions
• Summarize text content
• Clarify and comprehend text content
• Identify and use visual reading aids
• Understand the story line / sequence of ideas
• Restate main ideas
• Interact with the text through directions and questions
• Understand the writer’s purpose and intention
• Recognize the text structure and text organization
• Discover cross-cultural differences in reading
• Find the answers to pre-reading questions
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ESL Grade 8 Curriculum Planning Guide – Quarter 2

Post Reading Strategies

• Dramatize interviews based on the text

 Reenact the text
• Transfer the reading content to other types of written or spoken work
• Make connections
• Extend the reading experience
• Cement the learning from the pre-reading and during reading activities
• Lead students into a deeper analysis of the text or meaning of the reading
• Use information in classroom games
• Review target vocabulary words and structures
• Review critical questions and comprehension of the text
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40 Ways to Read Like a Detective
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Making Annotations: A User’s Guide

As you work with your text, consider all of the ways that you can connect with what you are reading. Here are some
suggestions that will help you with your annotations:

 Define words or slang; make the words real with examples from your experiences; explore why the author would have
used a particular word or phrase.

 Make connections to other parts of the book. Feel free to use direct quotes from the book.

 Make connections to other texts you have read or seen, including:

o Movies
o Comic books/graphic novels
o News events
o Other books, stories, plays, songs, or poems

 Draw a picture when a visual connection is appropriate.

 Re-write, paraphrase, or summarize a particularly difficult passage or moment.

 Make meaningful connections to your own life experiences.

 Describe a new perspective you may now have.

 Explain the historical context or traditions/social customs that are used in the passage.

 Offer an analysis or interpretation of what is happening in the text.

 Point out and discuss literary techniques that the author is using.