Grade 08 ELA - EC: E08.B-C.2.1.2
Grade 08 ELA - EC: E08.B-C.2.1.2
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
8th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- Identify different ways authors structure paragraphs in an informational text.
- Locate a sentence that expresses a key concept of an informational text.
- Identify particular sentences within a paragraph that develop and refine a key concept in an informational text.
- Describe how the structure of a paragraph in an informational text contributes to the development of key concepts.
- Analyze the structure of a specific paragraph in an informational text and explain the role of particular sentences to develop and refine key concepts.
- Evaluate how an author’s structural decisions in particular paragraphs impact the development of key concepts in an informational text.
Answer Key/Rubric
- Student identifies different ways authors may structure paragraphs in an informational text. Correct responses include, but are not limited to, main idea and supporting details, cause and effect, compare and contrast, problem and solution, and chronological order as organizing structures.
- Student locates a sentence that expresses a key concept of an informational text. The sentence identified accurately communicates the main idea, or key concept, of an informational text.
- Student identifies particular sentences within a paragraph that develop and refine a key concept in an informational text. The key idea might be stated in the topic or concluding sentences of a paragraph. If it is not located in the first or last sentences, the student may choose to state the purpose or role of each sentence within a paragraph. Stating the role or purpose of each sentence allows the student to determine the key concept of a paragraph.
- Student describes how the structure of a paragraph in an informational text contributes to the development of key concepts. The student’s description correctly identifies the role sentences play any organization of a paragraph. The student describes how an author pieces together sentences to form a cohesive paragraph to communicate a particular idea or concept.
- Student analyzes the structure of a specific paragraph in an informational text and explains the role of particular sentences to develop and refine key concepts. The student’s analysis identifies sentences within a paragraph that most effectively communicate and develop key concepts. The analysis also makes specific references to the particular sequence of sentences used to develop and refine the key concepts of a paragraph.
- Student evaluates how an author’s structural decisions of particular paragraphs impact the development of key concepts in an informational text. The evaluation displays an understanding of an author’s purpose and audience. It correctly identifies the structural decisions used by an author to structure of paragraph. This includes main idea and supporting details, cause and effect, compare and contrast, problem and solution, and chronological order as organizing structures. Using clear and direct evidence from an informational text, the student states a position regarding the effectiveness of an author’s decision to group particular sentences into paragraphs to communicate a key idea or concept.
