1
th
Idaho State Curriculum Guide Language/Writing 8 Grade ©State of Idaho 2003
Go to Writing Process
McRel Alignment Apply knowledge of grammar, usage, spelling, punctuation, and
Go to Composition Structure
Go to Basic Grammar and Usage
Go to Conventions: Capitalization
Go to Conventions: Punctuation
Go to Conventions: Spelling
State Standards
ISAT Cut Scores
capitalization to all state standard required writing: expository,
literary response, critical analysis, research, and technical writing.
The Six Traits of Writing is recommended for writing instruction:
ideas, organization, voice, word choice, sentence fluency
(variety) and conventions (mechanics).
New Vocabulary
Capitalization
State
Standard
and
Benchmark
Composition and Structure
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Grammar and Usage
Sample Assessment and
Sample Quizzes
Writing Composition and the Writing Process
744.01 a
Pre-Writing
Skills
744.01 a
Drafting and
Revising
Skills
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Punctuation
Sample
Sequence
Minimum
Hours
Allotted
Writing Process
Sample Teaching
Strategy
Return to Top
For Learning: Use a variety of graphic
organizers—webs, time lines, story
boards, etc. for students to complete
before writing
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Give students a choice of
several concluding sentences and ask
them to write the sentences leading to the
conclusion. Some sentences may be the
following: 1. Suddenly everything went
black. 2. That is one day I will never
forget. 3. Everyone cheered.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Resources
http://teachers.teachnology.com/web_tool
s/graphic_org/
Family Links:
Sample writing
prompts--
Six Traits
Prompts
Webpage
Give students beginning and
ending sentences of a
paragraph. Let them work in
pairs to generate the
supporting sentences. Then
share their results with other
class members.
2
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
744.02 a
744.05 a
Use Editing
and Proofreading
Processes
Appropriate
Format
744.01 b
744.04 a
744.04 c
744.05 b
744.05 c
Variety of
Formats
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
For Learning: Have students peer read
another student’s paper and underline the
verbs and verb phrases
Use Daily Oral Language
Return to Top
Learning
Continuum
For Learning: Have students write a
paragraph describing the classroom or
their bedroom spatially.
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Create a worksheet with
simple sentences and ask
students to combine them.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Writing Composition and Structure
744.01 b
744.01 c
744.02 c
©State of Idaho 2003
Sample
Sequence
For Learning: After watching Mr.
Holland’s Opus have students write a
persuasive essay on the importance of
athletics or fine arts in the school
Of Learning:
See Composition Forms for Sample Test
Items
Show models of paragraph
organization (i.e. spatial,
order of importance,
chronological, etc.) and
discuss the various
similarities and differences.
Have students describe an
object in four different
ways—narrative, expository,
descriptive, and persuasive
Family Links:
http://www.middle
web.com/rubricsH
G.html
3
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
744.01 c
Appropriate
Style and
Vocabulary
744.02 b
744.02 c
Variety of
Elements
744.02 c
744.04 b
Details
744.02 c
Composition
Forms
©State of Idaho 2003
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
For Learning: Have students evaluate the
effectiveness of an essay’s style and/or
word choices, using a pre-determined
rubric (use the Idaho DWA Scoring Guide
for example)
Teach students various
ways to begin an essay (i.e.
with a question, a quote, a
riddle, dialogue, a personal
experience, etc.)
http://www.sde.state.i
d.us/instruct/langarts/
For Learning: Have students selfevaluate using the 6+ Traits
Make transparencies of two
essays—one well-written
and one not. Have students
evaluate these essays using
the 6+ Traits
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
LINK TO 6+ TRAITS
For Learning:
Have students write directions to a place
or for a recipe without transition words.
Discuss the problems with the writing.
Next have them rewrite using transition
words
For Learning:
Students chart various composition forms
and list elements from a piece of literature
necessary to the different forms. Each
student selects one form and applies the
elements to write a composition (ex.:
editorial about the injustice of the 3 pigs
shutting out the wolf)
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Give students a thesis
statement and ask them to
generate supporting
sentences. Next give
students several related
sentences and have them
write a thesis statement for
them
.
Read a common fairy tale to
the class. Ask what
elements you would use to
write a persuasive essay
based on an issue in the
story? What about a book
report of the story?
Newspaper article?
Editorial?
http://www.writesite.
org/
http://litsite.alaska.ed
u/workbooks/midnew
swrite.html
4
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
744.02 c
Variety of
Components
©State of Idaho 2003
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
For Learning: Have students color the
topic sentence, the supporting sentences,
and the conclusion in specific colors (Step
Up To Writing)
Students edit a given paragraph to delete
any sentences which to not support the
topic sentence.
As a class activity, give
students a topic sentence.
Then ask each student in
turn to add a supporting
detail sentence. The last
person could add the
conclusion
Of Learning:
RIT 201-210 (Develop Paragraphs)
RIT 211-220 (Develop Paragraphs)
RIT 221-230 (Develop Paragraphs)
744.06 a
744.06 b
744.07 a
744.07 b
Gather,
synthesize,
and present
research
findings
744.03 a
744.03 b
Write
expository
essays to
inform and
Explain
For Learning:
Research
Project,
Teacher
Observable
http://webster.com
mnet.edu/grammar/
index.htm
http://www.reflecti
veteacher.com/
http://www.4teache
rs.org/
http://thinktank.4te
achers.org/
Research
Project,
Teacher
Observable
For Learning:
Students apply gathered and organized
research information in original
newspaper articles.
Idaho Pencil Box
ideas
http://www.sde.state.i
d.us/instruct/langarts/
5
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
Grammar and Usage
744.02 c
Verb Tenses/
Variety of
Sentences
©State of Idaho 2003
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Performance
Objectives
Return to Top
Learning
Continuum
Learning
Continuum
Teacher
Observable
DWA
ECA
http://www.ncte.org/positions/grammar.shtml
For Learning: Give students several
paragraphs to rewrite in different tenses
or in active voice.
Have students identify the varieties of
sentences (declarative, imperative, etc.) in
a given paragraph.
6
Of Learning:
RIT 201-210 (Verb Tense)
RIT 211-220 (Verb Tense)
RIT 221-230 (Verb Tense)
Teach the verb tenses; have
students conjugate regular
and irregular verbs
Family Links:
Have students write
sentences using active voice
http://www.chomp
chomp.com/menu.
htm
As a class activity have
students converse with each
other in questions. Every
sentence must be in the
form of a question.
RIT 201-210 (Variety of Sentences)
RIT 211-220 (Variety of Sentences)
RIT 221-230 (Variety of Sentences)
744.02 a
Learning
Continuum
Sentence
Structure /
Type / Kind
Teacher
Observable
DWA
ECA
ISAT
744.02 a
Subject-verb
agreement
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
For Learning: Write a paragraph
incorporating various sentence patterns;
also include complex and compound
sentences. Label the patterns.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Have students find subjects in “here/there”
sentences, in sentences with indefinite
pronouns followed by prepositional
phrases
Have students recognize the
patterns used in sentences
(i.e. noun-action verb-noun;
noun-linking verb-adjective
or noun; inverted order, etc.)
2
http://www.eduplac
e.com/tales/
Play a version of Hollywood
Squares and ask questions
about subject/verb
agreement, ask students to
complete the sentence with
the correct verb, etc.
Family Links:
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
6
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
744.02 a
Noun Forms
744.02 a
Pronoun
Forms
744.02 a
Irregular Verb
Forms
744.02 a
Adjective
Forms
©State of Idaho 2003
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Review the plurals of some
irregular nouns (moosemoose, mouse-mice, etc.).
Have students work in pairs
to create crossword puzzles
of plural nouns
http://www.eduplac
e.com/tales/
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
For Learning: Have students edit a letter
by correcting the noun usage
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Have students complete a
fill-in the blank story using the correct
pronouns
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Give students a paragraph
to edit the incorrect verb use
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Students write comparison/contrast
paragraphs, correctly using adjective
degrees of comparison.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Have students complete a
Personal Pronoun Chart
showing 1st, 2nd, 3rd person,
singular/plural, and
nominative, objective,
possessive cases
Have students practice
writing the principal parts of
the verbs. Give timed drills
for added excitement
http://www.chomp
chomp.com/hotpot
atoes/index.htm
Have 3 students stand in
front of the class. Arrange
them from shortest to tallest.
Have class chant, “___ is
tall. ___ is taller. ___ is
tallest.” Place a label on
each student and review
comparative and superlative
degrees of adjectives. Have
students apply other
appropriate adjectives,
following the first model.
http://www.eduplac
e.com/tales/
7
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
744.02 a
Adverb
Forms
744.02 a
Negative
Forms
744.02 a
Phrases
Clauses
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
744.02 a
©State of Idaho 2003
Sample
Sequence
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
For Learning: Discuss the weather. Then
have students write a new weather report
using descriptive adverbs. Read them in
class.
Of Learning:
RIT 201-210
RIT 211-220
For Learning: Students will write five rules
the movie theater might have. Use double
negatives in these rules. Then have
students read these rules to each other
and correct the double negatives.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Give students several
sentences and have them rewrite them to
include at least two prepositional phrases
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Have students write a
story/paragraph using only independent
clauses. Then have the students rewrite
the story/paragraph using both
independent and dependent clauses.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Play the game “Act in the
Manner of the Adverb”
Have a student or students
come to front of class. Make
a statement about them,
which includes a double
negative. Ask the student(s)
to act out the statement so
students can visualize what
a double negative does.
Play “I Spy” with objects in
the classroom using
prepositional phrases
http://www.ruthvil
mi.net/hut/help/gra
mmar_help/
Memorize prepositions! Act
out some of them to get a
visual, hand-on aid to
memorization.
http://www.englishgr
ammarconnection.co
m/lessonstart.html
Teach students to recognize
the difference between
dependent and independent
clauses using a
transparency of both types.
8
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
Minimum
Hours
Allotted
Sample Teaching
Strategy
Performance
Objectives
744.02 a
Learning
Continuum
Noun /
Pronoun
Antecedent
Teacher
Observable
DWA
ECA
ISAT
744.02 a
Learning
Continuum
Subject and
Predicate
Teacher
Observable
DWA
ECA
ISAT
744.02 a
744.02 c
Learning
Continuum
Run-ons and
Fragments
©State of Idaho 2003
Sample
Sequence
Teacher
Observable
DWA
ECA
ISAT
For Learning: Have students identify the
correct antecedent in several sentences
or a paragraph.
Of Learning:
RIT 201-210
For Learning: Color parts of sentence
For Learning: Have students edit a
previously written short essay for
sentence fragments and run-ons by
bracketing each complete sentence and
coloring the subjects and verbs.
Write a short paragraph on
the board/transparency
using only nouns. Discuss
this paragraph with the
students. Ask them to
replace the nouns with
correct pronouns.
Next write a paragraph using
nouns and pronouns
intermixed so that pronounantecedent is unclear. Have
students correct this
paragraph.
Have students write five
complete sentences about
an activity they have
recently participated in.
Next have them write only
the complete subjects on a
paper and exchange the
paper with another student.
This student completes the
sentences. Finally, have the
students compare the
sentences.
Read to the class a story
leaving out parts of each
sentence so only fragments
are heard. Then discuss the
story with the class. Try
doing this same activity,
reading sentences run
together without stops.
Sample
Resources
9
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
Fundamental Rules:
Beginning
Capitalization
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Performance
Objectives
Conventions: Capitalization
744.02 a
©State of Idaho 2003
Sample
Sequence
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Return to Top
For Learning: Have students write a penpal letter to an imaginary student in a
foreign country. In the letter, students
describe their life in Idaho, including
places, events, etc. using capital letters
correctly. (i.e. boating on the Snake
River) Give students a rubric showing
the rules and level of mastery
expected before assigning the letter.
Use Daily Oral Language
sentences with incorrect
capitalization and have
students make the
corrections.
In a capitalization unit,
introduce a few rules each
day. To show mastery of
the unit, have the students
write a pen-pal letter
showing mastery of all rules.
Family Links:
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
744.02 a
Learning
Continuum
Capitalization:
Adjectives &
Titles
Teacher
Observable
DWA
ECA
ISAT
744.02 a
Capitalization:
Proper Nouns
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
For Learning: Integrate these
capitalization rules into the pen-pal letter.
Of Learning:
See Test Items in Next Row
For Learning: Integrate these
capitalization rules into the pen-pal letter.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Have students practice
correcting sentences and
paragraphs with missing
capitalization. Also have
students write a paragraph
without capitalization then
have another student peer
edit and correct the
capitalization errors.
Review these capitalization
rules with students by
showing a transparency of
nouns which aren’t
capitalized and have them
explain the rules why the
word should be capitalized.
Family Links:
10
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Use documents for students
to proof-read and edit for
capitalization rules.
Find a web site which
will allow students to
proof-read and edit
documents.
Performance
Objectives
744.02 a
Learning
Continuum
For Learning: Integrate these
capitalization rules into the pen-pal letter.
Capitalization:
Fundamental
Rules
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
See Other Test Items in this Section of
Guide
Conventions: Punctuation
744.02 a
Learning
Continuum
Use Appropriate End
Punctuation
Teacher
Observable
DWA
ISAT
ECA
744.02 a
Learning
Continuum
Use Commas
Appropriately
©State of Idaho 2003
Sample
Sequence
Teacher
Observable
DWA
ISAT
ECA
Return to Top
For Learning: Give students a paragraph
without a variety of end punctuation marks
or capitalized words. Have them correctly
punctuate and capitalize the paragraph.
Of Learning:
RIT 201-210
RIT 211-220
For Learning: Give students a short
paragraph containing no complex
sentences. Have the students rewrite the
paragraph using complex sentences with
adverbial clauses punctuated correctly.
Work with a partner to edit a newspaper
article or portion of an article to include
adverbial clauses
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Review the end punctuation
rules with students using a
transparency. Create some
sentences which can be
punctuated in different ways.
Discuss with the students
how the end punctuation
changes the meaning of the
sentence.
Teach students to recognize
dependent clauses in a
sentence and to punctuate
introductory clauses with a
comma. Have students
practice combining
sentences into complex
sentences using adverbial
clauses and punctuate the
sentences correctly.
Family Links:
http://webster.com
mnet.edu/grammar/
index.htm
Family Links:
11
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
744.02 a
Use Apostrophes
Learning
Continuum
For Learning: Give students a list of
words with apostrophes. Have them use
these words correctly in a paragraph.
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Learning
Continuum
For Learning: Have students write a short
narrative using dialogue correctly. (i.e.
encountering an Alien, meeting a genie,
talking with a Fairy Godmother)
Teacher
Observable
DWA, ISAT
ECA
Of Learning:
RIT 201-210 (Enclosing Punctuation)
RIT 211-220 (Enclosing Punctuation)
744.02 a
Learning
Continuum
Use
underlining
for titles
Teacher
Observable
DWA
ECA
ISAT
744.02 a
Comma
Usage:
Dependent
and
Independent
Clauses
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Performance
Objectives
744.02 a
Appropriate
Marks in
Dialogue
©State of Idaho 2003
Sample
Sequence
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
For Learning: Have students write a
comparison/contrast paper about a book,
movie, or play. Encourage them to
punctuate the titles correctly.
Of Learning:
RIT 211-220
RIT 221-230
For Learning: Have students work in
pairs. One partner writes at least 10
independent clauses that tell a story; then
the partner adds the subordinate clauses
to the sentences punctuating correctly.
Of Learning:
See Test Items Under Commas
Review apostrophe rules,
especially the plural
possessive rule. Have
students complete
sentences inserting the
apostrophes correctly.
Assign each student in the
class a certain punctuation
mark. Then read a passage
which includes dialogue, etc.
Have the students stand,
clap, etc. when their
punctuation mark is used.
Next read another passage
without the punctuation
marks and have the
students clap, etc. where
the appropriate mark should
be.
Give students a list of
different types of titles. Ask
students to complete each
type with an example
punctuated correctly.
Create a worksheet of
sentences and have
students practice combining
them into complex
sentences, punctuating
correctly.
Family Links:
12
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Learning
Local
Sample Assessment and
Continuum
Curriculum
Sample Quizzes
and other
State
Standard
and
Benchmark
744.02 a
Comma
Usage:
Prepositional,
Participle and
Appositive
Phrases
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
High
Frequency
Spelling
Words
Teacher
Observable
DWA
ISAT
ECA
744.02 a
Learning
Continuum
Spelling:
Conventional
Rules
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
744.02 a
Spelling:
Application of
Rules
(prefixes /
suffixes)
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources
Performance
Objectives
Conventions: Spelling
744.02 a
©State of Idaho 2003
Sample
Sequence
Teacher
Observable
DWA
ECA
ISAT
For Learning: Give students a list of
phrases which can be used as participles.
Have the students use the phrases
correctly as participles in a paragraph.
Of Learning:
See Test Items Under Commas
Color Parts of Speech
Teach the difference
between the verb phrase
and a participial phrase;
include the use of commas
to show a participial phrase.
http://webster.com
mnet.edu/grammar/
index.htm
Return to Top
For Learning: Have students use the
word correctly in the sentence. Then
draw a picture showing the meaning of the
word.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Play Wheel of Fortune as a
class activity or in groups.
Of Learning:
See Test Items Under High Frequency
Words
For Learning: Give students a list of
spelling words to use in a paragraph. The
paragraph should make sense. Correct
punctuation, capitalization, and spelling
will be graded.
Of Learning:
See Test Items Under High Frequency
Words
Have students compile a list
of frequently misspelled
words, homonyms, etc.
Weekly add to/review these
words. When assigning a
writing project, remind
students that these words
must be spelled correctly.
Review the spelling rules
with students. Next hold a
relay race with each row of
students being a team.
Announce each word and let
the students race to spell it
correctly on the board.
Review rules for adding
prefixes and suffixes. Then
give students a list of
words—some spelled
correctly/incorrectly. Have
them identify the words
spelled correctly and why.
Have them correct the
misspelled words.
http://www.wolinsky
web.com/word.htm
Spelling Lists
Family Links:
13
Idaho State Curriculum Guide Language/Writing 8th Grade
©State of Idaho 2003
Idaho State Standards—8th Grade Writing
Return to Top
669.
LANGUAGE ARTS/COMMUNICATIONS STANDARDS.
01.
Languages and Communications. Language, the gateway to learning, provides our most powerful and readily
available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications,
language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal
identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks.
Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students
exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and
consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.
02.
Local District Book Lists. Local districts may determine book lists to support the Language Arts/
Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide
suggested grade-level lists.
742. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 8, SECTIONS 743 THROUGH 747.
The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications.
They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.
744. WRITING.
Rationale: Write to demonstrate skill and conventions according to purpose and audience.
Standard - The student will:
01. Understand and use
the writing process.
a.
Return to Pre-writing
Return to Drafting/Revising
Return to Approp. Format
b.
Return to Variety of Formats
Content Knowledge and Skills:
Understand and use steps of the
writing process:
- Brainstorm;
- Draft;
- Revise;
- Edit;
- Publish.
Write in a variety of formats to
specifically record, generate, and
reflect upon ideas.
i.
ii.
i.
ii.
Return to Approp. Format
Return to Style/Vocabulary
c.
Identify and use appropriate style and
vocabulary for a particular audience,
voice, and purpose.
i.
ii.
Samples of Applications:
Participate in writing workshops to share
ideas, respond to drafts, and provide
constructive feedback.
Given three unrelated topic sentences, write
at least five related facts that support each
topic sentence.
Create learning logs, personal learning
records, laboratory reports, notes, and
journals.
Write a "list" paragraph that includes
related and equally important ideas that
begin with such phrases as "Music is…"
or "Parents understand little about…"
Create lists of "empty" adjectives: nice,
cool, awesome, neat, bad, and good.
Select alternative and more specific
adjectives to replace them.
Replace all "passive" verbs with "active"
verbs within an essay to strengthen voice
and clarity.
14
Idaho State Curriculum Guide Language/Writing 8th Grade
02. Write and edit for
correctness and
clarity.
a.
Return to Editing/Proofing
Return to Sentence
Structure/Type/Kind
Return to Grammar Section
Determine and apply rules and
conventions for the following:
- Eight parts of speech, dependent
and independent clauses, and
common phrases to include
prepositional participle, infinitives,
gerunds, and appositives;
- Punctuation;
- Capitalization;
- Spelling;
- Legibility.
i.
ii.
iii.
Return to Capitalization
Section
Return to Punctuation
Section
Return to Spelling Section
iv.
v.
Return to Variety of
Elements
b.
Return to Approp. Format
c.
Return to Variety of
Elements
Return to Details
Return to Composition
Forms
Return to Variety of
Components
Incorporate a variety of elements of
writing:
- Alliteration;
- Figurative language;
- Hyperbole;
- Metaphor;
- Personification;
- Vocabulary;
- Idiom.
Convey clear and focused main ideas,
supported by details and examples
that are appropriate to topic, audience,
and purpose.
- Use topic sentences, appropriate
word choice, a variety of sentence
structures, parallelism, transitions,
paragraphing, indentation,
organization, and documentation of
sources;
- Choose tone, voice, style, mood,
and persona appropriate for various
purposes, disciplines, and audience
i.
ii.
iii.
iv.
v.
©State of Idaho 2003
Use the Ninth-Grade Direct Writing
Assessment Scoring Standard, a checklist,
and handbook to guide proofreading.
Participate in peer editing process. Use
student-friendly scoring standards and
anchor papers.
Practice, use, and apply spelling rules in
daily writing.
 Double final consonant of a word whose
final syllable is accented and which ends
with a single vowel and consonant before
adding a suffix that begins with a vowel.
 Add "s" to words ending in a vowel plus
"y" (key/keys).
 Drop the final "e" before adding a suffix
that begins with a vowel (have/having).
 Add "es" to nouns that end with 's," "ss,"
"sh," "ch," or "x" to make them plural.
 Keep the final "e" when adding a suffix
that begins with a consonant (late/lately).
 Change the "y" to "i" when adding a suffix
to words that end in consonant "y" unless
the suffix begins with "i."
 Double the final consonant of a word that
ends with a single vowel and consonant
before adding a suffix that begins with a
vowel (get/getting.)
 Add "s" to most nouns to form plurals
(friend/friends).
 Change "f" of "fe" to "v" and add "es" to
some nouns that end in "f" or "fe"
(half/halves, knife/knives).
Appropriately select legible cursive or
manuscript.
Show and break down parts of speech by
diagramming simple, compound, and
complex sentences.
Write business documents, personal letters,
letters to the editor, and essays.
Write thank-you notes.
Write an introduction for a speaker.
Write a sample eulogy.
Write a laboratory or scientific report.
Return to Run-Ons and Fragments
Return to Verb Tense / Sentence Variety
15
Idaho State Curriculum Guide Language/Writing 8th Grade
03.
Write an expository
essay that aligns with
the eighth-grade
writing assessment to
inform and explain.
Return to Expository Essays
a.
Use facts, data, and processes from
technical and non-technical materials
to inform through writing.
Return to Expository Essays
b.
Produce documents in appropriate
format to inform and explain.
i.
ii.
i.
ii.
iii.
04. Write for literary
response and
expression.
a.
Compose a response using ideas and
techniques from a variety of literature
and fine arts that represent many
cultures and perspectives.
i.
ii.
Return to Variety of Formats
iii.
Return to Details
b.
Appropriately use a thesis and
supporting evidence.
i.
ii.
iii.
Return to Variety of Formats
c.
Write and publish original creative
works that include figurative and
descriptive language.
i.
ii.
iii.
05. Write to critically
analyze and evaluate
within the confines of
eighth-grade science
and social studies
curriculum.
a.
Analyze for the following:
- Purpose;
- Ideas;
- Style;
- Structure;
- Effectiveness.
i.
ii.
Return to Editing/Proofing
iii.
Return to Variety of Formats
b.
Use thesis and appropriate supporting
evidence to persuade or inform a
specific audience.
i.
ii.
©State of Idaho 2003
Use such resources as newspapers,
magazines, manuals, and literary works.
Create a newspaper article that organizes
and summarizes gathered research.
Produce memos, letters, résumés,
applications, manuals, instructions,
outlines, collaborative reports, pamphlets,
graphs, charts, and news articles.
Write an imaginary interview to explain or
define information.
Use dialogue to rewrite information
presented in paragraph form.
Analyze two authors' styles. Write a
response that imitates one of the author's
styles.
Write about a particular aspect of a piece of
literature and relate it to own experiences.
Examine three or more selections from the
same author and compare outstanding
features of author’s style.
Write an evaluative essay of a favorite book
or movie.
Respond to essay questions in paragraph
form. Include topic sentences, supporting
details, and conclusions.
Develop a thesis related to a controversial
regional, national, and global current event
topic.
Produce short stories, essays, poetry, and
plays.
Incorporate metaphor, simile,
personification, alliteration, imagery,
consonance, and assonance.
Begin to use such advanced literary devices
as allusion, irony, hyperbole, oxymorons,
and understatements.
Respond to personal, peer, and
professional writing, current events, visual
and performing arts, advertising, and
political/civic discourse.
Compare elements among such folklore as
myths, folk tales, fables, and legends.
Determine such purposes of several tales
as explaining a mystery of nature, teaching
a lesson, or poking fun at human
weaknesses. Consider how authors' ideas,
styles, and structure influence plot.
Respond to essay questions in paragraph
form and include the following:
 Topic sentence
 Supporting details
 Conclusion
Produce a critique, review, proposal, and
editorial.
Explain a personal perspective related to
science, social studies, or other cultural
16
Idaho State Curriculum Guide Language/Writing 8th Grade
©State of Idaho 2003
perspective.
Return to Variety of Formats
c.
Use writing to persuade.
i.
ii.
iii.
06.
Write to gather,
synthesize, and
communicate research
findings.
a.
Return to Research
Return to Research
b.
With teacher support, incorporate a
variety of informational and
technological resources to perform the
following:
- Avoid plagiarism through proper use
of paraphrasing, quoting, and citing;
- When selecting source materials,
consider motives credibility, and
perspectives of authors;
- Formulate thesis or focus and
provide relevant support.
i.
Present research findings.
i.
ii.
ii.
07. Write technical
information.
Identify persuasive language in posters,
commercials, and other print. Create
classroom list.
Use persuasive language in a letter to
convince an audience as to a scientific or
civic point of view.
Prepare an argument used to debate an
opinion.
Practice taking notes from reference
materials which include the following:
 List of main ideas and important details
 Omission of unnecessary words
 Abbreviations
 Teacher's notes from board and
overhead
Locate information within reference
materials that compares or contrasts two or
more things, defines, and explains.
Produce news articles, individual and
collaborative reports, brochures, proposals,
critiques, and multimedia presentations.
Incorporate historical paper research
process:
 Choose and limit topic; prepare research
questions
 Locate reference materials; prepare
bibliography and note cards; and
paraphrase resource materials
 Gather information from at least two
sources; select relevant data
 Summarize information into four- to sixpage report
 Bookmark and create files for information
gathered from Internet
a.
Locate sources.
i.
ii.
Identify, select, and prioritize web sites.
Communicate with others via computer.
b.
Produce technical documents.
i.
ii.
iii.
Interpret and organize information.
Arrange and format text with a processor.
Combine visual text to create multimedia
presentations.
Return to Research
Return to Research
17
Idaho State Curriculum Guide Language/Writing 8th Grade ©State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORES
Return to Top
Approved by the State Board of Education March 6, 2003
READING
Basic
Proficient
Advanced
2
174
182
193
3
185
193
204
4
192
200
211
5
198
206
217
6
203
211
222
7
207
215
226
8
210
218
229
9
213
221
232
10
216
224
235
LANGUAGE
Basic
Proficient
Advanced
2
176
184
197
3
186
194
207
4
193
201
214
5
200
208
221
6
204
212
225
7
207
215
228
8
211
219
232
9
213
221
234
10
214
222
235
MATH
Basic
Proficient
Advanced
2
174
185
201
3
185
196
212
4
194
205
221
5
202
213
229
6
208
219
235
7
214
225
241
8
222
233
249
9
229
240
256
10
231
242
258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards
Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function
independently above their current educational level.



The student demonstrates a comprehensive understanding of all relevant information relevant
to the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above
his/her grade level.
The student can perform skills or processes independently without any significant errors.
PROFICIENT: Meets Standards
Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function independently on all
major concepts and skills related to their educational level.


The student demonstrates a comprehensive understanding of all information relevant to the
topic, at level.
The student can perform skills or processes independently without any significant errors.
BASIC: Below Standards
Back to Top
18
Idaho State Curriculum Guide Language/Writing 8th Grade
©State of Idaho 2003
The student demonstrates basic knowledge and skills usage but cannot operate independently on
concepts and skills related to his/her educational level. Requires remediation and assistance to complete
tasks without significant errors.


The student has an incomplete knowledge of the topic and/or misconceptions about some
information.
The student requires assistance and coaching to complete tasks without errors.
BELOW BASIC: Critically Below Standards
Back to Top
The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or
knowledge sets without significant remediation.


The student has critical deficiencies of relevant knowledge of topic and/or misconceptions
about some information.
The student cannot complete any skill set without significant assistance and coaching.
19
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-230
Capitalization
Adjectives &
Titles


Return to
Curriculum
Guide



Capitalize first word of a quotation
Distinguish sentences using
quotations that are not capitalized
correctly
Capitalize the first word in the
sentence and the first word of a
quotation
Capitalize the first word in the
sentence, the first word of a
quotation, and proper nouns
Capitalize the beginning of each
sentence in a group of sentences,
including quotations within
sentences



In a quotation, capitalize only the

first word if the sentence continues
past the part identifying the speaker

Compass directions – when to and
not to capitalize them
Full names, including titles
In a quotation, capitalize only the
first word if the sentence continues
past the part identifying the speaker
All titles
20
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Fundamental
Rules
Return to
Curriculum
Guide
Fundamental
RulesBeginning
Capitalization
Return to
Curriculum
Guide



RIT 201-210
 Format: Most of the items in
this range require correct
identification of more that one
capitalization error, either
missing capitals or incorrect
capitals
 Format: Longer passages in
many of the items
 Generalize rules of when to
capitalize the first word:
sentences, poems, letter
greetings
 Differentiate between similar
common and proper nouns
 Radio and TV station initials
 All titles: which words should
and should not be capitalized
 Compass directions: when they
are correctly and incorrectly
capitalized
Capitalize the first word in the
greeting and closing of a letter
Capitalize the first word in the
sentence
Capitalize only the first word in a
multi-word greeting or closing





RIT 211-220
Format: Most items also call on
finer distinctions between common
and proper nouns, depending on
how they are used in the sentence
(Mother, my mother)
Format: Sentences contain various
combinations of correctly and
incorrectly used capital letters,
generally relating to use in
quotations, but also first words in
sentences, proper/common nouns,
capitalizing multiple sentences in a
paragraph
All titles: what to capitalize and
what not to capitalize
Generalize capitalization rules
Capitalize only the first word in the
greeting and closing of a letter with
no proper nouns




RIT 221-230
Format: Sentences contain
various combinations of
correctly and incorrectly used
capital letters, generally
relating to use in quotations,
but also first words in
sentences, and proper/common
nouns
Distinctions between common
and proper nouns, depending
on how they are used in the
sentence (Mother, my mother)
Generalization of capitalization
rules – classifying types of
nouns that should be capitalized
When to capitalize family
relationships
21
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Proper Nouns

Return to
Curriculum
Guide








RIT 201-210
Full names, including titles and
initials
Particular places, points of
interest, buildings, monuments
Teams, organization,
government bodies
Countries and continents
Historical events and eras
Companies, stores, products
Classes, schools
Ships
Identify proper nouns





RIT 211-220
Countries, nationalities, languages
Holidays, special events
Places, rivers, parks, bridges,
monuments…
Artistic groups
Buildings, businesses, stores


Return to
Curriculum
Guide







Combine sentences into paragraph 
structure

Look for patterns of organization in
a paragraph

Order sentences into a concise
paragraph
Give directions in a systematic
order
Use correct business letter structure
Define parts of a research paper
Define purposes of poetry (i.e.
feelings, moods, expressions)
Define paragraph by genre
Identify parts of the newspaper






Writing Composition and Structure
Appropriate
Format

Use standard forms of indentation
Review several paragraphs and
choose the best organization
Determine the pattern of
organization in a lengthy passage
RIT 221-230
Full names, professional and
family titles
Holidays and special events
Nationalities, languages,
countries, continents
Towns, cities, particular
geographic locations (___
Valley, Mt. ___)
Organizations, clubs, teams,
groups
Classes, courses
Religions
22
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Appropriate
Style and
Vocabulary


RIT 201-210
Focus on exclamatory sentence
structure
Choose the best definition for the
term “topic sentence”


Return to
Curriculum
Guide
Composition
Forms

RIT 211-220
Choose best opening paragraph in a
narrative piece of writing
Use of vocabulary of declarative,
imperative, interrogative and
exclamatory terms

Write limericks
Define composition forms in
lengthy passages

Select clear details for paragraph

Edit sentences into multiparagraphs
Determine method of organization
(i.e. order of events, from examples
to main idea, go from main idea to
examples)
Return to
Curriculum
Guide
Details
RIT 221-230
(221-230)
 Select sentences that support topic
sentences
 Select sentences that support
conclusion
 Identify all four sentence forms
within a lengthy paragraph
(231-240)
 Find the four sentence types within
a given paragraph
Return to
Curriculum
Guide
Variety of
Components

Return to
Curriculum
Guide
(221-230)
 Identify topic sentence when it is
not the first sentence of the
paragraph
(231-240)
 Edit sentences to create complete
paragraphs
23
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-230
(221-230)
Variety of
Elements

Determine mode by reading a
lengthy passage
Return to
Curriculum
Guide
(221-230)
 Write in
Variety of
Formats
the persuasive mode
Return to
Curriculum
Guide
Grammar and Usage
Adjective
Form
Return to
Curriculum
Guide




Use comparatives “less, least”

correctly
Understand the meaning of

comparative adjectives
Identify adjectives used in a

sentence
Recognize correctly and incorrectly
used comparative forms



(221-230)
Recognize that adjectives are
words that describe things
 Recognize correctly and incorrectly
used comparative forms, use tricky
Use comparatives “-y, -ier, -iest”
context clues to determine correct
correctly
use
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
adjective
Understand the use of the
adjective-forming suffix “-al”
when added to nouns ending in “–
tion” (inspiration, inspirational)
Understand that comparative –er
means to compare two things
Understand the correct use of
“good” as an adjective, not an
adverb
24
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Adverb Form

Return to
Curriculum
Guide



Clauses
Return to
Curriculum
Guide

RIT 201-210
Understand that adverbs can tell
“where, when, or how”;
Identify adverbs that tell “when”
Use comparative adverbs correctly
Understand the meaning of
comparative adverbs
Understand the intended meaning
of a particular clause




RIT 211-220
RIT 221-230
Format: Longer sentences, more
difficult vocabulary
Recognize correct and incorrect use
of adverbs, including comparative
adverb forms
Recognize correct and incorrect
comparative adverb forms for
words ending in –ly
(221-230)
Identify the main clause in a
sentence
 Identify a dependent clause
25
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”

Irregular
Verb Forms

Return to
Curriculum
Guide
Negative
Forms
Return to
Curriculum
Guide



RIT 201-210
Format: Difficulty of vocabulary
increases in this RIT range
Determine which verb to use in
sentences with or without auxiliary
verbs

Recognize the correct use of only

one negative in a sentence: no more
than; hasn’t any
Recognize that two negatives in a
sentence is not Standard English
Use “n’t” contractions correctly
RIT 211-220
Identify troublesome irregular
verbs (lie/lay, sit/set, etc.)
Recognize the correct use of
negatives “hardly” and “scarcely”
RIT 221-230
(221-230)
 Determine which verb to use in a
sentence with or without an
auxiliary verb
 Identify correct form of less
commonly used irregular verbs
(221-230)
 Recognize the correct and incorrect
use of negatives “hardly” and
“scarcely”
 Recognize the correct use of only
one negative in a sentence: haven’t
anything
(231-240)
 Recognize the correct and incorrect
use of negatives “hardly” and
“barely”
 Recognize the correct use of only
one negative in a sentence with
complex phrasing: has nothing;
aren’t any; hasn’t he ever; isn’t
any; scarcely had we
26
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Noun Forms
Return to
Curriculum
Guide







RIT 201-210
Recognize the correct plural form
of a noun
Understand the meaning of a
singular possessive noun
Recognize the correct irregular
plural form of a noun
Identify which word is not a plural
noun
Recognize the correct use of a
plural noun in a sentence
Distinguish possessive nouns from
contractions
Recognize a collective noun as
being singular, distinguishing it
from plural nouns




RIT 211-220
Recognize which is not a correct
irregular plural noun
Identify a plural possessive noun
Distinguish plural nouns from
singular collective nouns, nouns
that end in ‘s’, and possessive
nouns
Identify a noun that is an idea or a
feeling, not just a person, place, or
thing
RIT 221-230
(221-230)





Understand the meaning of a plural
possessive noun
Recognize the correct possessive form
of a word
Distinguish a possessive noun from a
plural noun or a noun used as a
contraction with ‘s for “is”
Recognize the correct irregular plural
form of nouns not commonly used
(Latin roots like data-datum; open
compounds like lady in waiting)
Distinguish irregular plurals from
words that are not plural
(231-240)


Recognize the correct plural spelling
of a noun ending in “y” when just an
‘s’ is added
Recognize the correct plural forms of
irregular and not frequently used
plurals
27
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
NounPronoun
Antecedent


Return to
Curriculum
Guide

Phrases
Return to
Curriculum
Guide



RIT 201-210
Identify the noun replaced by a
pronoun
Replace more than one noun with
the correct pronouns, matching
gender and type of pronoun:
nominative, objective, and
possessive
Use the correct pronoun in one
sentence to match the number and
gender in another: them
Vocabulary: prepositional phrase
Identify a prepositional phrase
Recognize a phrase telling “which”
RIT 211-220




RIT 221-230
(231-240)
 Recognize clear or unclear
pronouns-antecedents
Recognize what part of the
sentence a prepositional phrase
modifies
Recognize a prepositional phrase
used as an adjective
Recognize the meaning of a verb
phrase
(221-230)
 Recognize a simple noun phrase
 Recognize and identify a
prepositional phrase containing
‘in’, ‘toward’, ‘with’, ‘around’,
‘into’
(231-240)
 Recognize and identify a
prepositional phrase containing
‘within’
 Recognize adverb and adjective
phrases
28
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Idaho State Curriculum Guide Language/Writing 8 Grade
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ISAT “Sub-Goal”
Pronoun
Forms
Return to
Curriculum
Guide




RIT 201-210
Recognize the correct and incorrect
use of nominative, objective,
possessive, and demonstrative
pronouns
Use objective pronouns correctly in
a complex sentence: Everyone
except ___…
Recognize correct and incorrect use
of “their, they’re, and there”
Use reflexive pronouns correctly:
themselves








Run-on
Sentences &
Fragments


Return to
Curriculum
Guide
Recognize complete and
incomplete sentences (first time
this term appears)
Recognize a group of words as an
incomplete sentence or a question

RIT 211-220
Identify which word in a sentence
is the pronoun
Recognize the correct and incorrect
use of reflexive, nominative,
possessive, and objective pronouns
Understand the meaning of a
pronoun: “all of us” = “we”
Use nominative case pronouns
correctly
Use nominative pronouns correctly
in compound subjects
Recognize the correct and incorrect
use of “I” in a compound subject or
in a list
Recognize the correct and incorrect
use of reflexive pronouns:
themselves, itself, herself,
ourselves
Use indefinite pronouns in a phrase
correctly: “___ of the people
were…” (few, each, one, either)
Identify sentence fragments
RIT 221-230
(221-230)
 Recognize the correct and incorrect
use of nominative and objective
case pronouns in complex
sentences
 Use nominative pronouns followed
by a noun correctly: We boys
will…
 Use nominative pronouns correctly
as the first word in a compound
subject
 Use indefinite pronouns correctly:
“___ of the girls is …” (many,
some, either, several)
 Distinguish “that” used as a
pronoun from “that” used as an
adjective
 Recognize the correct and incorrect
use of “who, who’s, and whose”
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ISAT “Sub-Goal”
Sentence
Structure/
Type/Kind
Return to
Curriculum
Guide





RIT 201-210
Identify compound sentences
Identify sentence patterns (some
articles and possessive pronouns
used in short, simple sentences):
noun–verb, noun-verb-noun
Change the word order and keep
the same meaning
Add a phrase to form a complete
sentence
Verbalize what sentence part is
needed to form a complete
sentence: subject, object, adjective,
or subordinate clause






Subject &
Predicate
Return to
Curriculum
Guide

Name the two main parts of a
sentence

RIT 211-220
Identify sentence patterns
(sentences with articles, simple
adjectives): noun-verb, noun-verbnoun, noun-verb-verb
Identify a sentence as simple or
compound
Complete sentences correctly with
words or phrases
Recognize sentences with clear
meaning and correct form
Name the part of the sentence
needed to complete a sentence:
adjective to complete the linking
verb
Recognize complete complex
sentences
Identify the subject of a sentence
RIT 221-230
(221-230)
 Identify sentence patterns
(sentences containing adjectives
and helping verbs): noun-verb,
noun-verb-noun, noun-linking
verb-noun
 Determine the correct verb forms
or verb phrases to use in compound
or complex sentences
(231-240)
 Identify a complex sentence
(221-230)
 Identify the predicate of a sentence
 Identify the part needed to
complete a sentence: subject,
object, or adjective to complete the
linking verb
 Verbalize that a predicate contains
a verb
30
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Idaho State Curriculum Guide Language/Writing 8 Grade
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ISAT “Sub-Goal”
Subject/Verb
Agreement

Return to
Curriculum
Guide
Variety of
Sentences
Return to
Curriculum
Guide


RIT 201-210
Recognize the correct use of
subjects or verbs in the following
cases:
o Singular subject – linking verb
o Singular subject – main verb
o Plural subject – linking verb
o Plural subject – auxiliary verb
Sentences have more complex
syntax and phrasing, more difficult
vocabulary
Identify sentences that tell past,
present, or future



RIT 211-220
Recognize the correct use of
subjects or verbs in the following
cases:
o First person singular subject –
main verb
o Identify a singular subject by
recognizing form of the verb in
the predicate
Understand that sentences tell past,
present, or future
Identify which sentence tells past
RIT 221-230
(221-230)
 Recognize the correct use of
subjects or verbs in the following
cases:
o Complex subject (“one of the
__s”, “all of the __s”) – linking
verb
o “There” – linking verb – plural
noun
o Indefinite pronoun – linking
verb
31
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Idaho State Curriculum Guide Language/Writing 8 Grade
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ISAT “Sub-Goal”
Verb
Tenses
Return to
Curriculum
Guide





RIT 201-210
Understand the tense and meaning
of verbs, replace with similar verbs
of the same tense and meaning
Determine the correct verb tense to
use in a sentence
Determine the correct verb form to
use in a sentence: irregular verbs,
verbs used with auxiliary verbs
Identify present tense verbs
Determine the correct verb phrase
to use in a sentence







RIT 211-220
RIT 221-230
Determine the correct verb form to (221-230)
use in a sentence
 Recognize sentences in which the
subject of the sentence is the
Identify the verb form not used
“doer” of the action
correctly in a sentence
Recognize verbs that have the same
form for both present and past
tense
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
verb
Determine which verb to use in a
sentence in which the auxiliary
verb is separated from the main
verb
Understand the meaning of a
complex verb phrase
Determine which verb form is
correctly used in a complex
sentence
Punctuation
Appropriate
Marks in
Dialogue
Return to
Curriculum Guide


Use quotations in titles
Use parentheses around nonessential phrases


Use quotations in quoted material
Use single quotation inside
quotation marks
32
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Idaho State Curriculum Guide Language/Writing 8 Grade
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ISAT “Sub-Goal”
Dependent
and
Independent
Clauses/
Comma
Usage

RIT 201-210
Use commas between two main
clauses in a complex sentence

RIT 211-220
Use commas between two main
clauses in a compound complex
sentence
RIT 221-230
Return to
Curriculum Guide
Prepositional,
Participle and
Appositive
PhrasesComma Usage

Use commas after participial
phrases in a lengthy paragraph

Use apostrophes in possessive
plurals
Use apostrophes with helping verb
and “not”

Use apostrophes for subject and
helping verb contractions
Identify different meanings of the
same sentence when end
punctuation is changed
Identify incorrect end punctuation
Identify periods when given a
paragraph

Identify correct punctuation in a
16-20 word compound sentence
Use correct punctuation when
sentence ends with an abbreviation
Identify correct punctuation in a 57 sentence paragraph
(231-240)
 Use commas around dependant
clauses in compound, complex
sentences
Return to
Curriculum Guide
Use
Apostrophes

Return to
Curriculum Guide
Use
Appropriate
End
Punctuation
Return to
Curriculum Guide





(221-230)
 Use apostrophes for plural
possessives in a compound
sentence
33
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Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Use Commas
Appropriately

Return to
Curriculum
Guide



RIT 201-210
Use commas after a direct address
in an imperative sentence
Use commas after participial
phrases in a lengthy paragraph
Use commas in non-essential
parenthetical phrases
Use commas around interrupting
phrases contained within the
sentence
Use
Underlining
in Titles
Return to
Curriculum Guide
Spelling
Accuracy and
HighFrequency
Words

Format: Generally more difficult,
commonly misspelled words
Return to
Curriculum Guide
Application of 
Rules
(prefixessuffixes)

Return to
Curriculum Guide
Recognize correctly and incorrectly
applied basic spelling rules when
adding endings or affixes
Recognize when to double final
consonant before adding ending


RIT 211-220
Use commas in a direct quotation
Use commas around non-essential
phrases


Underline movie titles
Underline magazine titles
RIT 221-230
(221-230)
 Use commas to separate adverbial
introductory clauses in a complex
sentence

Underline play titles
34
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Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Conventional
Rules


Return to
Curriculum Guide
RIT 201-210
Distinguish the correct spelling of a 
word from incorrect versions
Identify which word is or is not
spelled correctly
RIT 211-220
Troublesome spelling patterns:
 -ance/-ence
 ei/ie
 -ary/-ery
 plural form of words ending in
“o”


RIT 221-230
Tricky, troublesome words
Distinguish which homograph is
not correctly used
Writing Process
Drafting and
Revising Skills
Return to
Curriculum
Guide










Use participial phrases in correct
word order
Use of figurative speech in context
Select the best title for a piece of
work
Use precise language
Correct use of transitional
expressions
Use vivid descriptors
Use adverbial clauses in complex
sentences
Avoid run-on sentences
Use sentence variety
Use correct word order when using
adjective phrases









Revise syntax for correct order
Use subject-verb agreement
Use a variety of sentences from
simple to complex
Use infinitive phrases to denote
emphasis
Use subordinating clauses
Edit for misplaced modifiers
Combine sentences to make
compound and complex
Use parts of a news story for
complete description of an event
Write strong conclusions
(221-230)
 Use exaggeration to make
statement
 Use adverbial clauses
 Ask leading questions
 Use gerund phrases
(231-240)
 Use metaphors as a figure of
speech
35
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Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Editing and
Proofreading
Processes
Return to
Curriculum
Guide





RIT 201-210
Use capitals in magazine,
newspaper, essay and titles
Use commas in letter closure
Punctuate introductory dependant
clauses
Capitalize inside addresses
Punctuate non-essential
parenthetical phrases with commas




RIT 211-220
Use commas in a series of
participial phrases
Use strong topic sentences with
strong verbs
Use capitals in a letter closure
Use abbreviations in appropriate
places
RIT 221-230
(221-230)



(231-240)




Pre-Writing
Skills
Return to
Curriculum
Guide




Choose formal or informal
language
Select purpose of paragraph
Choose syntax that illustrates point
of view
Outline expository mode




Create comprehensive outlines
Use compound sentence selection
Outline verbiage for imaginative
stories
Categorize using main topic as
guideline
Use complex sentence order in
paragraph
Use verb phrases
Use exaggerated figures of speech
for emphasis
Identify strong adverbs
Identify indefinite pronouns
Use metaphors for emphasis
Conjugate irregular verbs correctly
(221-230)






Select words based on main topic
Outline a complex topic selection
Choose appropriate words for a
selection
Evaluate possible point of views
(i.e. personification)
Choose vivid descriptors
Select method for brainstorming
36
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Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
Capitalization
ISAT “Sub-Goal”
New Vocabulary
RIT 161-170

Return to Top
capital letter, capitalized,
underlined, sentence, missing
words
RIT 171-180

RIT 191-200

direct quotation, proper noun,
place, phrase, address,
magazine
pronoun, name
RIT 181-190

RIT 201-210

closing, book title, paragraph
greeting, letter, title, note, list
RIT 211-220

No new vocabulary above last RIT
band.
37
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Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
Composition and Structure
ISAT “SubGoal”
New Vocabulary
RIT 161-170

Return to Top


RIT 171-180
poem, letter, story, ad, statement, 
command, question,
exclamation, style, sentence,
rhyme, book, paragraph
RIT 191-200
title, information, review,
author’s purpose, narration,
persuasion, sequence,
composition
RIT 221-230
descriptive writing, incomplete
sentence

missing word, first, ending, last,
greeting, describe
RIT 181-190

topic sentence, best order, correct
order, chronological order, parts of a
letter, passage, complete sentence,
main idea
RIT 211-220

limerick, formal essay, drama,
declarative sentence, imperative
sentence, interrogative sentence,
tone, mood, pattern of organization
RIT 201-210
exclamatory sentence,
encyclopedia, supporting detail
RIT 231-240
38
th
Idaho State Curriculum Guide Language/Writing 8 Grade
Grammar and Usage
RIT 161-170
ISAT “SubGoal”
New Vocabulary

Return to Top
underlined, missing word, more
than one, complete sentence,
Standard English, pronoun,
correct
RIT 171-180

RIT 191-200

simple sentence, comparative
forms, suffix
noun phrase, dependent clause,
possessive noun, conjunction
noun, past tense, wrong, word
order
RIT 181-190

subject, predicate, incomplete
sentence, run-on sentence, phrase,
verb, plural, question, paragraph,
singular, action word, verb phrase,
clause
RIT 211-220

modifies, main clause, plural
possessive, irregular verb, simple
sentence, compound sentence,
complex sentence, compoundcomplex sentence
RIT 201-210

RIT 221-230

©State of Idaho 2003
fragment, compound sentence,
prepositional phrase, present
tense, adjective, nonstandard
English, linking verb, adverb,
possessive, dependent clause
RIT 231-240

adverb phrase, adjective phrase,
pronoun’s antecedent
39
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
Punctuation
ISAT “Sub-Goal”
New Vocabulary
RIT 161-170

RIT 171-180
comma, contraction, punctuate, 
right mark, sentence
Return to Top
RIT 191-200

quotation marks, possession,
address, phrase, salutation,
colon, semicolon
plural possessive

RIT 201-210

RIT 221-230

punctuation mark, exclamation
point, question mark,
apostrophe, period
RIT 181-190
parentheses, hyphen, rough draft
RIT 231-240

letter, ownership
RIT 211-220

possessive noun
40
th
Idaho State Curriculum Guide Language/Writing 8 Grade
©State of Idaho 2003
Writing Process
ISAT “Sub-Goal”
New Vocabulary
RIT 161-170

Return to Top
RIT 171-180

sentence, letter, picture, period,
capital letter, misspelled,
proofread, missing word, choose,
list, question, correct order
underlined, phrase, describe,
story, question mark,
incomplete sentence, topics,
main topic, outline, complete
sentence
RIT 181-190
comma, initials, compound
sentence, main headings,
punctuation mark, exclamation
point, poem, book report, fairy tale,
directions, advertisement, mood,
catalog

RIT 191-200

comparison, point of view,
persuasive argument, narrative,
description, quotation marks,
syntax, title, revising, first draft,
editing
RIT 201-210

RIT 221-230

nonparallel construction,
sentence fragment, faulty tense
change, irony, exaggeration,
fragment

run-on sentence, formal and
informal language,
composition, simile,
subheading, detail, sub-detail,
style, figure of speech, suffix,
capitalization, caret (editing
mark), research report,
apostrophe
RIT 231-240
RIT 211-220

tone, summary, synonym,
personification, metaphor,
fantasy, complex sentence,
rough draft, personal narrative
41
Idaho State Expanded Curriculum Guide Language/Writing 8th Grade
©State of Idaho 2003
Sample Test Items
Basic Grammar and Usage RIT 201-210
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Basic Grammar and Usage RIT 211-220
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42
Idaho State Expanded Curriculum Guide Language/Writing 8th Grade
©State of Idaho 2003
Basic Grammar and Usage RIT 221-240
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Capitalization RIT 201-210
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Capitalization RIT 211-220
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Capitalization RIT 221-240
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Composing and Writing Process RIT 201-210
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43
Idaho State Expanded Curriculum Guide Language/Writing 8th Grade
©State of Idaho 2003
Composing and Writing Process RIT 211-220
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Composing and Writing Process RIT 221-230
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Composition Structure RIT 201-210
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Composition Structure RIT 211-220
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Composition Structure RIT 221-240
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44
Idaho State Expanded Curriculum Guide Language/Writing 8th Grade
©State of Idaho 2003
Punctuation RIT 201-210
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Punctuation RIT 211-220
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Punctuation RIT 221-240
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45
Idaho State Expanded Curriculum Guide Language/Writing 8th Grade
©State of Idaho 2003
Resources
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