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Standardized Test Preparation



Arizona State Standards

Language Arts - Grade 8

Assessment Exam - AZM2 English Language Arts Grade 8
Reading Standards for Literature eTAP Lesson
Key Ideas and Details
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
AZ.M2.8.RL.1		 Inference
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
AZ.M2.8.RL.2		 Elements of Plot
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
AZ.M2.8.RL.3		 Characterization
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
AZ.M2.8.RL.4		 Figurative Language
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
AZ.M2.8.RL.5		 Compare and Contrast Informational Materials
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
AZ.M2.8.RL.6		 Conclusions
Integration of Knowledge and Ideas
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
AZ.M2.8.RL.7		 Outlines
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.
AZ.M2.8.RL.9		 Analyze Themes and Literary Elements

Forms of Fiction
Range of Reading and Level of Text Complexity
By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.
AZ.M2.8.RL.10		 Elements of Structure and Style
Reading Standards for Informational Text eTAP Lesson
Key Ideas and Details
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
AZ.M2.8.RI.1		 Cause and Effect Organization of Text
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
AZ.M2.8.RI.2		 Analyze and Summarize Texts
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
AZ.M2.8.RI.3		 Compare and Contrast Informational Materials
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
AZ.M2.8.RI.4		 Figurative, Connotative, and Technical Meanings
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
AZ.M2.8.RI.5		 Structure of Informational Materials
Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
AZ.M2.8.RI.6		 Point of View
Integration of Knowledge and Ideas
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topicor idea.
AZ.M2.8.RI.7		 Media 3
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
AZ.M2.8.RI.8		 Evaluate Claims and Present Arguments
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
AZ.M2.8.RI.9		 Summary
Range of Reading and Level of Text Complexity
By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.
AZ.M2.8.RI.10		 Technical Directions
Writing Standards eTAP Lesson
Text Types and Purposes
Write arguments to support claims with clear reasons and relevant evidence.
  1. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
  2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  3. Use words, phrases, and clauses to create cohesion and clarify the relationships amongclaim(s), counterclaims, reasons, and evidence.
  4. Establish and maintain a formal style.
  5. Provide a concluding statement or section that follows from and supports the argument presented.

AZ.M2.8.W.1		 Argument and Persuasion

Statements & Claims

Persuasive Compositions

Research Reports
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, orother information and examples.
  3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  4. Use precise language and domain‐specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented.

AZ.M2.8.W.2		 Informative and Explanatory Texts

Databases & Spreadsheets

Expository Compositions

Summary and Spelling
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.
  1. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  2. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
  3. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
  4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  5. Provide a conclusion that follows from and reflects on the narrated experiences or events.

AZ.M2.8.W.3		 Descriptive Narratives

Paragraph Transitions

Fictional and Autobiographical Narratives

Narratives
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
AZ.M2.8.W.4		 Production and Distribution of Writing
With some guidance and support from peers and adults, 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.
AZ.M2.8.W.5		 Note-taking, Outlining & Summarizing
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
AZ.M2.8.W.6		 Word-Processing
Research to Build and Present Knowledge
Conduct short research projects to answer a question (including a self‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration
AZ.M2.8.W.7		 Present Research
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
AZ.M2.8.W.8		 Research Reports
Draw evidence from literary or informational texts to support analysis, reflection, and research.
AZ.M2.8.W.9		 Career Development and Technical Documents
Range of Writing
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences
AZ.M2.8.W.10		 Responses to Literature
Speaking and Listening Standards eTAP Lesson
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Follow rules for collegial discussions and decision‐making, track progress toward specific goals and deadlines, and define individual roles as needed.
  3. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
  4. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views based on the evidence presented.

AZ.M2.8.SL.1		 Collaborate to Evaluate Presentations

Prepare a Speech Outline

Verbal and Nonverbal Messages

Tone, Mood, and Emotion

Clarify Spoken Ideas

Verbal Cues, Facial Expressions & Gestures
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
AZ.M2.8.SL.2		 Analyze Oral Interpretations of Literature
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
AZ.M2.8.SL.3		 Paraphrase a Speaker's Purpose and Point of View
Presentation of Knowledge and Ideas
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
AZ.M2.8.SL.4		 Presentation of Knowledge and Ideas

Formal Presentations
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
AZ.M2.8.SL.5		 Deliver Research Presentations

Media 3
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
AZ.M2.8.SL.6		 Deliver Oral Summaries of Articles and Books
Language Standards eTAP Lesson
Conventions of Standard English
Demonstrate command of the conventions of Standard English grammar and usage when writing orspeaking.
  1. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
  2. Form and use verbs in the active and passive voice.
  3. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  4. Recognize and correct inappropriate shifts in verbals, voice, and mood.

AZ.M2.8.L.1		 Gerunds, Participles, and Infinitives

Modifiers Using Active Voice

Infinitives and Participles

Verbs
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
  1. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
  2. Use an ellipsis to indicate an omission.
  3. Use correct spelling.

AZ.M2.8.L.2		 Colons and Semicolons

Spelling

Hyphens, Dashes, and Brackets
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
AZ.M2.8.L.3		 Mechanics of Writing
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple‐meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
  1. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).
  2. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  3. Consultgeneral and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  4. Verify the preliminary determination of the meaning of a word or phrase.

AZ.M2.8.L.4		 Parts of Speech

Word Origins

Greek, Latin, and Anglo-Saxon Roots and Affixes

Reference Materials
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  1. Interpret figures of speech (e.g. verbal irony, puns) in context.
  2. Use the relationship between particular words to better understand each of the words.
  3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

AZ.M2.8.L.5		 Figurative and Metaphorical Use of Words

Ambiguities, Subtleties, Ironies

Denotative and Connotative Meaning
Acquire and use accuratelygrade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
AZ.M2.8.L.6		 Words in Context

eTAP
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