TEKS/ELPS Correlations for DynEd s First English Eighth Grade

Correlations for DynEd s First English Eighth Grade

Correlations for DynEd s 110.18. English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010. (b) Knowledge & Skills (1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. *ELPS: 1 A, B, H; 3 A, B, D; 4 A, C, G, I, J, K : Reading/fluency addressed throughout. Teacher's Guide (TG), pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written : Reading/fluency addressed throughout. Teacher's Guide (TG), pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Correlations-8th Grade-EFS Page 2

Correlations for DynEd s (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; *ELPS: 1 A, B, H; 4 A, C, E, F Unit 1: School Subjects: Math 1 Unit 2: School Subjects: Science 1 Unit 3: School Subjects: Geography 1 Unit 4: School Subjects: English 1 Unit 5: School Subjects: Math 2 Unit 6: School Subjects: Science 2 Unit 7: School Subjects: Geography 2 Unit 8: School Subjects: English 2 Unit 9: School Subjects: World History Unit 10: School Subjects: Math 3 Tasks & Activities; Written Unit 11: School Subjects: Science 4 Unit 12: School Subjects: Geography 3 Unit 13: School Subjects: History Unit 14: School subjects: Math 4 Unit 15: School Subjects: English 3 Unit 16: School Subjects: Science 5 Unit 17: School Subjects: History 3 Unit 18: School Subjects: History & Politics Unit 19: School Subjects: Economics Unit 20: School Subjects: Psychology Tasks & Activities; Written Correlations-8th Grade-EFS Page 3

Correlations for DynEd s (B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings; *ELPS: 1 A, B, H; 4 F : Vocabulary is introduced in context in each of the five lessons per unit: Warm Up, School Life, School Subjects, World Talk Cards, and Speaking Up Unit 1: School Subjects: Math 1 This is a triangle. A triangle has three sides. This is a rectangle. A rectangle has four sides. This is a square. All four sides are equal. Unit 2: School Subjects: Science 1 Matter has size. Matter can be any size, large or small. It can be a large object, like an elephant. It can be small object, like an ant. Unit 3: School Subjects: Geography 1 How do you know which direction is north, south, east or west? Look at the sunset. The Sun goes down in the West. The Sun comes up in the East. The Sun travels through the sky from east to west. This is because the Earth rotates, or turns. It rotates from west to east. It takes 24 : Vocabulary is introduced in context in each of the unit lessons. Unit 11: School Subjects: Science 4 There are many different kinds of waves. One kind of wave is called a transverse wave. Another type of wave is a longitudinal wave. A vibrating string is an example of a transverse wave. If you push a string, you ll create a longitudinal wave. Unit 12: School Subjects: Geography The Earth s outermost layer is the crust. The innermost layer is the core. Unit 13: School Subjects: History During the Stone Age, most people were probably nomads. Nomads didn t have permanent homes. They followed the animals they could catch and eat. Unit 14: School Subjects: Math 4 Notice that the slope of a line is a constant. The slope is the angle that the line makes with the x axis. To Correlations-8th Grade-EFS Page 4

Correlations for DynEd s hours to make a complete rotation. Twenty- four hours is the length of one day. Unit 4: School Subjects: English 1 We can divide words into different types of words. One type of word is a 'noun'. Here are some examples of nouns: [friend, cat, apple, job, school] Unit 5: School Subjects: Math 2 Even numbers are numbers like 2, 4, and 6. These numbers are all multiples of two. They have the form n = 2 x i, where i is a whole number. For example, the number 8 is an even number. So 8 = 2 x 4. Eight is a multiple of 2 because it's 2 times 4. Unit 6: School Subjects: Science 2 An object has direction. An object can go up or down. It can go north, south, east or west. Unit 7: School Subjects: Geography 2 Just above the Earth's surface is the atmosphere. The atmosphere is made up of gases such as nitrogen and oxygen. These gases are the air calculate this, take the difference between the y coordinates of any two points on the line and divide it by the difference in the x coordinates. Unit 15: School Subjects: English 3 The pronouns in the first column are the nominative pronouns. These pronouns are used as subjects. The pronouns in the second column are the object pronouns. Unit 16: School Subjects: Science 5 Other forms of life, like bacteria, are made up of only one cell. The cell is the that sm can a lle st live. structu Unit 17: School Subjects: History 3 Following these changes, Turkey became a secular country, which meant that Islam was no longer the state religion. There was a separation between religion and government. Unit 18: School Subjects: History & Politics A country is more accurately called a nation-state. A nation-state is a group of people within a territory ruled by a government that has control over that Correlations-8th Grade-EFS Page 5

Correlations for DynEd s that we breathe. Without an atmosphere, we could not live. Unit 8: School Subjects: English 2 Adjectives and adverbs both add meaning to other words. Here are some adjectives. [tall, short, easy, hot, cold] Adjectives add to or change the meaning of a noun or pronoun. Unit 9: School Life: I m just tired. I didn t get much sleep last night. Unit 10: School Subjects: Math 3 A minute is sixty seconds, and an hour is sixty minutes. That means there are 60 times 60 seconds in an hour, or 3,600 seconds in an hour. Tasks & Activities; Written territory. Unit 19: School Subjects: Economics Economics deals with the goods and services in a country. Goods are things you can see and touch. Services are provided for you by others, such as doctors and cooks. Unit 20: School Subjects: Psychology The brain consists of neurons, a type of nerve cell. Neurons use chemical signals to communicate with each other. Each signal travels along branches of a neuron and passes to the branches of other neurons that accept the signal. If accepted, the signal passes over a gap called a synapse and the neurons fire together. Tasks & Activities Correlations-8th Grade-EFS Page 6

Correlations for DynEd s (C) complete analogies that describe a function or its description (e.g., pen:paper as chalk: or soft:kitten as hard: ); *ELPS: 1 A, B, H; 4 G, I Unit 1: Warm Up: girl on the left: black hair as girl on the right: red hair School Subjects: Math 1 +: add as -: subtract; x: multiply as /:divide Unit 2: School Subjects: Science 1 heavy: elephant as light: balloon; large: elephant as small: ant Unit 3: World Talk Cards: mechanic: repair shop as pharmacist: pharmacy; artist: painting sunsets as dentist: fixing teeth Unit 4: School Subjects: English 1 noun: friend, cat, apple, job, school as pronouns: I, me, you, these, those Unit 5: School Subjects: Math 2 even numbers: 2, 4, 6 as odd numbers: 1, 3, 5 Unit 6: Warm Up: gloves: hands as goggles: eyes Unit 7: Listening Practice: summer: hottest as winter: coldest. Unit 11: Warm Up: police officer: automobile accident as firefighter: fire School Subjects: Science 4 volume: sound as amplitude: sound wave Unit 12: School Subjects: Geography Earth: Sun as moon: Earth Unit 13: School Subjects: History sea: Greeks as rivers: other earlier civilizations Unit 14: School Subjects: Math 4 x: y as horizontal: vertical Unit 15: Warm Up: education: good jobs as lack of education: manual labor Unit 16: School Subjects: Science 5 C: Carbon as O: Oxygen Unit 17: School Subjects: History 3 Ataturk: Turkey as Khan: Mongolia Unit 18: School Subjects: History & Politics United States: country as NATO: alliance Correlations-8th Grade-EFS Page 7

Correlations for DynEd s (D) identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora, fauna); and *ELPS: 1 A, B, H; 4 C, D, F Unit 8: Warm Up: morning: wake up as night: sleep Unit 9: Warm Up: children: school as adults: jobs Unit 10: Warm Up: scale: weight as ruler: length : Unit 19: School Subjects: Economics Food, water, clothing, shelter, healthcare: needs as goods or services that are nice but not necessary: wants Unit 20: School Subjects: Psychology Freud: free association as Galton: testing and statistics Tasks & Activities : Correlations-8th Grade-EFS Page 8

Correlations for DynEd s (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. *ELPS: 1 A, B, H; 4 C, D, F : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. (3) Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) analyze literary works that share similar themes across cultures; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 9

Correlations for DynEd s (B) compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths); and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (C) explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 10

Correlations for DynEd s (4) Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry). *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 11

Correlations for DynEd s (5) Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 12

Correlations for DynEd s (6) Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 13

Correlations for DynEd s (C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Unit 1-5: School Life: The introduction is narrated (3rd person). Dialogs 1 & 2 are in first person. : Warm Up: Narrative (third person) School Life: Dialog (first person) Correlations-8th Grade-EFS Page 14

Correlations for DynEd s (7) Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 15

Correlations for DynEd s (8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Unit 2: School Subjects: Science 1 Without energy from the Sun, we cannot live. For example, we get energy from the Sun in our food. Plants get energy from the Sun. We eat plants. We also eat meat from animals, such as fish. These animals eat plants or other animals. Our food gives us energy to live. Without food we cannot live. Unit 5: School Life: She also has something to drink, either milk or juice. She prefers milk and juice to soft drinks. She thinks soft drinks are too sweet. Unit 6: Warm Up: These two students are in a science class. Today they are doing an experiment. They are both smiling because they are having fun. Sometimes science can be dangerous. These students are being very careful. They are wearing gloves on their hands and goggles over their eyes. Unit 7: Unit 11: School Subjects: Science 4 If you drop a rock into a pool of water, you ll see waves. If you push a spring, you ll create a longitudinal wave. When sound waves reach your ear, your eardrum vibrates. Unit 12: School Subjects: Geography When falls from a rain cloud, it is in a liquid form. When water is in the form of an ice cube, it is in a solid form. Unit 13: Warm Up: This brown bear is catching a fish from a river. A bear can eat from eighty to ninety pounds of food each day. They have to eat a lot during the summer so that they can survive through the cold winter months. Unit 14: Warm Up: These two people are hungry and would like to find a restaurant. They are looking at a street map for directions. Unit 15: Warm Up: She is using a microscope Correlations-8th Grade-EFS Page 16

Correlations for DynEd s Warm Up: Spring is the season of birth and growth. In spring, the weather changes form cold to warm. In Spring, the weather gets warmer. Unit 8: Warm Up: Evening is when most people return home from work. The people in these cars are driving home. After they get home, they are going to eat dinner. Unfortunately, the traffic is slow. There are too many cars on the road. Unit 9: School subjects: After becoming king, Alexander led his army into many battles. In all these battles, his army never lost. As a general, Alexander was a brave leader. Unit 10: World Talk Cards: This beach is a nice palace to take a walk. This man often comes to the beach to relax and look at the ocean. to look at some bacteria. They earn a living by picking tea leaves in the hot Sun. Unit 18: Warm Up: The girl on this hospital bed is in a lot of pain. She is being treated for a serious illness. They are feeding her liquids because she's unable to eat regular foods. Unit 20: Warm Up: Salmon spend most of their lives at sea but return to fresh water to lay eggs. They often travel hundreds of miles upstream in order to reproduce. Salmon are born in freshwater, but migrate to the ocean to live. Somehow, salmon return to the same stream where they were born. Some scientists believe that salmon follow their sense of smell to find the stream. Eventually they build their nest in gravel and lay their eggs. It is a very difficult journey for the salmon and most die. Correlations-8th Grade-EFS Page 17

Correlations for DynEd s (9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G : : Correlations-8th Grade-EFS Page 18

Correlations for DynEd s (10) Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (B) distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G : : : : Correlations-8th Grade-EFS Page 19

Correlations for DynEd s (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G : : : : Correlations-8th Grade-EFS Page 20

Correlations for DynEd s (11) Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (B) analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 21

Correlations for DynEd s (12) Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) analyze text for missing or extraneous information in multistep directions or legends for diagrams; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G : : : : Correlations-8th Grade-EFS Page 22

Correlations for DynEd s (13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate the role of media in focusing attention on events and informing opinion on issues; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (B) interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 23

Correlations for DynEd s (C) evaluate various techniques used to create a point of view in media and the impact on audience; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (D) assess the correct level of formality and tone for successful participation in various digital media. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 24

Correlations for DynEd s (14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G : : Correlations-8th Grade-EFS Page 25

Correlations for DynEd s (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, comparecontrast) and building on ideas to create a focused, organized, and coherent piece of writing; *ELPS: 1 A, B, H; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed; *ELPS: 1 A, B, H; 4 C, D, F, G, 5 B, C, D, E, F, G : : : : Correlations-8th Grade-EFS Page 26

Correlations for DynEd s (D) edit drafts for grammar, mechanics, and spelling; and *ELPS: 1 A, B, H; 5 C, D, E, F (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G : : : : (15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write an imaginative story that: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (i) sustains reader interest; (ii) includes well-paced action and an engaging story line; Correlations-8th Grade-EFS Page 27

Correlations for DynEd s (iii) creates a specific, believable setting through the use of sensory details; (iv) develops interesting characters; and (v) uses a range of literary strategies and devices to enhance the style and tone; and (B) write a poem using: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (i) poetic techniques (e.g., rhyme scheme, meter); (ii) figurative language (e.g., personification, idioms, hyperbole); and (iii) graphic elements (e.g., word position). Correlations-8th Grade-EFS Page 28

Correlations for DynEd s (16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences. *ELPS: 1 A, B, H; 5 B, C, D, E, F, G : : (17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write a multi-paragraph essay to convey information about a topic that: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (i) presents effective introductions and concluding paragraphs; (ii) contains a clearly stated purpose or controlling idea; Correlations-8th Grade-EFS Page 29

Correlations for DynEd s (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies; (iv) accurately synthesizes ideas from several sources; and (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 30

Correlations for DynEd s (C) write responses to literary or expository texts that demonstrate the use of writing skills for a multi-paragraph essay and provide sustained evidence from the text using quotations when appropriate; and *ELPS: 1 A, B, H; 4 C, D, E, F, G, I, J, K; 5 B, C, D, E, F, G (D) produce a multimedia presentation involving text, graphics, images, and sound using available technology. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 31

Correlations for DynEd s (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (A) establishes a clear thesis or position; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (C) includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion. *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations-8th Grade-EFS Page 32

Correlations for DynEd s (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: *ELPS: 1 A, B, H; 3 A, B, C; 5 C, D, E, F (i) verbs (perfect and progressive tenses) and participles; Unit 1: Warm Up: These two girls are both laughing. School Life: What classes are you taking? Which class are you going to now? World Talk Cards: He's introducing them to each other. Unit 2: Warm Up: He's looking at some pictures. School Life: She's taking seven classes. World Talk Cards: After waking up, he takes a bath. Unit 3: Warm Up: They are watching a football game. School Life: I'm going there, too. World Talk Cards: He's teaching Unit 11: Warm Up: The driver of this car is driving too fast. As a result, the police officer has stopped him. He is telling him to drive more carefully. Unit 12: School Life: Mrs. Young is making me stay after school. What else are you having for lunch today? Unit 13: Warm Up: She is asking the young man how much water each plant needs. School Life: I haven t even started yet. Unit 14: Warm Up: An increase in air traffic has caused the sky to become crowded. He is trying to decide which airplane should land next. Correlations-8th Grade-EFS Page 33

Correlations for DynEd s math. Unit 4: Warm Up: A storm is coming. World Talk Cards: It's hot and sunny, and they're playing volleyball. Unit 5: Warm Up: It's traveling to Tokyo, the capital of Japan. Unit 6: Warm Up: Both of the girls are reading history books. They are studying for a history test. Unit 7: Speaking Up: Why aren't you eating lunch? I think I've got enough. You've got to eat something. Unit 8: School Life: Are you kidding? It's just the outline. Now I've got to write it. Unit 9: School Life: I may go shopping with my mom, but I'm not sure. Why? Some of us are going to the library. We're going to study together. Unit 10: Warm Up: The driver of this car was driving too fast. As a result, the police officer has stopped him. Unit 15: Warm Up: She has been working on an essay for about a week. School Life: Mr. Andrews has been a great teacher. Unit 16: Warm Up: Insects had better be careful if they land on this elephant. This bird is using the elephant to help it find food. School Life: Michael: Hey Tina! Have you finished your science project? Tina: No, not yet. Have you? Have you finished your science project? Unit 17: Warm Up: Statues such as this one have been built to honor important people. This unusual building is called the Leaning Tower of Pisa. School Subjects: History 3 By 1915, he was a national hero, and by the age of 35, he had become a general. After the war, most of Turkey was controlled by foreign armies. Unit 18: Warm Up: People have been cutting down trees for many years now. In some areas, our forests are quickly disappearing. A large part of this Correlations-8th Grade-EFS Page 34

Correlations for DynEd s Tasks & Activities; Written forest is being cut down for its wood. Unit 19: Warm Up: Her driving instructor is giving her some good advice. She hasn't driven before, so she's very nervous. Unit 20: Warm Up: Crop circles have appeared in almost every country around the world. School Life: That's what I've heard. I'm having a sleepover at my house on Saturday. School Subjects: Psychology In other words, he had taught the dogs to salivate in response to the bell. Tasks & Activities; Written Correlations-8th Grade-EFS Page 35

Correlations for DynEd s (ii) appositive phrases; Unit 2: School Life: I have a different English teacher, Mr. Gomez, at 12:35. School Subjects: Science 1 Matter can be any size, large or small. Unit 3: School Life: You have your p.e. class there, you know, sports -- like volleyball and basketball. School Subjects: Geography 1 This is our planet, the Earth. It has the shape of a sphere, or a ball. Unit 5: School Life: She also has something to drink, either milk or juice. Unit 6: School Subjects: Science 2 Twice a week, on Wednesdays and Fridays, she goes swimming at a pool near her house. Unit 9: Warm Up: They live in Katmandu, the capital of Nepal. Unit 11: School Subjects: Science 4 The distance, the wavelength, defines the circle. The rate of vibration, or frequency, of sound determines how high or low it is. Unit 12: School Subjects: Geography This includes planets, such as the Earth, which revolve around the Sun. Gases in the atmosphere, such as carbon dioxide, help warm the Earth. Unit 13: School Subjects: History Huge sheets of ice, called glaciers, covered most of the earth. Unit 16: Warm Up: Some plants depend on the wind or insects, such as bees, to spread their pollen. School Subjects: Science 5 Other forms of life, like bacteria, are made up of only one cell. Unit 17: School Subjects: History 3 Sun played an important role in the overthrow of the Qing Dynasty, the last imperial dynasty of China. Sun Correlations-8th Grade-EFS Page 36

Correlations for DynEd s asked for help from Yuan Shikai, an army general who controlled the north of the country. Unit 18: School Subjects: History & Politics Almost all of the land on Earth has been divided into nation-states, or countries. Unit 19: School Subjects: Economics Human resources, such as a skilled workforce, are also necessary to support an economy. Unit 20: School Subjects: Psychology The brain consists of neurons, a type of nerve cell. Correlations-8th Grade-EFS Page 37

Correlations for DynEd s (iii) adverbial and adjectival phrases and clauses; Unit 2: School Subjects: Science 1 When you cool a gas, it changes from a gas to a liquid. Unit 3: School Subjects: Geography 1 When it's daytime in Africa, Asia, and Europe, it's night in North and South America. Unit 4: School Life: Alex: I live on 18th Avenue, near the park. World Subjects: English 1 In this sentence, the verb 'has' doesn't express an action. Unit 5: Warm Up: It's one of the fastest trains in the world. School Life: She's sitting with her boyfriend, over there. Unit 6: Warm Up: A library has many kinds of books. School Subjects: Science 2 It moves in a circular orbit because of force Unit 7: Warm Up: Spring is the season of Unit 11: School Subjects: Science 4 When you hear a sound, it s because sound waves have traveled through the air to your ear. Unit 12: School Subjects: Geography When water falls from a rain cloud, it is in liquid form. Unit 13: School Subjects History As the Earth slowly warmed, people discovered they could grow food. Unit 14: Warm Up: Even though they can t decide, they are having a good time. Unit 15: Warm Up: Unless he works very hard, his future isn t bright. Unit 16: Warm Up: Wearing a mask can help stop the virus before it enters the air. Some plants depend on the wind or insects, such as bees, to spread their pollen. The elephant probably doesn't mind that the bird takes a ride on its back. Unit 17: Correlations-8th Grade-EFS Page 38

Correlations for DynEd s birth and growth. School Subjects: Geography 2 The Himalayas, for example, are formed because the southern part of Asia is moving northward. Unit 8: Warm Up: It gets light in the morning because the Sun comes up. I'm tired of homework. Unit 9: Warm Up: This man has gray hair and he's wearing glasses. School Life: I didn't get much sleep Unit 10: Warm Up: After they weigh it, they are going to record its weight in a notebook. Tasks & Activities; Written School Life: I really liked it when he said how much he liked the food in the cafeteria! School Subjects: History 3 Ataturk started making changes in 1924 when he replaced religious schools with public, non- religious schools. Millions of people across the country cried when they heard about his death. In 1926, Ataturk started a new legal system, which replaced Islamic law with European laws. Unit 18: School Subjects: History & Politics When a government becomes corrupt and the population suffers, revolution can lead to a new government. Political maps show the boundaries that divide countries. Trees also provide the oxygen that we need to breathe and live. Unit 19: Warm Up: She's very nervous because this is the first time she has ever driven. He's getting worried because he's running out of time. School Subjects: Economics Wants include goods or services that are nice, but not necessary. Oil has a Correlations-8th Grade-EFS Page 39

Correlations for DynEd s value that is measured by its price. When you are given a credit card, you are given a line of credit. Unit 20: School Subjects: Psychology When we learn something, for example, we change our brain. Sensory memory involves our senses, which include vision, hearing, taste, touch and smell. Tasks & Activities; Written Correlations-8th Grade-EFS Page 40

Correlations for DynEd s (iv) relative pronouns (e.g., whose, that, which); and Unit 5: School Subjects: Math 2 Positive numbers are all numbers that are greater than zero. Numbers less than zero are negative numbers. Negative numbers are all numbers that are less than zero. Unit 6: School Subjects: Science 2 Therefore, electrons that are far away form the nucleus may escape form the atom. Unit 7: School Subjects: Geography 2 It is the only continent that contains just one country. Unit 10: School Subjects: Math 3 A day is 24 hours, so a day is 24 x 60 x 60 seconds, which is 86,400 seconds. Tasks & Activities; Written Unit 11: Warm Up: The letter is from her best friend, who lives in another country. School Subjects: Science 4 The substance, or medium, that the sound is traveling through determines the speed of sound. Unit 12: School Subjects: Geography Our solar system is centered around the Sun, which is one of the billions of stars in our galaxy, the Milky Way. Unit 13: School Subjects: History Babies that were not healthy were not cared for and were allowed to die. Unit 14: School Subjects: Math 4 This lesson also presents a bar graph that shows the range of sound frequencies that humans and animals can hear. Unit 15: School Subjects: English 3 When we talk about event that occurred at a specific point in the past, we use this form V (d) as in Correlations-8th Grade-EFS Page 41

Correlations for DynEd s His plane arrived yesterday. Unit 16: Warm Up: It eats insects that land on the elephant's back. School Subjects: Science 5 Inside the cell are organelles, which carry out different processes for the cell. Unit 17: School Subjects: History 3 In 1926, Ataturk started a new legal system, which replaced Islamic law with European laws. Unit 18: School Subjects: History & Politics Political maps show the boundaries that divide countries. They have a government, which is the institution ruling the land and the people. It is these representatives who run the government. Unit 19: Warm Up: She's worried that she might get into an accident. School Subjects: Economics Those with good credit can get future credit at a lower interest rate than those who have a poor credit history. Unit 20: Correlations-8th Grade-EFS Page 42

Correlations for DynEd s School Subjects: Psychology Sensory memory involves our senses, which include vision, hearing, taste, touch and smell. Each signal travels along branches of a neuron and passes to the branches of other neurons that accept the signal. Tasks & Activities; Written Correlations-8th Grade-EFS Page 43

Correlations for DynEd s (v) subordinating conjunctions (e.g., because, since); Unit 3: School Subjects: Geography 1 This is because the Earth rotates, or turns. There s a time difference because they are in different time zones. Unit 4: Warm Up: We can't see the sun because it's behind the clouds. Unit 5: School Subjects: Math 2 Eight is a multiple of 2 because it's 2 times 4. Unit 6: Warm Up: After writing their story, they are going to read it to the class. Unit 7: Warm Up: When it s hot, people go swimming. Unit 8: World Talk Cards: Before they order, they look at the restaurant s menu. Unit 9: Warm Up: When people are adults, they often get married. Unit 10: School Subjects: Math 3 To change from minutes into seconds, Unit 11: Warm Up: We know that they were because they are wearing pajamas. Unit 12: School Subjects: Geography Though our planet was formed 4.5 billion years ago, it is still changing. Unit 13: School Subjects: History As the water level went down, soil was left behind. Unit 14: Warm Up: Groups such as this are useful because they can represent different points of view. Unit 15: Warm Up: Although he doesn t go to school, he wants to get an education. Unit 16: Warm Up: This man is wearing a mask because he is ill. School Subjects: Science 5 Remember, the two sets of chromosomes are identical to each other, because before mitosis began, the original DNA was copied. Unit 17: Warm Up: It continued to lean Correlations-8th Grade-EFS Page 44

Correlations for DynEd s multiply by 60, because each minute is 60 seconds. because the soil under it was too soft. School Subjects: History 3 Though he didn't live long enough to see the country unified, Sun is remembered as a great leader and Chinese nationalist. At that time, Temujin did not become leader of the tribe because the tribe thought he was too young. Unit 18: Warm Up: They are feeding her liquids because she's unable to eat regular foods. Since she goes to class often, she's learning new things each day. Unit 19: Warm Up: Although driving is scary at first, most people relax over time. She's very nervous because this is the first time she has ever driven. If he's smart, the next time he has a paper to write he won't wait until the last minute. School Life: Sure! I'll believe that when I see it. Unit 20: School Subjects: Psychology With only a few repetitions, memories fade and are forgotten because the Correlations-8th Grade-EFS Page 45

Correlations for DynEd s neural pathways disappear. Language Extension: The world needs to find new sources of since oil and coal supplies will eventually run out. Correlations-8th Grade-EFS Page 46

Correlations for DynEd s (B) write complex sentences and differentiate between main versus subordinate clauses; and *ELPS: 1 A, B, H; 5 E, F Complex sentences are modeled in the following units: Unit 2: School Subjects: Science 1 Without energy from the Sun, we cannot live. Unit 3: School Subjects: Geography 1 When it's daytime in Africa, Asia, and Europe, it's night in North and South America. Unit 4: School Subjects: English 1 The word 'cat' is a noun because a cat is an animal. Unit 5: Warm Up: Taxis aren't good for long trips because they are expensive. Unit 6: School Subjects: Science 2 Its speed doesn't change because the force of gravity is perpendicular to its motion. Unit 7: School Subjects: Geography 2 The sky is blue because the atmosphere scatters light from the Sun. You can see this when you look Complex sentences are modeled in the following units: Unit 11: School Subjects: Science 4 When sound waves reach your ear, your eardrum vibrates. Unit 12: School Subjects: Geography 3 This includes planets, such as the Earth, which revolve around the sun. Unit 13: School Subjects: History 2 Unlike earlier civilizations that grew up around rivers, the Greek civilization grew up around the Aegean Sea. Unit 14: School Subjects: Math 4 To keep the lesson balanced, whatever we do to one side of the equation, we have to do to the other. Unit 15: School Subjects: English 3 To avoid breaking this rule, we have other words that have the same meaning but are not modals. Unit 16: School Subjects: Science 5 Though bacteria have a simple, Correlations-8th Grade-EFS Page 47

Correlations for DynEd s at a rainbow. Unit 8: Warm Up: People wake up because it gets light in the morning. Unit 9: Warm Up: When we re children, we learn to read and write. Unit 10: Warm Up: After she measures the cloth, she s going to cut it with some scissors. Tasks & Activities; Written single-cell structure, they are very important. Until photosynthesis evolved, there was no oxygen in the Earth's atmosphere. Unit 17: School Subjects: History 3 Ataturk started making changes in 1924 when he replaced religious schools with public, non- religious schools. Unit 18: Warm Up: They are feeding her liquids because she's unable to eat regular foods. If she doesn't see a doctor soon, she could get worse. If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense. Unit 19: School Subjects: Economics If the supply of something is limited, such as the global supply of oil, demand can exceed supply. As the demand for something increases, its price will tend to rise. For example, as the supply of oil runs out, and the demand for it grows, its price will Correlations-8th Grade-EFS Page 48

Correlations for DynEd s increase. Unit 20: School Subjects: Psychology He believed that if he could control the development of a child from infancy, he could produce any type of individual, simply by changing the stimuli and reinforcements in the child's environment. If you pay attention to something, the sensory information gets transferred to short-term memory. Correlations-8th Grade-EFS Page 49

Correlations for DynEd s (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. *ELPS: 1 A, B, H; 5 E, F Complete simple, compound, and complex sentences are modeled in the following units: Unit 1: School Life: She loves music, and she can play the violin. Unit 2: School Subjects: Science 1 Air takes up space, but it has no shape. Unit 3: Warm Up: This building is round, and it has no roof. School Life: Here is a map of Alex and Tina's school. School Subjects: Geography 1 When you travel from Tokyo, Japan to San Francisco, you cross seven time zones. Unit 4: Warm Up: It's wet, but it isn't too cold. School Subjects: English 1 The word 'cat' is a noun because a cat is an animal. Unit 5: School Subjects: Math 2 If you have $2.00, you can buy the pizza, or you can buy both the orange Complete simple, compound, and complex sentences are modeled in the following units: Unit 11: School Subjects: Science 4 Light refracts, or bends, when the part of the wave inside the object slows down, but the part of the wave outside the object stays at the same speed. Unit 12 Warm Up: Building the wall was dangerous, and many people died during its construction. School Life: If I don t do better, she is going to call my mother. School Subjects: Geography 3 When the precipitation falls to ground, it may become part of a stream, an ocean, or snow on top of a mountain. Unit 13: Warm Up: He is very helpful, and he knows a lot about plants. School Subjects: History 2 As the earth slowly warmed, people discovered they could grow food. Unlike the earlier civilizations that grew up around rivers, the Greek Correlations-8th Grade-EFS Page 50

Correlations for DynEd s and the apple. If you pay with two one-dollar bills, you will get fifty cents in change. Unit 6: School Life: Her lesson is from 4:30 to 5:15 and his lesson is from 5:15 to 6:00. School Subjects: Science 2 Its speed doesn't change because the force of gravity is perpendicular to its motion. Unit 7: Warm Up: These people are walking in a park. School Subjects: Geography 2 The sky is blue because the atmosphere scatters light from the Sun. You can see this when you look at a rainbow. World Talk Cards: Winter is the coldest season of the year and some places get lots of snow. Unit 8: Warm Up: This girl is turning off her alarm clock. People wake up because it gets light in the morning. School is finished and some of them are going home. Unit 9: civilization grew up around the Aegean Sea. Unit 14: School Subjects: Math 4 Sometimes these graphs have bars that are vertical, and sometimes they have bars that are horizontal. As the temperature rises, the speed of sound increases. Unit 15: Warm Up: This boy doesn t go to school, but he is learning how to read and write. Although he doesn t go to school, he wants to get an education. Unit 16: School Subjects: Science 5 The basic unit of life is the cell. Though bacteria have a simple, single-cell structure, they are very important. Plants depend on it directly, and animals depend on it indirectly. Unit 17: School Subjects: History 3 When Temujin was nine years old, his father was killed by enemies. At that time, Temujin did not become leader of the tribe because the tribe thought he was too young. Several years later, he became a prisoner of an enemy Correlations-8th Grade-EFS Page 51

Correlations for DynEd s Warm Up: When life begins, everything is new. When we re children, we learn to read and write. This man has gray hair and he's wearing glasses. Unit 10: Warm Up: After they weigh it, they are going to record its weight in a notebook. School Subjects: Math 3 A week is seven days, so a week is 7 x 24 x 60 x 60 seconds. Tasks & Activities; Written tribe. One night he escaped, and his reputation as a brave warrior began to grow. Unit 18: School Subjects: History & Politics These alliances were formed to defend each of the member countries within the alliance. If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense. The number of independent states in the world doubled during this time, but many former colonies became autocracies instead of democracies. Unit 19: School Subjects: Economics For example, people need clothes, but they may not need the latest fashions. However, even a good government may have difficulty if the country doesn't have the resources necessary to support its economy. These resources include natural resources such as fresh water supplies or sufficient rain for agriculture. Unit 20: School Subjects: Psychology Correlations-8th Grade-EFS Page 52

Correlations for DynEd s The brain can discard it, or the brain can transfer the information to the short-term memory. The brain makes this decision through selective attention. If you pay attention to something, the sensory information gets transferred to short-term memory. Tasks & Activities; Written (20) Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use conventions of capitalization; and *ELPS: 1 A, B, H; 5 D, E, F : Conventions of capitalization are modeled throughout all lessons. : Conventions of capitalization are modeled throughout all lessons. pp. 18-21 General Classroom (B) use correct punctuation marks, including: *ELPS: 1 A, B, H; 5 D, E, F Correlations-8th Grade-EFS Page 53

Correlations for DynEd s (i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences; and Unit 1: School Life: She loves music, and she can play the violin. School Subjects: Math 1 In fact, Unit 2: School Life: Oh, who is your math teacher? Well, it's time for class. Unit 3: Warm Up: A piano is on the stage, and many people are in their seats. Unfortunately, concert tickets are often very expensive. Unit 4: School Life: Yes, I have an older sister. School Subjects: English 1 In this sentence, the verb 'has' doesn't express an action. Unit 5: School Subjects: Math 2 If you pay for the pizza with a fivedollar bill, you will get three dollars back. Unit 6: Warm Up: At this school in Thailand, the students write something every day. After writing their story, they are going to read it to the class Unit 11: School Subjects: Science 4 Unlike a vibrating string, the motion of the spring is in the same direction that the wave moves. In other words, the motion of the spring is parallel to the direction of the wave. If we look at waves, we see a pattern. Unit 12: School Subjects: Geography 3 As warm air rises, it cools. We dig deep holes to get coal for energy, and we dam rivers to make lakes and to generate electricity. Unit 13: School Subjects: History 2 Unlike earlier civilizations that grew up around the rivers, the Greek civilization grew up around the Aegean Sea. Because of their close proximity to the sea, the Greeks became great sailors. Unit 14: Warm Up: With the increase in air traffic, the sky has become crowded. Even though can t decide, they are having a great time. Unit 15: Warm Up: Unfortunately, he can t Correlations-8th Grade-EFS Page 54