Curriculum » NC Standard Course of Study & aligned resources
English Language Development — Grade 8
Goal 4. Writing
Select a proficiency level:
- Novice Low
- Students will use various forms of non-verbal communication to express ideas and demonstrate basic comprehension. They may point, touch, match, draw, act out, demonstrate an action, or play games to show their understanding. Learning objectives focus on developing awareness of English phonemes, responding appropriately to classroom directions, recognizing and pronouncing most letters of the alphabet, recognizing and repeating simple vocabulary, recognizing common greetings, developing print awareness, reading simple and predictable text, writing all letters of the alphabet, copying from printed text, labeling, writing simple sentences, and beginning to use a bilingual dictionary to aid writing and spelling.
- Novice High
- Students will begin to use simple words and phrases, while continuing to use forms of non-verbal communication to express ideas and demonstrate comprehension. They may use pictures, actions, and limited verbal responses to show their understanding. Learning objectives focus on understanding English phonemes, demonstrating basic understanding of previewed vocabulary, speaking with simple words and phrases, asking simple questions, developing an understanding of letter patterns and word families, increasing comprehension of simple text, reading familiar and sequential text, spelling high frequency words, writing simple sentences, writing a personal narrative, using present and past tenses, incorporating irregular past tense verbs in writing, and using a bilingual dictionary.
- Intermediate Low
- Students will begin to use limited vocabulary to participate in discussions on familiar topics spoken at normal speed with periods of momentary silence. In addition, they may use forms of non-verbal communication to demonstrate comprehension. Learning objectives focus on identifying key details from oral presentations, differentiating between minimal pairs, developing an awareness of language conventions, participating in guided discussions, retelling, participating in short oral presentations on academic topics, identifying figurative and idiomatic language in text, increasing reading fluency, producing simple paragraphs, and writing simple responses to content area texts
- Intermediate High
- Students will begin to use expanded vocabulary to participate effectively in social and academic conversations and presentations with occasional difficulty. They may continue to use forms of non-verbal communication to demonstrate comprehension, but will rely more upon verbal skills. Learning objectives focus on identifying main idea and details, differentiating between minimal pairs, recognizing differences in regional pronunciation, developing familiarity with language conventions, using verb tenses accurately, initiating and sustaining conversations, paraphrasing with details, comprehending grade-level text with assistance, recognizing some literary techniques, analyzing text, beginning to learn cursive writing, expressing opinions, and constructing more advanced paragraphs.
- Advanced
- Students will use expanded vocabulary effectively in social and academic settings with few errors and will rely much less on forms of non-verbal communication. Learning objectives focus on applying appropriate criteria to evaluate the quality of communication, drawing conclusions, using moderately complex grammar structures in speech, incorporating figurative language and idioms, conducting conversations with high level of fluency, recognizing errors in speech, interpreting information in grade-level texts with assistance, applying critical thinking strategies, increasing reading fluency, reading a variety of different genres, writing multi-paragraph essays using the writing process, and writing to a variety of audiences using different styles.
- Superior
- Students will interpret conversational and academic expressions of grade-level concepts when spoken at a normal speed with no difficulties. Learning objectives focus on interacting appropriately in group settings, extending vocabulary knowledge, narrating coherently with detail, leading small group discussions, using complex language structures, preparing presentations, explaining text elements, analyzing grade-level texts, developing critical stance, expressing complex ideas sequentially, exploring the role of dialects, writing in logs or journals, exploring the problem-solution process, applying proofreading symbols when editing, creating a research product in written and presentational form, producing final drafts with correct spelling and conventions, and using reference materials appropriately.
