SS_ClassroomLibrary

4828.SS CCSS Cat_048-061 4thGrade 10/30/13 9:43 AM Page 49

49

Reading Foundational Skills PRODUCTION AND DISTRIBUTION OF WRITING FOURTH GRADE

PHONICS AND WORD RECOGNITION W.4.4. Produce clear and coherent writing in which the
development and organization are appropriate to task,
RF.4.3. Know and apply grade-level phonics and word analysis purpose, and audience. (Grade-specific expectations for
skills in decoding words: Use combined knowledge of all writing types are defined in standards 1–3 above.)
letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately W.4.5. With guidance and support from peers and adults,
unfamiliar multisyllabic words in context and out of context. develop and strengthen writing as needed by planning,
revising, and editing.
FLUENCY
W.4.6. With some guidance and support from adults, use
RF.4.4. Read with sufficient accuracy and fluency to support technology, including the Internet, to produce and publish
comprehension: a. Read grade-level text with purpose and writing as well as to interact and collaborate with others;
understanding; b. Read grade-level prose and poetry orally demonstrate sufficient command of keyboarding skills to
with accuracy, appropriate rate, and expression; c. Use context type a minimum of one page in a single sitting.
to confirm or self-correct word recognition and understanding,
rereading as necessary. RESEARCH TO BUILD AND PRESENT KNOWLEDGE

Writing W.4.7. Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
TEXT TYPES AND PURPOSES
W.4.8. Recall relevant information from experiences or gather
W.4.1. Write opinion pieces on topics or texts, supporting relevant information from print and digital sources; take notes
a point of view with reasons and information: a. Introduce and categorize information, and provide a list of sources.
a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped W.4.9. Draw evidence from literary or informational texts
to support the writer’s purpose; b. Provide reasons that are to support analysis, reflection, and research: a. Apply grade
supported by facts and details; c. Link opinion and reasons 4 Reading standards to literature (e.g., “Describe in depth
using words and phrases (e.g., for instance, in order to, a character, setting, or event in a story or drama, drawing
in addition); d. Provide a concluding statement or section on specific details in the text [e.g., a character’s thoughts,
related to the opinion presented. words, or actions].”); b. Apply grade 4 Reading standards
to informational texts (e.g., “Explain how an author uses
W.4.2. Write informative/explanatory texts to examine a reasons and evidence to support particular points in a text”).
topic and convey ideas and information clearly: a. Introduce
a topic clearly and group related information in paragraphs RANGE OF WRITING
and sections; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension; W.4.10. Write routinely over extended time frames (time for
b. Develop the topic with facts, definitions, concrete details, research, reflection, and revision) and shorter time frames
quotations, or other information and examples related to (a single sitting or a day or two) for a range of discipline-
the topic; c. Link ideas within categories of information using specific tasks, purposes, and audiences.
words and phrases (e.g., another, for example, also, because);
d. Use precise language and domain-specific vocabulary to Speaking and Listening
inform about or explain the topic; e. Provide a concluding
statement or section related to the information or explanation COMPREHENSION AND COLLABORATION
presented.
SL.4.1. Engage effectively in a range of collaborative
W.4.3. Write narratives to develop real or imagined discussions (one-on-one, in groups, and teacher-led) with
experiences or events using effective technique, descriptive diverse partners on grade 4 topics and texts, building on
details, and clear event sequences: a. Orient the reader by others’ ideas and expressing their own clearly: a. Come to
establishing a situation and introducing a narrator and/or discussions prepared, having read or studied required material;
characters; organize an event sequence that unfolds naturally; explicitly draw on that preparation and other information
b. Use dialogue and description to develop experiences and known about the topic to explore ideas under discussion;
events or show the responses of characters to situations; b. Follow agreed-upon rules for discussions and carry out
c. Use a variety of transitional words and phrases to manage assigned roles; c. Pose and respond to specific questions to
the sequence of events; d. Use concrete words and phrases clarify or follow up on information, and make comments
and sensory details to convey experiences and events precisely; that contribute to the discussion and link to the remarks of
e. Provide a conclusion that follows from the narrated others; d. Review the key ideas expressed and explain their
experiences or events. own ideas and understanding in light of the discussion.

CONTINUED ON NEXT PAGE

www.schoolspecialty.com



















4828.SS CCSS Cat_048-061 4thGrade 10/30/13 9:44 AM Page 59

59

Item Number Title Guided Reading Category from List Your
1477173 Level/Lexile Curriculum Map Price Price
1476929 $7.42
The Woman Who Outshone the Sun / D / AD860L Stories (Myths and Legends) $9.95
1476785 La Mujer Que Brillaba a N M S Que El Sol $7.99 $5.96

1476777 Thirteen Moons on Turtle's Back: 960L “ $7.99 $5.96
1477275 A Native American Year of Moons
$8.95 $6.68
The Mission Possible Mystery 720L Stories (Read Aloud/ $7.25 $5.41
at Space Center Houston Advanced Readers)

They Dance in the Sky: Native American Star Myths 940L “

Classroom Library Small Bin

Unit 6

Theme: Literary Heroes

Essential Question: Can heroism be conveyed in words?

Suggested Pacing: 6 weeks

Standards Addressed in Lesson: RL.4.4, RI.4.8, W.4.1, SL.4.2, L.4.6

Item Number # of Items List Price Discount Price
1477412 35 $265.40 $197.99

Item Number Title Guided Reading Category from List Your
Level/Lexile Curriculum Map Price Price
1477123
A Hunger for Learning: R Biographies $8.95 $6.68
1477348 A Story About Booker T. Washington**
1477065 “
1478383 Davy Crockett** T / GN550L “ $7.95 $5.94
1478369 “ $3.99 $2.98
1476153 George Washington: Soldier, Hero, President N / 700L “ $6.95 $5.19
1476936 “ $5.99 $4.47
1477278 Henry Ford** R “ $6.99 $5.21
1477049 Informational Text $6.99 $5.21
1476372 Joan of Arc** Y / 840L “ $14.95 $11.19
1477259 “ $8.95 $6.68
1477027 William Shakespeare and the Globe AD850L “ $5.99 $4.47
1477062 “ $6.95 $5.19
1476135 You Want Women to Vote, Lizzie Stanton?** W/870L Stories (Middle Ages) $8.95 $6.68
1477125 “ $3.99 $2.98
1476221 Adventures in the Middle Ages “ $6.99 $5.21
1476234 “ $8.95 $6.68
1476387 England: The Land (E) 1160L “ $4.99 $3.72
1477296 “ $4.99 $3.72
1477194 Knights and Castles: A Nonfiction Companion 690L “ $4.99 $3.72
1476492 “ $7.95 $5.94
The Middle Ages X / 680L “ $6.95 $5.19
$6.99 $5.21
Women and Girls in the Middle Ages Q / IG1070L

Days of the Knights O / 760L

Ella Enchanted U / 670L

King Arthur: Excalibur Unsheathed** W / 590L

King Arthur and His Knights of the Round Table**

Knights of the Kitchen Table 630L

Magic Tree House #29: Christmas in Camelot 420L

Sir Cumference and the Round Table O / AD600L

The Adventures of Robin Hood 690L

The Door in the Wall U / 990L

CONTINUED ON NEXT PAGE

www.schoolspecialty.com

4828.SS CCSS Cat_048-061 4thGrade 10/30/13 9:44 AM Page 60

60FOURTH GRADE

COMMON CORE STATE STANDARDS

Common Core Curriculum Maps –
Suggested Readings CONTINUED FROM PREVIOUS PAGE

(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
available. This title is recommended as a substitute by
(EA) Indicates text from an author with other works School Specialty.
identified as exemplars.

Unit 6 continued

Item Number Title Guided Reading Category from List Your
Level/Lexile Curriculum Map Price Price
1476881 The Grey King (EA)
1477131 The Kitchen Knight: A Tale of King Arthur 930L Stories (Middle Ages) $6.99 $5.21
1476784 The Mystery of the Alamo Ghost T $5.96
1478394 The Story of King Arthur and His Knights “ $7.99 $5.96
1476139 The Sword in the Tree** 720L $5.19
1476084 The Whipping Boy NC920L “ $7.99 $3.72
1476408 Adventures of the Greek Heroes $4.47
1477313 Kaya's Hero: A Story of Giving 380L “ $6.95 $5.19
1476815 The Children's Book of Heroes R / 570L $5.19
1476734 The Library Card N / 520L “ $4.99 $20.15
1476528 Who Was William Shakespeare?** $4.47
1476214 Merlin and the Dragons 750L “ $5.99 $3.72
1476349 Saint George and the Dragon 820L $5.21
1477275 Classroom Library Small Bin R / 690L Stories (Other Time Periods) $6.95 $5.96
N / 690L $5.41
U / 640L “ $6.95
AD1080L
“ $26.99

“ $5.99

“ $4.99

Stories (Read Aloud) $6.99

“ $8.00

$7.25

We know pricing and
keeping within your
budget is important.

Let School Specialty deliver
the value and quality content
that you deserve and be Your
Common Core Connection.

1-800-221-1165

4828.SS CCSS Cat_048-061 4thGrade 10/30/13 9:44 AM Page 61

4828.SS CCSS Cat_062-073 5thGrade 10/30/13 9:46 AM Page 62

FIFTH GRADEFIFTH GRADE

62

COMMON CORE STATE STANDARDS

English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects

The following standards offer a focus for instruction in Fifth Grade and help ensure that students gain adequate exposure to
a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through
the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.

Reading Literature Reading Informational Texts

KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

RL.5.1. Quote accurately from a text when explaining what the RI.5.1. Quote accurately from a text when explaining what
text says explicitly and when drawing inferences from the text. the text says explicitly and when drawing inferences from
the text.
RL.5.2. Determine a theme of a story, drama, or poem from
details in the text, including how characters in a story or drama RI.5.2. Determine two or more main ideas of a text and
respond to challenges or how the speaker in a poem reflects explain how they are supported by key details; summarize
upon a topic; summarize the text. the text.

RL.5.3. Compare and contrast two or more characters, settings, RI.5.3. Explain the relationships or interactions between two
or events in a story or drama, drawing on specific details in the or more individuals, events, ideas, or concepts in a historical,
text (e.g., how characters interact). scientific, or technical text based on specific information in
the text.
CRAFT AND STRUCTURE
CRAFT AND STRUCTURE
RL.5.4. Determine the meaning of words and phrases as they
are used in a text, including figurative language such as RI.5.4. Determine the meaning of general academic and
metaphors and similes. domain-specific words and phrases in a text relevant to
a grade 5 topic or subject area.
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular story, RI.5.5. Compare and contrast the overall structure
drama, or poem. (e.g., chronology, comparison, cause/effect, problem/solution)
of events, ideas, concepts, or information in two or more texts.
RL.5.6. Describe how a narrator’s or speaker’s point of view
influences how events are described. RI.5.6. Analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of
INTEGRATION OF KNOWLEDGE AND IDEAS view they represent.

RL.5.7. Analyze how visual and multimedia elements INTEGRATION OF KNOWLEDGE AND IDEAS
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of fiction, RI.5.7. Draw on information from multiple print or digital
folktale, myth, poem). sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
RL.5.8. (Not applicable to literature)
RI.5.8. Explain how an author uses reasons and evidence to
RL.5.9. Compare and contrast stories in the same genre support particular points in a text, identifying which reasons
(e.g., mysteries and adventure stories) on their approaches to and evidence support which point(s).
similar themes and topics.
RI.5.9. Integrate information from several texts on the
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY same topic in order to write or speak about the subject
knowledgeably.
RL.5.10. By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the high RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
end of the grades 4–5 text complexity band independently
and proficiently. RI.5.10. By the end of the year, read and comprehend
informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 4–5 text
complexity band independently and proficiently.

1-800-221-1165

4828.SS CCSS Cat_062-073 5thGrade 10/30/13 9:46 AM Page 63

63

Reading Foundational Skills PRODUCTION AND DISTRIBUTION OF WRITING FIFTH GRADE

PHONICS AND WORD RECOGNITION W.5.4. Produce clear and coherent writing in which the
development and organization are appropriate to task,
RF.5.3. Know and apply grade-level phonics and word analysis purpose, and audience. (Grade-specific expectations for
skills in decoding words: Use combined knowledge of all writing types are defined in standards 1–3 above.)
letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately W.5.5. With guidance and support from peers and adults,
unfamiliar multisyllabic words in context and out of context. develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
FLUENCY
W.5.6. With some guidance and support from adults, use
RF.5.4. Read with sufficient accuracy and fluency to support technology, including the Internet, to produce and publish
comprehension: a. Read grade-level text with purpose and writing as well as to interact and collaborate with others;
understanding; b. Read grade-level prose and poetry orally demonstrate sufficient command of keyboarding skills to
with accuracy, appropriate rate, and expression; c. Use context type a minimum of two pages in a single sitting.
to confirm or self-correct word recognition and understanding,
rereading as necessary. RESEARCH TO BUILD AND PRESENT KNOWLEDGE

Writing W.5.7. Conduct short research projects that use several
sources to build knowledge through investigation of different
TEXT TYPES AND PURPOSES aspects of a topic.

W.5.1. Write opinion pieces on topics or texts, supporting W.5.8. Recall relevant information from experiences or gather
a point of view with reasons and information: a. Introduce relevant information from print and digital sources; summarize
a topic or text clearly, state an opinion, and create an or paraphrase information in notes and finished work, and
organizational structure in which ideas are logically grouped provide a list of sources.
to support the writer’s purpose; b. Provide logically ordered
reasons that are supported by facts and details; c. Link W.5.9. Draw evidence from literary or informational texts to
opinion and reasons using words, phrases, and clauses support analysis, reflection, and research: a. Apply grade 5
(e.g., consequently, specifically); d. Provide a concluding Reading standards to literature (e.g., “Compare and contrast
statement or section related to the opinion presented. two or more characters, settings, or events in a story or a
drama, drawing on specific details in the text [e.g., how
W.5.2. Write informative/explanatory texts to examine characters interact]”); b. Apply grade 5 Reading standards to
a topic and convey ideas and information clearly: a. Introduce informational texts (e.g.,“Explain how an author uses reasons
a topic clearly, provide a general observation and focus, and evidence to support particular points in a text, identifying
and group related information logically; include formatting which reasons and evidence support which point[s]”).
(e.g., headings), illustrations, and multimedia when useful
to aiding comprehension; b. Develop the topic with facts, RANGE OF WRITING
definitions, concrete details, quotations, or other information
and examples related to the topic; c. Link ideas within and W.5.10. Write routinely over extended time frames (time
across categories of information using words, phrases, and for research, reflection, and revision) and shorter time frames
clauses (e.g., in contrast, especially); d. Use precise language (a single sitting or a day or two) for a range of discipline-
and domain-specific vocabulary to inform about or explain specific tasks, purposes, and audiences.
the topic; e. Provide a concluding statement or section related
to the information or explanation presented. Speaking and Listening

W.5.3. Write narratives to develop real or imagined COMPREHENSION AND COLLABORATION
experiences or events using effective technique, descriptive
details, and clear event sequences: a. Orient the reader by SL.5.1. Engage effectively in a range of collaborative
establishing a situation and introducing a narrator and/or discussions (one-on-one, in groups, and teacher-led) with
characters; organize an event sequence that unfolds naturally; diverse partners on grade 5 topics and texts, building on
b. Use narrative techniques, such as dialogue, description, others’ ideas and expressing their own clearly: a. Come to
and pacing, to develop experiences and events or show the discussions prepared, having read or studied required material;
responses of characters to situations; c. Use a variety of explicitly draw on that preparation and other information
transitional words, phrases, and clauses to manage the known about the topic to explore ideas under discussion;
sequence of events; d. Use concrete words and phrases and b. Follow agreed-upon rules for discussions and carry out
sensory details to convey experiences and events precisely; assigned roles; c. Pose and respond to specific questions by
e. Provide a conclusion that follows from the narrated making comments that contribute to the discussion and
experiences or events. elaborate on the remarks of others; d. Review the key ideas
expressed and draw conclusions in light of information and
knowledge gained from the discussions.

CONTINUED ON NEXT PAGE

www.schoolspecialty.com

4828.SS CCSS Cat_062-073 5thGrade 10/30/13 9:46 AM Page 64

64FIFTH GRADE

COMMON CORE STATE STANDARDS

English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects

CONTINUED FROM PREVIOUS PAGE

SL.5.2. Summarize a written text read aloud or information address (e.g., Is that you, Steve?); d. Use underlining, quotation
presented in diverse media and formats, including visually, marks, or italics to indicate titles of works; e. Spell grade-
quantitatively, and orally. appropriate words correctly, consulting references as needed.

SL.5.3. Summarize the points a speaker makes and explain KNOWLEDGE OF LANGUAGE
how each claim is supported by reasons and evidence.
L.5.3. Use knowledge of language and its conventions when
PRESENTATION OF KNOWLEDGE AND IDEAS writing, speaking, reading, or listening; a. Expand, combine,
and reduce sentences for meaning, reader/listener interest,
SL.5.4. Report on a topic or text or present an opinion, and style; b. Compare and contrast the varieties of English
sequencing ideas logically and using appropriate facts and (e.g., dialects, registers) used in stories, dramas, or poems.
relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace. VOCABULARY ACQUISITION AND USE

SL.5.5. Include multimedia components (e.g., graphics, sound) L.5.4. Determine or clarify the meaning of unknown and
and visual displays in presentations when appropriate to multiple-meaning words and phrases based on grade 5 reading
enhance the development of main ideas or themes. and content, choosing flexibly from a range of strategies:
a. Use context (e.g., cause/effect relationships and comparisons
SL.5.6. Adapt speech to a variety of contexts and tasks, using in text) as a clue to the meaning of a word or phrase;
formal English when appropriate to task and situation. b. Use common, grade-appropriate Greek and Latin affixes
and roots as clues to the meaning of a word (e.g.,photograph,
Language photosynthesis); c.Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the
CONVENTIONS OF STANDARD ENGLISH pronunciation and determine or clarify the precise meaning
of key words and phrases.
L.5.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking: L.5.5. Demonstrate understanding of figurative language,
a. Explain the function of conjunctions, prepositions, and word relationships, and nuances in word meanings: a. Interpret
interjections in general and their function in particular figurative language, including similes and metaphors, in
sentences; b. Form and use the perfect (e.g., I had walked; context; b. Recognize and explain the meaning of common
I have walked; I will have walked) verb tenses; c. Use verb tense idioms, adages, and proverbs; c. Use the relationship between
to convey various times, sequences, states, and conditions; particular words (e.g., synonyms, antonyms, homographs) to
d. Recognize and correct inappropriate shifts in verb tense; better understand each of the words.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.6. Acquire and use accurately grade-appropriate general
L.5.2. Demonstrate command of the conventions of standard academic and domain-specific words and phrases, including
English capitalization, punctuation, and spelling when writing: those that signal contrast, addition, and other logical
a. Use punctuation to separate items in a series; b. Use a relationships (e.g., however, although, nevertheless, similarly,
comma to separate an introductory element from the rest of moreover, in addition).
the sentence; c. Use a comma to set off the words yes and no
(e.g., Yes, thank you), to set off a tag question from the rest © Copyright 2010. National Governors Association Center for Best Practices
of the sentence (e.g., It’s true, isn’t it?), and to indicate direct and Council of Chief State School Officers. All rights reserved.

1-800-221-1165



















4828.SS CCSS Cat_074-083 6thGrade 10/30/13 9:49 AM Page 74

SIXTH GRADESIXTH GRADE

74

COMMON CORE STATE STANDARDS

English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects

The following standards offer a focus for instruction in Sixth Grade and help ensure that students gain adequate exposure to
a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through
the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.

Reading Literature Reading Informational Texts

KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

RL.6.1. Cite textual evidence to support analysis of what the RI.6.1. Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text. text says explicitly as well as inferences drawn from the text.

RL.6.2. Determine a theme or central idea of a text and how RI.6.2. Determine a central idea of a text and how it is
it is conveyed through particular details; provide a summary conveyed through particular details; provide a summary of
of the text distinct from personal opinions or judgments. the text distinct from personal opinions or judgments.

RL.6.3. Describe how a particular story’s or drama’s plot RI.6.3. Analyze in detail how a key individual, event,
unfolds in a series of episodes as well as how the characters or idea is introduced, illustrated, and elaborated in a text
respond or change as the plot moves toward a resolution. (e.g., through examples or anecdotes).

CRAFT AND STRUCTURE CRAFT AND STRUCTURE

RL.6.4. Determine the meaning of words and phrases as they RI.6.4. Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative are used in a text, including figurative, connotative, and
meanings; analyze the impact of a specific word choice on technical meanings.
meaning and tone.
RI.6.5. Analyze how a particular sentence, paragraph,
RL.6.5. Analyze how a particular sentence, chapter, scene, chapter, or section fits into the overall structure of a text and
or stanza fits into the overall structure of a text and contributes contributes to the development of the ideas.
to the development of the theme, setting, or plot.
RI.6.6. Determine an author’s point of view or purpose in a
RL.6.6. Explain how an author develops the point of view of text and explain how it is conveyed in the text.
the narrator or speaker in a text.
INTEGRATION OF KNOWLEDGE AND IDEAS
INTEGRATION OF KNOWLEDGE AND IDEAS
RI.6.7. Integrate information presented in different media or
RL.6.7. Compare and contrast the experience of reading a formats (e.g., visually, quantitatively) as well as in words to
story, drama, or poem to listening to or viewing an audio, develop a coherent understanding of a topic or issue.
video, or live version of the text, including contrasting what
they “see” and “hear” when reading the text to what they RI.6.8. Trace and evaluate the argument and specific claims in
perceive when they listen or watch. a text, distinguishing claims that are supported by reasons and
evidence from claims that are not.
RL.6.8. (Not applicable to literature)
RI.6.9. Compare and contrast one author’s presentation of
RL.6.9. Compare and contrast texts in different forms or events with that of another (e.g., a memoir written by and
genres (e.g., stories and poems; historical novels and fantasy a biography on the same person).
stories) in terms of their approaches to similar themes and
topics. RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY RI.6.10. By the end of the year, read and comprehend literary
nonfiction in the grades 6–8 text complexity band proficiently,
RL.6.10. By the end of the year, read and comprehend with scaffolding as needed at the high end of the range.
literature, including stories, dramas, and poems, in the grades
6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

1-800-221-1165

4828.SS CCSS Cat_074-083 6thGrade 10/30/13 9:50 AM Page 75

75

Writing RESEARCH TO BUILD AND PRESENT KNOWLEDGE SIXTH GRADE

TEXT TYPES AND PURPOSES W.6.7. Conduct short research projects to answer
a question, drawing on several sources and refocusing
W.6.1. Write arguments to support claims with clear the inquiry when appropriate.
reasons and relevant evidence: a. Introduce claim(s) and
organize the reasons and evidence clearly; b. Support claim(s) W.6.8. Gather relevant information from multiple print
with clear reasons and relevant evidence, using credible sources and digital sources; assess the credibility of each source;
and demonstrating an understanding of the topic or text; and quote or paraphrase the data and conclusions of
c. Use words, phrases, and clauses to clarify the relationships others while avoiding plagiarism and providing basic
among claim(s) and reasons; d. Establish and maintain a formal bibliographic information for sources.
style; e. Provide a concluding statement or section that follows
from the argument presented. W.6.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research: a. Apply grade 6
W.6.2. Write informative/explanatory texts to examine reading standards to literature (e.g., “Compare and contrast
a topic and convey ideas, concepts, and information through texts in different forms or genres [e.g., stories and poems;
the selection, organization, and analysis of relevant content: historical novels and fantasy stories] in terms of their
a. Introduce a topic; organize ideas, concepts, and information, approaches to similar themes and topics”); b. Apply grade 6
using strategies such as definition, classification, comparison/ reading standards to literary nonfiction (e.g., “Trace and
contrast, and cause/effect; include formatting (e.g., headings), evaluate the argument and specific claims in a text,
graphics (e.g., charts, tables), and multimedia when useful to distinguishing claims that are supported by reasons and
aiding comprehension; b. Develop the topic with relevant facts, evidence from claims that are not”).
definitions, concrete details, quotations, or other information
and examples; c. Use appropriate transitions to clarify the RANGE OF WRITING
relationships among ideas and concepts; d. Use precise
language and domain-specific vocabulary to inform about or W.6.10. Write routinely over extended time frames (time
explain the topic; e. Establish and maintain a formal style; for research, reflection, and revision) and shorter time frames
f. Provide a concluding statement or section that follows from (a single sitting or a day or two) for a range of discipline-
the information or explanation presented. specific tasks, purposes, and audiences.

W.6.3. Write narratives to develop real or imagined Speaking and Listening
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences: COMPREHENSION AND COLLABORATION
a. Engage and orient the reader by establishing a context and
introducing a narrator and/or characters; organize an event SL.6.1. Engage effectively in a range of collaborative
sequence that unfolds naturally and logically; b. Use narrative discussions (one-on-one, in groups, and teacher-led) with
techniques, such as dialogue, pacing, and description, to diverse partners on grade 6 topics, texts, and issues, building
develop experiences, events, and/or characters; c. Use a variety on others’ ideas and expressing their own clearly: a. Come to
of transition words, phrases, and clauses to convey sequence discussions prepared, having read or studied required material;
and signal shifts from one time frame or setting to another; explicitly draw on that preparation by referring to evidence
d. Use precise words and phrases, relevant descriptive details, on the topic, text, or issue to probe and reflect on ideas under
and sensory language to convey experiences and events; discussion; b. Follow rules for collegial discussions, set specific
e. Provide a conclusion that follows from the narrated goals and deadlines, and define individual roles as needed;
experiences or events. c. Pose and respond to specific questions with elaboration
and detail by making comments that contribute to the topic,
PRODUCTION AND DISTRIBUTION OF WRITING text, or issue under discussion; d. Review the key ideas
expressed and demonstrate understanding of multiple
W.6.4. Produce clear and coherent writing in which the perspectives through reflection and paraphrasing.
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing SL.6.2. Interpret information presented in diverse media
types are defined in standards 1–3 above.) and formats (e.g., visually, quantitatively, orally) and explain
how it contributes to a topic, text, or issue under study.
W.6.5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by planning, SL.6.3. Delineate a speaker’s argument and specific claims,
revising, editing, rewriting, or trying a new approach. distinguishing claims that are supported by reasons and
evidence from claims that are not.
W.6.6. Use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with PRESENTATION OF KNOWLEDGE AND IDEAS
others; demonstrate sufficient command of keyboarding skills
to type a minimum of three pages in a single sitting. SL.6.4. Present claims and findings, sequencing ideas logically
and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.

CONTINUED ON NEXT PAGE

www.schoolspecialty.com

4828.SS CCSS Cat_074-083 6thGrade 10/30/13 9:50 AM Page 76

76SIXTH GRADE

COMMON CORE STATE STANDARDS

English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects

CONTINUED FROM PREVIOUS PAGE

SL.6.5. Include multimedia components (e.g., graphics, images, VOCABULARY ACQUISITION AND USE
music, sound) and visual displays in presentations to clarify
information. L.6.4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6
SL.6.6. Adapt speech to a variety of contexts and tasks, reading and content, choosing flexibly from a range of
demonstrating command of formal English when indicated or strategies: a. Use context (e.g., the overall meaning of a
appropriate. sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.;
Language b. Use common, grade-appropriate Greek or Latin affixes
and roots as clues to the meaning of a word (e.g., audience,
CONVENTIONS OF STANDARD ENGLISH auditory, audible); c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital,
L.6.1. Demonstrate command of the conventions of standard to find the pronunciation of a word or determine or clarify its
English grammar and usage when writing or speaking: precise meaning or its part of speech; d. Verify the preliminary
a. Ensure that pronouns are in the proper case (subjective, determination of the meaning of a word or phrase (e.g., by
objective, possessive); b. Use intensive pronouns (e.g., myself, checking the inferred meaning in context or in a dictionary).
ourselves); c. Recognize and correct inappropriate shifts in
pronoun number and person; d. Recognize and correct vague L.6.5. Demonstrate understanding of figurative language,
pronouns (i.e., ones with unclear or ambiguous antecedents); word relationships, and nuances in word meanings: a. Interpret
e. Recognize variations from standard English in their own and figures of speech (e.g., personification) in context; b. Use the
others' writing and speaking, and identify and use strategies relationship between particular words (e.g., cause/effect,
to improve expression in conventional language. part/whole, item/category) to better understand each of the
words; c. Distinguish among the connotations (associations)
L.6.2. Demonstrate command of the conventions of standard of words with similar denotations (definitions) (e.g., stingy,
English capitalization, punctuation, and spelling when writing: scrimping, economical, unwasteful, thrifty).
a. Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements; b. Spell correctly. L.6.6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
KNOWLEDGE OF LANGUAGE vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
L.6.3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening: a. Vary sentence © Copyright 2010. National Governors Association Center for Best Practices
patterns for meaning, reader/listener interest, and style; and Council of Chief State School Officers. All rights reserved.
b. Maintain consistency in style and tone.

Created by teachers, for teachers,
these research-based maps address

every Common Core standard
AND are flexible enough to

accommodate diverse teaching
styles. Sample activities,
assessments and more are

included. Any teacher, school,
or district that chooses to

follow the Common Core maps
can be confident that they
are adhering to the
standards and setting their
students up for success!

1-800-221-1165

























4828.SS CCSS Cat_084-093 7thGrade 10/30/13 9:55 AM Page 89

89

Item Number Title Guided Reading Category from List Your
1477192 Level/Lexile Curriculum Map Price Price
1476751
1476728 I Rode a Horse of Milk White Jade V / 1010L Stories $8.99 $6.72
1476473 Jesse Y / 900L “ $5.99 $4.47
1476895 Lizzie Bright and the Buckminster Boy X / 1000L “ $6.99 $5.21
1476500 The Mostly True Adventures of Homer P. Figg “ $6.99 $5.21
1476220 The Voyage of Patience Goodspeed 950L “ $7.99 $5.96
1477275 Ties That Bind, Ties That Break U / 1020L “ $6.99 $5.21
Treasure Island Y / 830L “ $4.99 $3.72
Classroom Library Small Bin Z / 1100L $7.25 $5.41

Unit 3

Theme: Courage in Life and Literature

Essential Question: How can reading about the courage of real people inform our understanding
of determined literary characters?

Suggested Pacing: 8 weeks

Standards Addressed in Lesson: RL.7.5, RL.7.7, RI.7.3, RI.7.9, W.7.2, SL.7.2, L.7.6

Item Number # of Items List Price Your Price
1477431 32 $334.56 $249.60

Item Number Title Guided Reading Category from List Your
1476194 Level/Lexile Curriculum Map Price Price
1476725
1476878 Anne Frank: Beyond the Diary X Biographies $11.99 $8.95
“ $5.99 $4.47
1476369 Anne Frank: The Diary of a Young Girl Y / 1080L “ $6.99 $5.21
1476700
I Have Lived a Thousand Years: Growing Up 720L “
1476262 in the Holocaust “
1477121
1476311 Night 570L “ $9.95 $7.42
Drama $6.99 $5.21
1477274 We Were Heroes: The Journal of 810L Informational Text
1477155 Scott Pendleton Collins**
1477048 “
1476468 Zlata's Diary: A Child's Life in Wartime Sarajevo X / 640L “ $15.00 $11.19
1476396 “ $8.00 $5.96
The Diary of Anne Frank (Dramatized) (E) “ $15.95 $11.89
1476794 “
1476178 A History of US: War, Peace, 860L
1477303 and All That Jazz, 1918-1945 (E) “
“
The Making of the Atomic Bomb “ $21.00 $15.66
$12.99 $9.70
Atomic Structure & Chemical Reactions $9.95 $7.42
$22.99 $17.15
D-Day** $16.00 $11.94

Dear Miss Breed 1040L

Ghost Soldiers: The Epic Account of World War II's
Greatest Rescue Mission

Hiroshima 1190L $7.95 $5.94
$11.99 $8.95
Never to Forget: The Jews of the Holocaust 1120L $8.95 $6.68

Six Million Paper Clips 870L

CONTINUED ON NEXT PAGE

www.schoolspecialty.com

4828.SS CCSS Cat_084-093 7thGrade 10/30/13 9:55 AM Page 90

90SEVENTH GRADE

COMMON CORE STATE STANDARDS

Common Core Curriculum Maps –
Suggested Readings CONTINUED FROM PREVIOUS PAGE

(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
available. This title is recommended as a substitute by
(EA) Indicates text from an author with other works School Specialty.
identified as exemplars.

Unit 3 continued

Item Number Title Guided Reading Category from List Your
1476511 Level/Lexile Curriculum Map Price Price
Children of Willesden Lane: Beyond the 920L
1476392 Kindertransport a Memoir of Music, Love, Memoir $13.99 $10.45
1476327 and Survival 1080L
1477368 Four Perfect Pebbles: A Holocaust Story Y / 970L “ $5.99 $4.47
1476555 We are Witnesses** “ $8.99 $6.72
1477061 Poets of World War II** Y / 730L Poems $20.00 $14.94
Great Speeches: Franklin Delano Roosevelt 930L Speeches $3.50 $2.61
1476237 Never Give In! the Best of “ $17.99 $13.44
1476195 Winston Churchill's Speeches (E) W / 720L
1476748 The Devil's Arithmetic U / 910L Stories $6.99 $5.21
1476283 The Man From the Other Side** Y / 510L “ $6.99 $5.21
1476505 Daniel's Story U / 670L “ $6.99 $5.21
1476714 I Am David Z / 800L “ $6.99 $5.21
1476247 Milkweed “ $7.99 $5.96
1476257 Number the Stars “ $6.99 $5.21
1477275 Summer of My German Soldier “ $6.99 $5.21
When Hitler Stole Pink Rabbit “ $6.99 $5.21
Classroom Library Small Bin $7.25 $5.41

1-800-221-1165

4828.SS CCSS Cat_084-093 7thGrade 10/30/13 9:55 AM Page 91

91

Unit 4

Theme: Survival in the Wild

Essential Question: What similarities and differences exist among characters who survive in the wild?

Suggested Pacing: 4 weeks

Standards Addressed in Lesson: RL.7.2, RI.7.5, W.7.1, SL.7.4, L.7.5

Item Number # of Items List Price Your Price
1477432 17 $144.97 $108.20

Item Number Title Guided Reading Category from List Your
1476495 Level/Lexile Curriculum Map Price Price

1477331 Guts: The True Stories Behind NC1230L Biography $6.99 $5.21
1476908 Hatchet and the Brian Books
R “ $10.95 $8.19
1476857 Will Hobbs 890L Comparisons to $5.99 $4.47
1477230 The Call of the Wild
1477236 Beardance
1476394 “
1478279 Call It Courage X / 830L “ $4.99 $3.72
1477034 “ $6.99 $5.21
1476115 Hatchet R / 1020L “ $6.99 $5.21
Graphic Novel $6.99 $5.21
1477102 The Higher Power of Lucky W / 1010L Informational Text $10.99 $8.20
“ $8.95 $6.68
1476223 Touching Spirit Bear Y / 670L $19.99 $14.94
1476118 Poems
1476389 The Call of the Wild 640L
1476347 Stories
1477231 Peary & Henson: The Race to the North Pole** R / IG1020L “
1477275 “
SAS Survival Handbook, Revised Edition: “
For Any Climate, in Any Situation “

Poetry for Young People: William Butler Yeats (E) NP $14.95 $11.19
(inludes poems suggested in curriculum maps)

The Call of the Wild Y / 1110L $4.99 $3.72
$6.99 $5.21
The Secret Journeys of Jack London, #1: The Wild** 970L $6.99 $5.21
$6.99 $5.21
Far North V / 820L $6.99 $5.21
$7.25 $5.41
Incident at Hawk's Hill V / 1200L

Woodsong T / 1090L

Classroom Library Small Bin

Created by teachers, for teachers,
these research-based maps address

every Common Core standard
AND are flexible enough to

accommodate diverse teaching
styles. Sample activities,
assessments and more are

included. Any teacher, school,
or district that chooses to
follow the Common Core
maps can be confident that
they are adhering to the
standards and setting their
students up for success!

www.schoolspecialty.com

4828.SS CCSS Cat_084-093 7thGrade 10/30/13 9:55 AM Page 92

92SEVENTH GRADE

COMMON CORE STATE STANDARDS

Common Core Curriculum Maps –
Suggested Readings CONTINUED FROM PREVIOUS PAGE

(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
available. This title is recommended as a substitute by
(EA) Indicates text from an author with other works School Specialty.
identified as exemplars.

Unit 5 Essential Question: What makes science fiction believable?
Standards Addressed in Lesson: RL.7.1, RI.7.9, W.7.2, SL.7.5, L.7.1
Theme: Science or Fiction?

Suggested Pacing: 4 weeks

Item Number # of Items List Price Your Price
1477433 27 $292.98 $218.59

Item Number Title Guided Reading Category from List Your
Level/Lexile Curriculum Map Price Price

1476315 A Wrinkle in Time (E) Audiobooks $25.00 $18.64
1477013 $13.44
1476317 Almost Astronauts: 13 Women Who Dared to Dream Y / 980L Informational Text $17.99 $7.42

1476543 Robo World: The Story of Robot Designer 1040L “ $9.95 $12.69
1476116 Cynthia Breazeal $11.92

1476316 The Physics of Star Trek Planets / Stars $16.99 $7.42

1476962 The Stargazers Guide: “ $15.99 $14.19
1476650 How to Read Our Night Sky** $5.19
1476541 $3.69
1476539 Beyond Jupiter: The Story of Planetary 1030L “ $9.95 $4.45
1476879 Astronomer Heidi Hammel $5.21
1477370 $8.19
1476510 Kingfisher Space Encyclopedia** “ $18.99 $7.45
1477024 $7.45
1476489 Stephen Hawking P / 940L “ $6.95 $5.96
1476724 $5.96
1477218 The Invisible Man 980L Stories (“Classic”Science Fiction) $4.95 $3.69
1476319 $5.21
1476332 The War of the Worlds Z / 1170L “ $5.95 $18.64
1476694 $5.21
1476357 Among the Hidden Z / 800L “ $6.99 $5.96
1476899 $7.45
1476102 Ashfall** 750L “ $10.95 $5.96
1477272 $8.20
1477238 Dune 800L “ $9.99 $8.20
1477275 $5.41
Ender's Game 780L “ $9.99

Eva Z / 1010L “ $7.99

I, Robot 820L “ $7.99

Journey to the Center of the Earth X / 1040L “ $4.95

Wrinkle in Time W / 740L “ $6.99

The Collected Stories of Arthur C. Clarke Stories (“Modern”Science Fiction) $24.99

The Ear, the Eye, and the Arm Y / 660L “ $6.99

The Hitchhiker's Guide to the Galaxy 1000L “ $7.99

The House of the Scorpion Z / 660L “ $9.99

Fly By Night 1080L “ $7.99

George's Cosmic Treasure Hunt U / 940L “ $10.99

George's Secret Key to the Universe U / 850L “ $10.99

Classroom Library Small Bin $7.25

1-800-221-1165

4828.SS CCSS Cat_084-093 7thGrade 10/30/13 9:55 AM Page 93

93

Unit 6

Theme: Literature Reflects Life: Making Sense of Our World

Essential Question: Is literature always a reflection of life?

Suggested Pacing: 6 weeks

Standards Addressed in Lesson: RL.7.6, W.7.1, SL.7.3, L.7.3

Item Number # of Items List Price Your Price
1477434 16 $150.00 $111.95

Item Number Title Guided Reading Category from List Your
1476953 Level/Lexile Curriculum Map Price Price
1477233
1476881 Cyrano De Bergerac X / 920L Drama $4.95 $3.69
1477225 The Dark is Rising (E) 930L Fantasy $8.99 $6.72
1476867 The Grey King $6.99 $5.21
Peter Pan in Scarlet 790L “ $6.99 $5.21
1477226 I Feel a Little Jumpy Around You: A Book of Z / 750L “ $14.95 $11.19
Her Poems and His Poems Collected in Pairs Z / 960L Poems
1476716 13: Thirteen Stories That Capture the Agony $7.99 $5.96
1477015 and Ecstasy of Being Thirteen** Z+ / 1060L Short Stories
1476795 Facts of Life** X / 730L $6.99 $5.21
1477229 Free? Stories About Human Rights** T / 970L “ $8.99 $6.72
1476229 Woman Hollering Creek and Other Stories (EA) W “ $14.00 $10.45
The Prince and the Pauper 840L “ $6.99 $5.21
1476697 The Strange Case of Dr. Jekyll and Mr. Hyde Stories $9.00 $6.72
1477110 and Other Tales of Terror “
1476325 A Girl Named Disaster $6.99 $5.21
1476395 Diary of a Wimpy Kid: The Last Straw “ $13.95 $10.40
1477275 Home of the Brave “ $7.99 $5.96
Letters From a Nut “ $16.99 $12.69
Classroom Library Small Bin “ $7.25 $5.41

Every Classroom Library
comes with our

standard small bin
which fits into
our modular

bookcase system!

www.schoolspecialty.com

4828.SS CCSS Cat_094-103 8thGrade 10/30/13 9:57 AM Page 94

EIGHTH GRADEEIGHTH GRADE

94

COMMON CORE STATE STANDARDS

English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects

The following standards offer a focus for instruction in Eighth Grade and help ensure that students gain adequate exposure
to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts
through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.

Reading Literature Reading Informational Texts

KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

RL.8.1 Cite the textual evidence that most strongly supports RI.8.1 Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as inferences an analysis of what the text says explicitly as well as inferences
drawn from the text. drawn from the text.

RL.8.2 Determine a theme or central idea of a text and analyze RI.8.2 Determine a central idea of a text and analyze its
its development over the course of the text, including its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an relationship to supporting ideas; provide an objective
objective summary of the text. summary of the text.

RL.8.3 Analyze how particular lines of dialogue or incidents RI.8.3 Analyze how a text makes connections among and
in a story or drama propel the action, reveal aspects of a distinctions between individuals, ideas, or events (e.g., through
character, or provoke a decision. comparisons, analogies, or categories).

CRAFT AND STRUCTURE CRAFT AND STRUCTURE

RL.8.4 Determine the meaning of words and phrases as they RI.8.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative meanings; are used in a text, including figurative, connotative, and
analyze the impact of specific word choices on meaning and technical meanings; analyze the impact of specific word
tone, including analogies or allusions to other texts. choices on meaning and tone, including analogies or allusions
to other texts.
RL.8.5 Compare and contrast the structure of two or more
texts and analyze how the differing structure of each text RI.8.5 Analyze in detail the structure of a specific paragraph
contributes to its meaning and style. in a text, including the role of particular sentences in
developing and refining a key concept.
RL.8.6 Analyze how differences in the points of view of the
characters and the audience or reader (e.g., created through RI.8.6 Determine an author’s point of view or purpose in
the use of dramatic irony) create such effects as suspense or a text and analyze how the author acknowledges and responds
humor. to conflicting evidence or viewpoints.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS

RL.8.7 Analyze the extent to which a filmed or live production RI.8.7 Evaluate the advantages and disadvantages of using
of a story or drama stays faithful to or departs from the text different mediums (e.g., print or digital text, video, multi-
or script, evaluating the choices made by the director or actors. media) to present a particular topic or idea.

RL.8.8 (not applicable to literature) RI.8.8 Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is sound
RL.8.9 Analyze how a modern work of fiction draws on and the evidence is relevant and sufficient; recognize when
themes, patterns of events, or character types from myths, irrelevant evidence is introduced.
traditional stories, or religious works such as the Bible,
including describing how the material is rendered new. RI.8.9 Analyze a case in which two or more texts provide
conflicting information on the same topic and identify where
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY the texts disagree on matters of fact or interpretation.

RL.8.10 By the end of the year, read and comprehend RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
literature, including stories, dramas, and poems, at the high
end of grades 6–8 text complexity band independently and RI.8.10 By the end of the year, read and comprehend literary
proficiently. nonfiction at the high end of the grades 6–8 text complexity
band independently and proficiently.

1-800-221-1165

4828.SS CCSS Cat_094-103 8thGrade 10/30/13 9:57 AM Page 95

95

Writing W.8.6 Use technology, including the Internet, to produce EIGHTH GRADE
and publish writing and present the relationships between
TEXT TYPES AND PURPOSES information and ideas efficiently as well as to interact and
collaborate with others.
W.8.1 Write arguments to support claims with clear reasons
and relevant evidence: a. Introduce claim(s), acknowledge and RESEARCH TO BUILD AND PRESENT KNOWLEDGE
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically; b. Support claim(s) W.8.7 Conduct short research projects to answer a question
with logical reasoning and relevant evidence, using accurate, (including a self-generated question), drawing on several
credible sources and demonstrating an understanding of the sources and generating additional related, focused questions
topic or text; c. Use words, phrases, and clauses to create that allow for multiple avenues of exploration.
cohesion and clarify the relationships among claim(s), counter-
claims, reasons, and evidence; d. Establish and maintain a W.8.8 Gather relevant information from multiple print and
formal style; e. Provide a concluding statement or section that digital sources, using search terms effectively; assess the
follows from and supports the argument presented. credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding
W.8.2 Write informative/explanatory texts to examine a topic plagiarism and following a standard format for citation.
and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content: W.8.9 Draw evidence from literary or informational texts to
a. Introduce a topic clearly, previewing what is to follow; support analysis, reflection, and research: a. Apply grade 8
organize ideas, concepts, and information into broader reading standards to literature (e.g., “Analyze how a modern
categories; include formatting (e.g., headings), graphics work of fiction draws on themes, patterns of events, or
(e.g., charts, tables), and multimedia when useful to aiding character types from myths, traditional stories, or religious
comprehension; b. Develop the topic with relevant, well- works such as the Bible, including describing how the material
chosen facts, definitions, concrete details, quotations, or other is rendered new”); b. Apply grade 8 reading standards to
information and examples; c. Use appropriate and varied literary nonfiction (e.g., “Delineate and evaluate the argument
transitions to create cohesion and clarify the relationships and specific claims in a text, assessing whether the reasoning
among ideas and concepts; d. Use precise language and is sound and the evidence is relevant and sufficient; recognize
domain-specific vocabulary to inform about or explain the when irrelevant evidence is introduced”).
topic; e. Establish and maintain a formal style; f. Provide
a concluding statement or section that follows from and RANGE OF WRITING
supports the information or explanation presented.
W.8.10 Write routinely over extended time frames (time for
W.8.3 Write narratives to develop real or imagined experiences research, reflection, and revision) and shorter time frames
or events using effective technique, relevant descriptive details, (a single sitting or a day or two).
and well-structured event sequences: a. Engage and orient
the reader by establishing a context and point of view and Speaking and Listening
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically; b. Use narrative COMPREHENSION AND COLLABORATION
techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters; SL.8.1 Engage effectively in a range of collaborative discussions
c. Use a variety of transition words, phrases, and clauses to (one-on-one, in groups, and teacher-led) with diverse partners
convey sequence, signal shifts from one time frame or setting on grade 8 topics, texts, and issues, building on others’ ideas
to another, and show the relationships among experiences and and expressing their own clearly: a. Come to discussions
events; d. Use precise words and phrases, relevant descriptive prepared, having read or researched material under study;
details, and sensory language to capture the action and convey explicitly draw on that preparation by referring to evidence
experiences and events; e. Provide a conclusion that follows on the topic, text, or issue to probe and reflect on ideas
from and reflects on the narrated experiences or events. under discussion; b. Follow rules for collegial discussions and
decision-making, track progress toward specific goals and
PRODUCTION AND DISTRIBUTION OF WRITING deadlines, and define individual roles as needed; c. Pose
questions that connect the ideas of several speakers and
W.8.4 Produce clear and coherent writing in which the respond to others’ questions and comments with relevant
development, organization, and style are appropriate to task, evidence, observations, and ideas; d. Acknowledge new
purpose, and audience. (Grade-specific expectations for information expressed by others, and, when warranted, qualify
writing types are defined in standards 1–3 above.) or justify their own views in light of the evidence presented.

W.8.5 With some guidance and support from peers and adults, CONTINUED ON NEXT PAGE
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed.

www.schoolspecialty.com