Grade 8 - perfectionlearning.com fileReviewers Sue Dirlam • Hayward Unified School District...

ReviewersSue Dirlam • Hayward Unified School DistrictJo-Anne Mackley-Dobkins • Fresno Unified School DistrictSophia Norman • Fresno Unified School DistrictCarol Piercy • Clovis Unified School DistrictKaren Redfield • Woodlake Union School DistrictGayle Vargas • Fresno Unified School District

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© 2004 Perfection Learning® CorporationAll rights reserved. No part of this book may be reproduced, stored in a retrieval system,

or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the

publisher. Printed in the United States of America.

2 3 4 5 6 PP 08 07 06 05 04

For information, contactPerfection Learning® Corporation

1000 North Second Avenue, P.O. Box 500Logan, Iowa 51546-0500

Phone: 1-800-831-4190 • Fax: 1-800-543-2745perfectionlearning.com

#79728 ISBN 0-7891-6190-7

Grade 8

Lesson Tryout Test Items Final Mastery Test Items

1 Vocabulary 6, 7, 11, 14, 19, 20, 23, 29, 36, 39 5, 6, 11, 13, 19, 25, 33, 34

2 Text Structures 13, 16, 42, 44 15, 16, 17, 20, 35, 40, 41, 42

3 Reading Comprehension 21, 25, 26, 27, 32, 43, 45 1, 18, 21, 22, 23, 24, 36

4 Understanding Literature 1, 3, 4, 5, 12, 15, 24, 30, 31, 33, 34, 2, 3, 7, 12, 14, 31, 37, 43, 44 35, 40, 41

5 Language Conventions 2, 8, 9, 28, 37, 38 4, 8, 9, 26, 27, 28, 29, 32

6 Writing Strategies 10, 17, 18, 22 10, 30, 38, 39, 45

For the StudentThis book will help you review, practice, and master the

California English/Language Arts Content Standards. Here arethe steps to follow to use this book.

1. Take the Tryout Test and check your answers. Use the chartat the bottom of this page to find out your strengths andweaknesses in the areas covered. Don’t be discouraged ifyou don’t get all the answers right or if you don’t understandsome questions. Remember the questions that are hard foryou to answer. They will be the types of questions you needto work on the most.

2. Work through the lessons that follow the Tryout Test. Eachlesson provides a review as well as practice questions basedon the content standards. Each lesson ends with a short mastery test to reinforce your learning. As you go, completethe Charting Your Progess chart on page 112 of this book.

3. After completing all six lessons, take the Final Mastery Test.Your score on this test will show your understanding of thecontent standards.

By following the steps outlined above, you will increase your mastery of the California English/Language Arts Content Standards.

For the Student . . . . . . . . . . . . . . . . 2

Tryout Test . . . . . . . . . . . . . . . . . . 4

VocabularyAnalyzing Idioms (1.1) . . . . . . . . . 17Analyzing Analogies (1.1) . . . . . . . . 19Analyzing Metaphors and

Similes (1.1) . . . . . . . . . . . . . 20Word Origins (1.2) . . . . . . . . . . 21Word Meanings Through Context (1.3) . . 24

Mastery Test 1 . . . . . . . . . . . . . 26

Text StructuresComparing and Contrasting

Informational Materials (2.1) . . . . . . 30Analyzing Proposition and

Support (2.2) . . . . . . . . . . . . . 33

Mastery Test 2 . . . . . . . . . . . . . 35

Reading ComprehensionComparing and Contrasting

Main Ideas (2.3) . . . . . . . . . . . 38Summarizing (2.4) . . . . . . . . . . . 42Following Technical Directions (2.5) . . . 44Explaining Decisions and

Solving Problems (2.6) . . . . . . . . 46Evaluating Structural Patterns

of Text (2.7) . . . . . . . . . . . . . 48

Mastery Test 3 . . . . . . . . . . . . . 50

Understanding LiteratureCharacteristics of Poetry (3.1) . . . . . . 55Plot (3.2) . . . . . . . . . . . . . . . 57Characters (3.3) . . . . . . . . . . . . 60Setting (3.4) . . . . . . . . . . . . . 62Theme (3.5) . . . . . . . . . . . . . . 63Literary Devices (3.6) . . . . . . . . . . 65Analyzing Literature (3.7) . . . . . . . . 67

Mastery Test 4 . . . . . . . . . . . . . 69

Language ConventionsSentence Structure (1.1) . . . . . . . . . 74Parallelism (1.2) . . . . . . . . . . . . 75Subordination, Coordination,

and Apposition (1.3) . . . . . . . . . . 76Grammar (1.4) . . . . . . . . . . . . . 78Punctuation and Capitalization (1.5) . . . 79Spelling (1.6) . . . . . . . . . . . . . 82

Mastery Test 5 . . . . . . . . . . . . . 84

Writing StrategiesOrganization and Focus (1.1) . . . . . . 88Transitions (1.2) . . . . . . . . . . . . 90Analogies (1.3) . . . . . . . . . . . . . 91Paraphrases and Quotations (1.3) . . . . 92Evaluation and Revision (1.6) . . . . . . 94

Mastery Test 6 . . . . . . . . . . . . . 96

Final Mastery Test . . . . . . . . . . . . . 99

Charting Your Progress . . . . . . . . . . 112

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4

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Table of Contents

LESSON

1

© Perfection Learning® No reproduction permitted. Analyzing Idioms 17

Vocabulary• Analyzing Idioms• Analyzing Analogies• Analyzing Metaphors and

Similes

• Word Origins• Word Meanings Through

Context

Analyzing Idioms

An idiom is a phrase, or group of words, with a meaning thatcannot be understood from the ordinary meanings of the individual words. For example, ifa friend says, “You put your foot in your mouth,” your friend means that you saidsomething you should not have said, not that you actually put your foot in your mouth.

An idiom is underlined in each sentencebelow. Study the other words in the sentence to figureout the meaning of the idiom. Then write a briefdefinition of the idiom on the line. An example hasbeen done for you.

1 Juan is upset because his dreams of making the

team just went down the drain.

2 Dad wants full-time work, but right now he gets

only dribs and drabs.

3 Jenny reinvented the wheel when she did her

science project over three times.

4 Sammy is the big cheese at the restaurant when Mr. Jones is away.

5 I’ve been burning the midnight oil to prepare for the math test.

6 I’d like to talk to Uncle Joe about my problem, but he’s six feet under.

7 The party wasn’t a surprise after Alex let the cat out of the bag.

8 The senator took the floor in favor of the proposed bill.

Try It

Review Standard 1.1

Go On

disappeared

Word Watch

Our language has many idioms. Below are afew of the most common ones.

in a fish bowl = no privacy

top notch = the best

threw a curveball = tricked or fooled

come to terms = in agreement

shout from the rooftops = announce publicly

live and let live = be tolerant

shoot the breeze = chat

few and far between = widely scattered

LESSON 1: Vocabulary

Analyzing Idioms continued

Read each sentence and underline the idiom. Then write the letter ofthe correct definition of the idiom from the box.

9 J.R. ignored the teacher’s warning, and now he’s in a pickle.

10 Today is a red-letter day because Tonya took first place in her gymnastics meet.

11 Jan hasn’t called in weeks, and she gave me the cold shoulder at the party.

12 The first steps were hard, but it should be downhill all the way from now on.

13 Since Mom started working long hours, we’re like ships that pass in the night.

Work It Out

18 Analyzing Idioms © Perfection Learning® No reproduction permitted.

Definitions

A. ignoredB. easyC. people who are rarely in the same

place at the same timeD. in troubleE. special occasion


© Perfection Learning® No reproduction permitted. Analyzing Analogies 19

Analyzing Analogies

An analogy shows the relationship between two sets ofwords. The words can be related in a number of different ways. For example, the analogymay show pairs of synonyms.

Enormous is to gigantic as little is to small.

Decide how the first two words in each analogybelow are related. Then think of a word that relates to theunpaired word in the same way. Write your answer on theline. An example has been done for you. There may be morethan one correct answer for each analogy.

1 whole wheat is to bread as mozzarella is to

2 accurate is to inaccurate as correct is to

3 soar is to sore as vary is to

4 alike is to opposite as ally is to

5 crossword is to puzzle as checkers is to

Choose the best word from the box to complete each analogy. Write theword on the line.

6 harsh : gentle :: cruel :

7 weather : whether :: aunt :

8 bakes : baker :: baby-sits :

9 dolphin : mammal :: snake :

10 stable : horse :: coop :

11 stanza : poem :: act :

12 Big Dipper : constellation :: Milky Way :

Analyze It

Try It

Review Standard 1.1

In analogies, is to is often shown by a colon (:) and as is shown by a doublecolon (::).

Synonyms

fair : just :: fine : exquisite

Antonyms

begin : end :: arrive : leave

Whole-Part

mountain : Pike’s Peak :: river : Hudson

Homophones

weight : wait :: heir : air

Worker-Tool

shovel : gardener :: hammer : carpenter

Remember . . .

Word List

antchickengalaxykind

baby-sitterplay

reptile

cheese


20 Analyzing Metaphors and Similes © Perfection Learning® No reproduction permitted.

Analyzing Metaphors and Similes

Metaphors and similes are figures of speech that comparetwo things. A metaphor is a direct comparison between two things. The comparison callsattention to a way in which two unlike things are similar.

Rosalie is a wildflower growing in a cultivated garden.

A simile is a comparison using the word like or as.

Sometimes Jasper is like a train that’s run off the track.

Read the examples below and underline two things that arecompared in each example. On line A, write whether the figure of speech is ametaphor or a simile. On line B, write how the two things are alike. An example has beendone for you.

1 The breeze was a trumpet, announcing a change in the weather.

A __________________________________

B ________________________________________________________________________________

2 The kindergartners came running to see the puppy, like chickens at feeding time.

A __________________________________

B ________________________________________________________________________________

3 Ms. Jonas, who teaches eighth-grade math, has white teeth like beautiful pearls.

A __________________________________

B ________________________________________________________________________________

4 The robin is a messenger of spring, letting everyone know the cold winter is over.

A __________________________________

B ________________________________________________________________________________

5 The food was warmed over and not tasty, but the hungry boy ate like a wolf.

A __________________________________

B ________________________________________________________________________________

Read the lines below. Then fill in the blanks to the right.Figure It Out

Try It

Review Standard 1.1

Word Watch

In a simile, thecomparison is signaledby the word like or as.

metaphorThe breeze and a trumpet both signal changes.

#436by Emily Dickinson

The wind tapped like a tired man,

And like a host; “Come in,”

I boldly answered; . . .

In the lines from the selection,

is being compared to a . The two

are alike because . This figure of

speech is called a .


© Perfection Learning® No reproduction permitted. Word Origins 21

Word Origins

Words have come into English in different ways. Forexample, some words date back to the early languages spoken in the area that is now GreatBritain, and some words have been borrowed from other languages. In addition, words arebeing created all the time. Look at the chart below to see some interestingorigins of words.

Answer each question by writing one of the words from the Word List in the blank.

1 What word means Random Access Memory?

2 What is a shortened form of facsimile?

3 What is the name of the tunnel under the

English Channel?

4 What word comes from the Old English word hund for

dog?

5 To what organization do nations who signed the North Atlantic Treaty belong?

6 Where does a helicopter land?

Try It

Review Standard 1.2

Word Origin Examples

Old English water, roof, hair, pluck, be, strength

Greek Roots aquarium, benefit, cosmos, democracy,geology

Latin Roots agriculture, division, dominate, missile,turbulence

Prefixes and Suffixes disrespect, semicircle, upkeep, participant,sadness, activate

Borrowed Words mayonnaise (French), shampoo (Hindi), soy (Japanese)

Blending telecast (television + broadcast)

Clipping prof (professor), plane (airplane)

Acronyms NASA (National Aeronautics and Space Administration)

Compound Words sunset, songwriter, snowdrift, living room, dry-clean

A root is the part of theword that carries most of aword’s meaning.

Affixes are prefixes andsuffixes. A prefix is addedto the beginning of a word,and a suffix is added to theend of a word.

Remember . . .

Word List

subheliport

grapevineRAMhound

alligatoruglyfax

ChunnelNATO

Go On


Word Origins continued

7 What word comes from an Old Norse word for something that looks frightening or horrible?

8 What is a word for a sandwich on a long roll of bread?

9 What is a word for a vine on which grapes are growing?

10 What word comes from the Spanish words el lagarto for lizard?

Use the chart below to write a meaning for each underlined word in the items that follow.One has been done for you.

11 What does it mean to socialize a child?

__________________________________________________________________________________

12 How do you feel if you feel revitalized?

__________________________________________________________________________________

13 Explain the phrase postwar years.

__________________________________________________________________________________

14 What did the signers of the Declaration of Independence do?

__________________________________________________________________________________

15 What does it mean to recall a product?

__________________________________________________________________________________

22 Word Origins © Perfection Learning® No reproduction permitted.

Roots, Prefixes, Meaning Exampleand Suffixes

vita life vital

soci companion society

sign symbol signal

re back, again return, redo

post after postscript

er, or someone who, something that dancer, protractor

ize forms verbs meaning “make” apologize

ic forms adjectives meaning poetic“belonging to” or “like”

help the child live as a companion, or companionably, with others


Word Origins continued

Write the word from the box below that matches each definition.

16 a word from the French para for defense against plus chute for fall

17 a word from an Italian term for a small ball or pebble used to cast a vote

18 an adjective describing someone who likes to be with others

19 a shaking of the ground caused by rocks moving beneath the earth

20 a person’s name written by that person

21 a post with notices or directions on it

22 a group of people joined together for a reason

23 to do something mechanically, and not by hand

24 a nutrient needed in small amounts to maintain life

25 someone who writes the story of another’s life

26 the name of a river from a Native American word for fine or beautiful

27 a word for exercise done in the water

Work It Out

© Perfection Learning® No reproduction permitted. Word Origins 23

Word List

aquarobics association ballot biographer earthquakemechanize parachute signature signpost sociableOhio vitamin


24 Word Meanings Through Context © Perfection Learning® No reproduction permitted.

Word Meanings Through Context

The context, which is the other words in a sentence or in thesurrounding sentences, can help you understand the meaning of an unfamiliar word. Readthe example below to figure out the meaning of diverse.

America has always been a nation of diverse individuals. The Revolutionary War brought together the argumentativeJohn Adams and the cool and self-controlled ThomasJefferson. These very different men agreed on one thing—America should be free of England.

Read the selection below. Underline the context clues foreach word in bold. One example is done for you.

Try It

Review Standard 1.3

John Adams, Second President of the United States

John Adams was born in Braintree, Massachusetts, just south of Boston.

He grew up on the ancestral land that had been first farmed by his

great-grandfather. After he began to practice law, he met many leaders

in the Massachusetts colony and became involved in government.

Along with his cousin Samuel Adams, the well-spoken John

Adams was one of the most articulate and vocal opponents of British rule in the American colonies. He

firmly believed that the American people must be free of England. In his eyes, there was no hope of

reconciliation because the differences couldn’t be settled.

Adams spent years as a diplomat, serving as representative of

the colonies in France and the Netherlands. In 1777, he went on a

mission with Benjamin Franklin to gain support for the colonies

from France. A few years later he returned to help negotiate, or

work out an agreement for, peace at the end of the American

Revolutionary War.

In 1781, George Washington was chosen as the first

president. John Adams was elected vice-president. He once said

the office of vice-president was “the most insignificant” ever

imagined; that is, one of the least use or importance.

Adams later served as second president of the country. He was

the first president to live in the White House and the first to have a son

who also became president.

Remember . . .

There are different kinds ofcontext clues.

Definitionexplains meaning

Exampleillustrates or gives a sample

Restatementsays again in different words

Contrastshows a difference


Word Meanings Through Context continued

Using the clues you found in the selection on the previous page, write theanswer for each question below on the line.

1 What is an articulate speaker?__________________________________________________

2 What happens in reconciliation? ________________________________________________

3 What job does a diplomat do? __________________________________________________

4 What does it mean to negotiate? ________________________________________________

5 How would you describe something that is insignificant? ____________________________

__________________________________________________________________________________

Practice It

© Perfection Learning® No reproduction permitted. Word Meanings Through Context 25

Mastery Test 1 Estimated time: 25 minutes

26 © Perfection Learning® No reproduction permitted.

Directions: Read each sentence and then choose thebest meaning for the idiom it contains.

1 Jason sat on his hands while everyone elsesigned up for the summer work project.

A came forward immediately

B raised his hand to ask a question

C did nothing

D argued about the plan

2 No one likes the way Laurie brags, but Tomáswas the first to put her in her place when hebrought up her botched performance in the play.

A remind her she isn’t perfect

B say anything in public

C praise her

D make her cry

3 The heat wave came hard on the heels of thecoolest July weather in ten years.

A just before

B during

C just after

D just as predicted

4 Maia has been hitting the books for the past twoweeks because the end of the year is near.

A doing a lot of studying

B throwing her books out the window

C organizing her bookshelves

D writing books

5 My grandfather and his friends like to sit in thepark and shoot the breeze on nice days.

A soak up the sunshine

B talk idly

C read their newspapers

D watch the birds

6 It’s a raw deal for Keith to be losing his jobbecause the owner’s nephew needs work.

A unfair

B illegal

C reasonable

D unexpected

Directions: Choose the best word to completeeach analogy.

7 coach is to team as teacher is to ____

A school C lesson

B player D class

8 architect is to building as farmer is to ____

A summer C food

B overalls D rain

9 embarrass is to shame as praise is to ____

A approve C preys

B criticize D give

10 reverse is to forward as jumbled is to ____

A up C tidy

B down D messy

11 dough is to doe as bear is to ____

A deer C cub

B bare D fawn

12 picture is to frame as flower is to ____

A leaf C vase

B petal D photograph

This test will tell you how well you understand the California Content Standards after studying Lesson 1.

Mastery Test 1Directions: Read the poem below. Then choose thebest answer for each question.

13 The last line is an example of a(n)—

A idiom.

B analogy.

C metaphor.

D simile.

14 An eagle is compared to—

A a thunderbolt.

B the sun.

C a mountain.

D the sea.

15 The poem suggests that the eagle—

A can’t fly.

B flies rapidly downward.

C soars upward to the sky.

D crawls slowly down the mountain.

16 Suppose the last line were “And a thunderbolt,he falls.” The new line would be an example ofa(n)—

A idiom.

B analogy.

C metaphor.

D simile.

Directions: Use the information in each question tofind the best word choice for the answer.

17 What word is a blend of chuckle and snort?

A shuck

B chore

C chortle

D sure

18 What word is a short way of saying telephone?

A telly

B TV

C telegram

D phone

19 What word is NOT related to the Latin root vacmeaning empty?

A vacation

B vagrant

C vacuum

D evacuate

20 What word comes from the Dutch word koekjifor little cake?

A keepsake

B kitchen

C cookie

D cakewalk

21 What word comes from the Algonquian wordapasum meaning white animal?

A opossum

B anteater

C ape

D ocelot

© Perfection Learning® No reproduction permitted. 27

The Eagle: A Fragmentby Alfred, Lord Tennyson

He clasps the crag with crooked hands;

Close to the sun in lonely lands,

Ringed with the azure world, he stands.

The wrinkled sea beneath him crawls:

He watches from his mountain walls,

And like a thunderbolt he falls.

Go On

Mastery Test 1Directions: Read the paragraphs below and then choose the best meaning for each underlined word.

28 © Perfection Learning® No reproduction permitted.

Abigail AdamsAbigail Smith Adams, John Adams’s wife, never had formal schooling, yet she is believed to be one of the

most well-educated women of her time. She was born with a keen and quick-witted intelligence, and she

further developed her mental acuity by reading widely. Growing up, she

voraciously went through the books in her father’s library.

When she was fifteen, she met John Adams at her sister’s wedding, and the

two discovered a mutual love of reading. That shared interest led to their marriage

some years later. The marriage lasted fifty-four years, until her death at age

seventy-four.

During the second decade of their marriage, John became involved in the

patriot cause and was often away from home. The eloquent letters Abigail wrote

him during those years movingly express how she kept their farm going in his

absence. The letters elucidate the Revolutionary War period by giving a clear and vivid picture of her life.

22 Keen means—

A clean.

B sharp.

C slow but reliable.

D simple.

23 Acuity means—

A quickness.

B beauty.

C weakness.

D vision.

24 Voraciously means—

A in a half-hearted way.

B in a lazy way.

C out of loneliness.

D in a devouring way.

25 Mutual means—

A hidden.

B shared.

C small.

D quiet.

26 Eloquent means—

A expressive.

B long.

C tiresome.

D lifeless.

27 Elucidate means—

A reorganize.

B complicate.

C take away from.

D make clear.

Mastery Test 1Directions: Use the word parts in the chart to figure out the meaning of the italicized words in the items below.

© Perfection Learning® No reproduction permitted. 29

Word Part Meaning

fac make or do

in not

aster star

pre before

ject throw

y sometimes forms nouns

vis see

ible being able

28 A factory is a place where—

A plants are grown.

B something is made or built.

C food is bought.

D movies are shown.

29 Astronomy is the study of—

A animals who live in water.

B mountains.

C stars.

D volcanoes

30 To reject means to—

A turn away or turn down.

B repeat.

C give medicine with a needle.

D take back.

31 To preview something means to—

A draw a picture of it.

B examine it closely.

C draw a conclusion about it.

D look at it beforehand.

32 If something is invisible, it—

A is not able to be seen.

B can be seen.

C can be divided.

D can be easily carried.

33 An asterisk is a—

A dangerous situation.

B flower.

C mark shaped like a star.

D trip through space.

Total Correct: ______ / 33

Teacher Guide • Grade 8

© 2004 Perfection Learning® CorporationAll rights reserved. No part of this book may be reproduced, stored in a retrieval system,

or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the

publisher. Printed in the United States of America.

4 5 6 7 8 9 PP 12 11 10 09 08 08

For information, contact Perfection Learning® Corporation

1000 North Second Avenue, P.O. Box 500 Logan, Iowa 51546-0500

Phone: 1-800-831-4190 • Fax: 1-800-543-2745 perfectionlearning.com

79729

For the Teacher

The Review, Practice, and Mastery program is a refresher course. It provides a self-directed approach to reviewing and practicing the California Content Standards. Use the following steps to incorporate Review, Practice, and Mastery into your classroom.

1. Have students take the Tryout Test and check their answers. Then have them use the reproducible Skills Chart on page 10 of this teacher guide to assess their strengths and weaknesses in the areas covered. (The chart below is also available in the student book.) You may also wish to have students enter their answers in the reproducible Student Information and Answer Sheet on page 12 of this teacher guide.

2. Have students work through the lessons, paying close attention to the areas in which they need improvement. You will see that each lesson page correlates to one or more of the California Content Standards. Each lesson is followed by a Mastery Test that focuses on the skills covered in the lesson.

3. After completing all the lessons, have students take the Final Mastery Test to check their progress. They can also enter their answers on the reproducible Student Information and Answer Sheet on page 13 of this teacher guide.

The chart that begins on page 14 of this teacher guide correlates the lessons to the California Content Standards.

Lesson Tryout Test Items Final Mastery Test Items

1 Vocabulary 6, 7, 11, 14, 19, 20, 23, 29, 36, 39 5, 6, 11, 13, 19, 25, 33, 34

2 Text Structures 13, 16, 42, 44 15, 16, 17, 20, 35, 40, 41, 42

3 Reading Comprehension 21, 25, 26, 27, 32, 43, 45 1, 18, 21, 22, 23, 24, 36

4 Understanding Literature 1, 3, 4, 5, 12, 15, 24, 30, 31, 33, 34, 2, 3, 7, 12, 14, 31, 37, 43, 44 35, 40, 41

5 Language Conventions 2, 8, 9, 28, 37, 38 4, 8, 9, 26, 27, 28, 29, 32

6 Writing Strategies 10, 17, 18, 22 10, 30, 38, 39, 45

10 © Perfection Learning® California Standards • English/Language Arts • Grade 8

Score your answers on the Tryout Test, then use this chart to find your strengths and weaknesses in understanding the California Content Standards.

1. Place a 1 in each white box to the right of the questions you answered correctly. For each incorrect answer, place a 0 in the white box.

2. Add each column and write the total correct in the box at the bottom of the column.

3. For example, if you answer questions 12, 24, and 41, correctly, you have 3 out of 14 questions correct on the Understanding Literature part of the California Content Standards. You may want to focus on these skills as you work through the lessons.

Tryout Test Skills Chart

1234567891011121314151617181920212223242526272829303132333435

Total /4/10 /7 /14 /6

1. Voca

bulary

2. Te

xt S

tructu

res

3. Rea

ding C

ompre

hensio

n

4. Under

standin

g Lite

ratu

re

5. La

nguage

Conventio

ns

Question

/4

6. W

ritin

g Stra

tegies

36373839404142434445

California Content StandardsThis chart matches the California Content Standards to the lessons in Review, Practice, and Mastery for English/

Language Arts, Grade 8. Standards in italics are not addressed directly in this program.

Lessons

Lesson 1 Vocabulary

Lesson 2 Text Structures

Lesson 3 Reading Comprehension

Reading Standards

Word Analysis, Fluency, and Systematic Vocabulary Development

1.1 Vocabulary and Concept Development: analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases

1.2 Vocabulary and Concept Development: understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings

1.3 Vocabulary and Concept Development: use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast

Reading Comprehension

2.1 Structural Features of Informational Materials: compare and contrast the features and elements of consumer materials to gain meaning from docu-ments (e.g., warranties, contracts, product information, instruction manuals)

2.2 Structural Features of Informational Materials: analyze text that uses proposition and support patterns

2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: find similarities and differences between texts in the treatment, scope, or organization of ideas

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning

2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: under-stand and explain the use of a complex mechanical device by following technical directions

2.6 Comprehension and Analysis of Grade-Level-Appropriate Text: use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem

2.7 Expository Critique: evaluate the unity, coherence, logic, internal consistency, and structural patterns of text

continued

14 © Perfection Learning® California Standards • English/Language Arts • Grade 8

Lessons

Lesson 4 Understanding Literature

Lesson 5 Language Conventions

Reading Standards

Literary Response and Analysis

3.1 Structural Features of Literature: determine and articulate the relationship among the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet)

3.2 Narrative Analysis of Grade-Level-Appropriate Text: evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved

3.3 Narrative Analysis of Grade-Level-Appropriate Text: compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts

3.4 Narrative Analysis of Grade-Level-Appropriate Text: analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text

3.5 Narrative Analysis of Grade-Level-Appropriate Text: identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works

3.6 Narrative Analysis of Grade-Level-Appropriate Text: identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writ-er’s style and use those elements to interpret the work

3.7 Literary Criticism: analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author (biographical approach)

Writing Standards

Written and Oral English Language Conventions

1.1 Sentence Structure: use correct and varied sentence types and sentence openings to present a lively and effective personal style

1.2 Sentence Structure: identify and use parallelism, including similar gram-matical forms, in all written discourse to present items in a series and items juxtaposed for emphasis

1.3 Sentence Structure: use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas

1.4 Grammar: edit written manuscripts to ensure that correct grammar is used

1.5 Punctuation and Capitalization: use correct punctuation and capitalization

1.6 Spelling: use correct spelling conventionscontinued

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Lessons

Lesson 6 Writing Strategies

Writing Standards

Writing Strategies

1.1 Organization and Focus: create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion

1.2 Organization and Focus: establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques

1.3 Organization and Focus: support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices

1.4 Research and Technology: plan and conduct multiple-step information searches by using computer networks and modems

1.5 Research and Technology: achieve an effective balance between researched information and original ideas

1.6 Evaluation and Revision: revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas

Grade 8 - perfectionlearning.com fileReviewers Sue Dirlam • Hayward Unified School District...

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