GRADE EIGHT

English/Language Arts Standards

 

Reading

 

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

 

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

 

Vocabulary and Concept Development

 

1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 3 - Understand that printed materials provide information

        Identify environmental symbols/signs/cues (FPI 3.1)

        Match symbol/cue to activity or function (FPI 3.2)

        Follow a list/schedule of activities (FPI 3.3)

Standard 5 - Read one-syllable or high frequency words

        Identify high frequency/functional words (FPI 5.3)

††††††††††† Standard 19 - Share information and ideas, speaking audibly in complete,

††††††††††† coherent sentences

        Communicate information using a complete sentence, using gestures, actions, voice output device, or vocalizations (FPI 19.5)

CSB Activities

        Read, or listen through audio sources, for literal and figurative language.† List examples and match the examples to one of the literary devices (idiom, analogy, metaphor, and simile). (Academic/Compensatory)

        When teachers read stories, magazine and news articles, students will determine if the author was being literal (that what was said happened in a concrete way) or whether the author was using figurative language (that was said was more representative or, possibly make-believe). (Compensatory)

        Students will use real objects (literal) and objects of representation (figurative) to support their learning of this concept (toy dog or plastic dog next to our CSB dog named Dizzy). (Compensatory)

 

1.2 Understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings.

Braille Standard

Same as state content standard as written above.

SEACO:† N/A

CSB Activities

        Through class discussions abut historic events, students will become familiar with common Greek or Latin phrases (e.g. e pluribus unit). (Academic/Social)

        Students will be able to analyze a word and separate its root from its affixes and give its definition based on the word segments. (Academic)

        Students will be able to identify the historic periods of Greek literature, biblical writings, writings of the Renaissance, and give a few examples from each period of words and phrases that we use today. (Academic)

        Students will be able to tell if local idioms (or sayings) that they use are new or old and from the language culture or country from which they may have came.† (e.g. faster than a speeding BART train v. que sera sera) (Social)

 

1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.

Braille Standard

Same as state content standard as written above.

SEACO:† N/A

CSB Activities

        When asked about a word meaning that student has chosen to use, student will be able to tell why he used the word in the context in which he did. (Academic)

        Students will restate their intent to make a request, ask a question, or offer an opinion when they are misunderstood by restating in a new way, giving a comparison or contrasting example of their intent using spoken or written words or communication devices in an intentional and polite manner. (Compensatory)

 

2.0 Reading Comprehension (Focus on Informational Materials)

 

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

 

The grade-level-appropriate materials must be made available in braille to braille readers in a timely manner.

 

Structural Features of Informational Materials

 

2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, and instruction manuals).

Braille Standard

Same as state content standard as written above.

SEACO

Standard 3 - Understands that printed materials provide information

        Match symbol cue in activity or function (7th) (FPI 3.2)††††

        Use printed materials to provide/obtain information (7th) (FPI 3

Standard 10 - Ask and answer questions about essential elements of a text

        Respond to simple questions about text (7th) (FPI 10.2)

        Recall events/story (7th) (FPI 10.3)

Standard 12 - Identify the structural features of popular media and use the features to obtain information

        Use printed material to obtain information on desired item (7th) (FPI 12.2)

        Use computer search engine to locate desired information (7th) (FPI 12.3)

CSB Activities

        Students will read and interpret written contracts for purchase of major items (e.g., a vacuum cleaner, refrigerator, stove, washer and dryer). (DLS)

        Student will read and interpret warranty information to determine what is covered and what is not. (DLS/R&L)

        Students will demonstrate a basic understanding of safety cautions and instructions. (Compensatory)

        Students will be familiar with the food pyramid, balanced diet, and food labels. (DLS)

 

2.2 Analyze text that uses proposition and support patterns.

Braille Standard:

Analyze text that uses proposition and support patterns.

SEACO

Standard 11 - Identify the main events of the plot, their causes, and the influences of each event on future events.

        Sequence story line (7th, 8th) (FPI 11.1)

        Predict what will happen next when given a short story or social situation (7th, 8th) (FPI 11.2)

        Determine cause by given effect or effect by given cause (7th 8th) (FP 11.3)

CSB Activities

        Students will analyze written advertisements in magazines to determine what they are actually selling and how the ad and picture support the product or service. (Compensatory/R&L)

        Students will analyze a news article to determine how the author proposed and supported his position. (Compensatory)

        Students will analyze claims about food and nutrition prior to buying certain foods for lunch preparation. (DLS)

        Students will use optical aids such as magnifiers and screen readers to read literary text, as well as Braille materials. (VE/Braille)

        Students will read descriptions of different careers and determine if they are interested. (Vocational)

 

Comprehension and Analysis of Grade-Level-Appropriate Text

 

2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students compare and contrast how a historical fiction novel differs from a history book representation of the same time period. (Academic)

        Students read literature from the NFB and ACB and compare and contrast their position on various issue related to blindness. (Academic/Social)

        Students read recipes in a variety of cookbooks to compare preparing the same type of meal. (DLS)

        Students use the internet to search different web sites products to learn which are accessible and well written. (O&M)

 

2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Read a novel either in print, Braille, or auditory and then find an abridged version to note the differences. Read the summary on the book jacket of a novel and determine if it accurately portrayed the story. (Academic/Braille/Compensatory)

        Read or have someone else read the summary of a TV show in the TV Guide and watch the show to determine if the summary was accurate. (Compensatory/Social)

        Download directions to an O&M lesson location. (O&M/Technology)

 

2.5 Understand and explain the use of a complex mechanical device by following technical directions.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Learn the technical directions for using a Braille Note. (Technology)

        Learn the technical directions for using JAWS and/or ZoomText. (Technology)

        Students learn how to use tape recorder and computers to listen to books and music. (Compensatory)

        Students learn how to use a microwave oven to prepare food. (Technology)

 

2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students use School Handbook to find information about school policies. (Academic)

        Students use internet to solve computer problems by going to the website and downloading necessary software. (Technology)

        Students call AC Transit to plan a trip for O & M. (O&M)

        Students learn how to use Paratransit to go to personal appointments. (O&M)

 

Expository Critique

 

2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Evaluate different types of text for the above characteristics related to grade level reading. (Academic)

        Evaluate the differences in structure from a newspaper article to a short story or poem. (Academic/Compensatory)

        Read the lunch menu every day. (DLS)

        Evaluate the merits of a particular cookbook or recipe as to clarity and ease of use. (DLS)

 

3.0† Literary Response and Analysis

 

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

 

Structural Features of Literature

 

3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, and sonnet).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Have each student choose a particular type of poetry and explain the purposes and characteristics of that type to the class. (Academic)

        Students will become familiar with the names of different types of poetry and outstanding poets in each type. (Academic)

        Students choose a particular poem to recite for a class performance or talent show. (Speaking)

        Learn how to access poems from the internet for pleasure. (Technology)

 

Narrative Analysis of Grade-Level-Appropriate Text

 

3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plotís development, and the way in which conflicts are (or are not) addressed and resolved.

Braille Standard

Same as state content standard as written above.

SEACO:

Standard 10 - Ask and answer questions about essential elements of a text.

        Respond to simple questions about text (6th & 7th) (FPI 10.2)

        Recall events/story (6th-8th) (FPI 10.3)

CSB Activities

        Students listen to a classroom book together and evaluate the structural elements of the story. (Listening/Academic)

        Students use a story as a model of how conflicts can be resolved and evaluate the success both in the story and in real life. (Social)

        Students read or listen to stories that are of interest to them and discuss them with the class. (R&L/Social)

        Students discuss a movie that everyone has seen with regard to the structural elements. (R&L/Academic)

 

3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students read about Louis Braille and learn how he confronted the issues of blindness in France in the 1800s. (Academic/Social)

        Students read about Helen Keller and Ann Sullivan to understand how these two important figures confronted and overcame obstacles in their lives. (Academic/Social)

        Use high interest/low vocabulary books to read about characters from different historical eras and link them to holidays or commemorative days. (Compensatory/Social)

        Compare prices form weekly grocery store fliers to help determine what to buy for class meals or the apartment program. (DLS)

 

3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Read a mystery novel and analyze how the setting contributes to the feeling of tension and anticipation. (Academic)

        Explore the significance of custom in a particular literary work. Compare it with the customs of the students. (Academic/Social)

        Discuss with students how the use of visual aids and/or a white cane are customs of the visually impaired community. (Social)

        Discuss how cultural customs play a role in what a person chooses for recreation and leisure. (Social/R&L)

 

3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Analyze recurring themes in the newspaper, i.e. political, entertainment, advertisements. (Academic)

        Students each bring in their favorite novel or story and look for recurring themes. (Academic/Social)

        Students look for recurring themes in acquiring O&M skills. (O&M)

        Students learn to recognize recurring themes in discussion groups led by teacher or psychologist. (Social)

 

3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writerís style and use those elements to interpret the work.

Braille Standard

Same as state content standard as written above.

SEACO:

Standard 11 - Identify the main events of the plot, their causes, and the influence of each event on future events.

        Sequence story line (FPI 11.1, 6th)

        Predict what will happen next when given a short story or social situation (FPI 11.2, 7th)

        Determine cause by given effect, or determine effect by given cause (FPI 11.3, 8th)

CSB Activities

        In print, Braille, or auditory media, students recognize the significant literary devices listed above. (Auditory)

        Students use concrete examples and personal experience to understand the meaning of symbolic language in a story. (Compensatory/Social)

        Students listen to different types of dialect and identify from where it originated. (Social)

        In social skills discussion groups, students learn to respect the language differences of others. (Social)

 

3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Choose a work of literature that relates to a cultural holiday or historical holiday and discuss how it reflects the beliefs of the author and may differ from the beliefs of the students. (Social)

        Read about a successful blind person and note how heritage, traditions, and attitudes affected their life. (Social)

        Discuss the cultural heritage of each of the class members. (Social)

        Discuss how important a positive attitude is to accomplish your goals. (Social)

 

Writing

 

1.0 Writing Strategies

 

Students write clear, coherent, and focused essays. The writing exhibits studentsí awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

 

Organization and Focus

 

1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.

Braille Standard

Same as state content standard as written above.

SEACO:

Standard 13 - Locate information by using a variety of consumer, workplace, and public documents.

        Compile shopping list from recipe (FPI 13.2, 6th)

        Choose preferred activities using public documents (13.3, 7th)

        Make own public transport plan (FPI 13.4, 8th)

CSB Activities

        Write compositions about relevant topics in core curriculum. (Academic)

        Have students determine a thesis for their writing that is of particular importance to them. (Academic)

        Have students deliver a message that is clearly stated to another classroom teacher. Speaking)

        Have class discussions about important school activities or changes. (Social)

 

1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Have students write coherent paragraphs emphasizing appropriate writing techniques. (Academic)

        Have students write articles for class or school newspaper with coherent and well-transitioned paragraphs. (Academic)

        Students orally give directions to a destination in an O&M lesson. (Speaking/O&M)

        Students can state and communicate their personal information. (Compensatory/Social)

 

1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students support theses and conclusions with references to other sources gained from the library or internet. (Academic/Technology)

        Students use Google to search for additional supporting information for thesis paper. (Technology)

        Students support their choice for recreational activity by choosing one that they are capable of doing and enjoy. (Social/R&L)

        Students support their choice of an off-campus job by researching the duties and matching them with their skills. (Technology/Vocational)

 

1.4 Plan and conduct multiple-step information searches by using computer networks and modems.

Braille Standard

Plan access strategies and conduct multiple-step information searches by using computer networks and modems

SEACO

Standard 12 ĖIdentify the structural features of popular media and use the features to obtain information

        Use computer search engine to locate desired information (FPI 12.3, 6th)

Standard 16 Ė Demonstrate basic keyboarding skills and familiarity with computer terminology.

        Utilize keyboard/device to access software (FPI 16.4, 6th)

        Utilize keyboard/device for writing function (FPI 16.5, 6th)

CSB Activities

        Students access the computer and internet using assistive technology such as JAWS or ZoomText, BrailleNote, and Braille displays. (Technology/Braille/VE)

        Students effectively use the library and the resources it provides. (Compensatory/Academic)

        Students learn to access public transportation information by using the internet or the telephone. O&M/Technology)

        Students learn to access Paratransit and use it for independent travel. (DLS/O&M)

 

1.5 Achieve an effective balance between researched information and original ideas.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students will write essays, which contain both original ideas as well as research. (Academic)

        Students discuss food they would like to prepare and then research how to make it from a cookbook. (DLS)

 

Evaluation and Revision

 

1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students do peer editing for revising writing in the above categories. (Academic)

        Students write several drafts before settling on a final draft of a writing sample. (Academic)

        Students revise plans for a class trip after gathering more information. (O&M/R&L)

        Students revise a plan for a school dance or party with new information. (R&L)

 

2.0 Writing Applications (Genres and Their Characteristics)

 

Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

 

Using the writing strategies of grade eight outlined in Writing Standard 1.0, students effectively use Braillewriters, Braille notetakers, notebook computers,

screen readers, Braille/print translation software, scanners, printers, and Braille embossers. Students:

 

2.1 Write biographies, autobiographies, short stories, or narratives:

 

a. Relate a clear, coherent incident, event, or situation by using well-chosen details.

 

b. Reveal the significance of, or the writerís attitude about, the subject.

 

c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students write about a significant event in their life related to visual impairment. (Social)

        Students write about a person who has inspired them in their life. (Social)

        Students bring in an object that represents a part of them and share itís meaning with the class. (Social)

        Students make an art project that represents them in some way. (Social)

 

2.2 Write responses to literature:

 

a. Exhibit careful reading and insight in their interpretations.

 

b. Connect the studentís own responses to the writerís techniques and to specific textual references.

 

c. Draw supported inferences about the effects of a literary work on its audience.

 

d. Support judgments through references to the text, other works, other authors, or to personal knowledge.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students write critical responses to literature read in mainstream programs. (Academic)

        Students write a book review for school newspaper or class newsletter. (Academic)

        Students discuss their response to news articles read in class. (Listening)

        Students write or dictate their interpretation of a particular holiday and why it is important to them. (Social)

 

2.3 Write research reports:

 

a. Define a thesis.

 

b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.

 

c. Use a variety of primary and secondary sources and distinguish the nature and value of each.

 

d. Organize and display information on charts, maps, and graphs.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students write research paper in conjunction with mainstream class. (Academic)

        Students research a new place to go hiking with the PE teacher. (R&L)

 

2.4 Write persuasive compositions:

 

a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).

 

b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.

 

c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students write persuasive compositions in conjunction with mainstream class. (Academic)

        Students write or dictate a persuasive letter to their principal asking for special permission. (Academic/Social)

        Students call AC Transit to voice concerns about bus routes to CSB. (O&M/Speaking)

 

2.5 Write documents related to career development, including simple business letters and job applications:

 

a.†† Present information purposefully and succinctly and meet the needs of the intended audience.

 

b.†† Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum).

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students write letters to adults asking if they can job shadow for a day. (Vocational)

        Students fill out mock applications with all relevant data. (Vocational)

        Students practice a legal signature. (Social/Vocational)

        Students learn keyboarding skills. (Technology)

        Students learn how to scan and fill in forms on the computer. (Technology)

 

2.6††† Write technical documents:

 

a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization.

 

b. Include all the factors and variables that need to be considered.

 

c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students write technical documents in accordance with the mainstream class program. (Academic)

 

Written and Oral English Language Conventions

 

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

 

1.0 Written and Oral English Language Conventions

 

Students write and speak with a command of standard English conventions appropriate to this grade level.

 

Sentence Structure

 

1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students develop personal writing style through practice writing. (Academic/Social)

        Students write or dictate sentences in their own words and in their own style. (Compensatory/Social)

        Students write a story with each one adding the next sentence. (Social)

 

1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.

Braille Standard

Same as state content standard as written above.

SEACO:

Standard 16 - Demonstrate basic keyboarding skills and familiarity with computer terminology.

        utilize keyboard/device for writing functions (FPI 16.5, 6th)

CSB Activities

        Students work in conjunction with mainstream content standard. (Academic)

1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students work in conjunction with mainstream content standard. (Academic)

 

Grammar

 

1.4 Edit written manuscripts to ensure that correct grammar is used.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students peer edit their work for correct grammar. (Academic)

        Students learn how to use the Grammar check on the computer with assistive technology. (Technology)

        Students use correct grammar in speaking and writing. (Academic)

 

Punctuation and Capitalization

 

1.5 Use correct punctuation and capitalization.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students learn to navigate the spell check on the computer with JAWS, ZoomText, or the BrailleNote. (Technology/Braille/VE)

        Students use correct grammar and punctuation when filling out a job application. (Vocational)

 

Spelling

 

1.6 Use correct spelling conventions.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students make lists of commonly misspelled words and memorize them. (Academic)

        Students learn to use the dictionary and spell check features of the computer to aid in correct spelling. (Technology)

        Students learn to spell correctly words used in their personal information. (Compensatory/Social)

        Students practice spelling in the Braille Bee. (Academic/Social/Braille)

 

Listening and Speaking

 

1.0 Listening and Speaking Strategies

 

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

 

Comprehension

 

1.1 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students listen to a book on tape read by the author and discuss interpretation. Listening/Social)

        Students analyze oral interpretation of each other reading a favorite poem to the class. (Academic/Social)

        Students listen to various literary works read in different styles and discuss which they like best. (Listening/Social)

        Students listen to movies of famous stories (e.g. A Christmas Carol) and discuss the way the characters are presented. (Listening/Social)

 

1.2 Paraphrase a speakerís purpose and point of view and ask relevant questions concerning the speakerís content, delivery, and purpose.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students paraphrase a radio newscast and pose questions about the content. (Listening/Speaking)

        Students paraphrase an assembly speakerís topic and ask relevant questions about it. (Listeing/Speaking)

        Students repeat directions they given to them and ask any follow-up questions for clarity. (Listening/Speaking)

        Students listen to a cooking show on TV and discuss the meal with the apartment program coordinator. (Listening/DLS)

 

Organization and Delivery of Oral Communication

 

1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students visit various younger classes to tell a story and adjust their voice and vocabulary to the age and understanding of the class. (Social/Speaking)

        Students deliver speeches and poems on White Cane Day and use appropriate tone and expression. (Social/Speaking)

        Students summarize a class outing for the Program Supervisor including important information and appropriate vocabulary. (O&M/Speaking)

        Students recite the menu for the day for a visitor to CSB. (DLS/Speaking)

 

1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

Braille Standard

Same as state content standard as written above.

SEACO:

Standard 24 - Apply appropriate interviewing techniques

        maintain topic in conversation appropriate for situation (FPI 24.3, 6th)

        identify and relate work experience/skill relevant to job (FPI 24.4, 6th)

        ask relevant questions during interview (FPI 24.5)

CSB Activities

        Students prepare an outline for a speech they intend to deliver on White Cane Day. (Academic/Social)

        Students prepare an outline for an appeal to the Superintendent to change a CSB policy. (Academic/Social)

        Students write or dictate key words to remember in giving a speech. (Speaking)

        Students write or dictate a grocery list to take to the market when food shopping. (DLS)

 

1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 19- Share information and ideas, speaking audibly in complete , coherent sentences.

        communicate information using a complete sentence (FPI 19.5, 6th)

        using gestures, action, voice output device, or vocalizations

Standard 20 - Describe persons, places, things, locations, and actions.

CSB Activities

        Students deliver interesting and animated speeches on topics of interest. (Speaking)

        Students tell personal stories of fun events over the weekend and during vacations. (Speaking/Social)

 

1.6 Use appropriate grammar, word choice, enunciation, and pace during formal presentations.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        When giving speeches students use appropriate language and delivery. (Speaking/Compensatory)

        Students understand the difference between formal and informal presentations. (Speaking)

        Students understand that a job interview is a formal presentation and appropriate language and delivery are necessary. (Speaking)

        Students understand the difference between talking to a friend and talking to a superior.† (Speaking/Compensatory)

 

1.7 Use audience feedback (e.g., verbal and nonverbal cues):

 

a. Reconsider and modify the organizational structure or plan.

 

b. Rearrange words and sentences to clarify the meaning.

 

Braille Standard

Same as state content standard as written above.

SEACO:

Standard 21 - Stay on topic while speaking

        Participate in communicative dialogue with persons or groups on specific topics (FPI 21.3, 6th)

CSB Activities

        Students learn to interpret cues from an audience such as restlessness and talking indicating lack of attention or boredom. (Speaking/Social)

        Students respond to follow-up questions from the audience. (Speaking)

        Students answer questions posed to them by classmates regarding a story they are telling.† (Speaking)

        Students restate information for clarity when asked. (Speaking)

 

Analysis and Evaluation of Oral and Media Communications

 

1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students evaluate the credibility of television commercials. (R&L/Listening)

        Students discuss important clues to credibility such as eye contact, supporting evidence, and willingness to answer questions, etc. (Listening)

        Students learn to ďcheck outĒ given information with another source to insure credibility. (Academic/Compensatory)

        Discuss the value of intuition in determining if a person is credible. (Social)

 

1.9 Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students understand that visual images contain information and can form opinion. (Compensatory)

        Describe visual images for students to illustrate how powerful images can †††† be. (Compensatory)

        For those students with vision discuss how pictures they see in advertising ††† can be misleading regarding the product. (Compensatory/Social)

 

2.0 Speaking Applications (Genres and Their Characteristics)

 

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

 

Using the speaking strategies of grade eight outlined in Listening and Speaking Standard 1.0, students:

 

2.1 Deliver narrative presentations (e.g., biographical, autobiographical):

 

a. Relate a clear, coherent incident, event, or situation by using well-chosen details.

 

b. Reveal the significance of, and the subjectís attitude about, the incident, event, or situation.

 

c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

 

Braille Standard

SEACO: N/A

CSB Activities

        Students deliver narrative presentations to class or at assemblies. (Speaking)

        Students give a verbal report of an interesting class experience. (Speaking)

        Students give a speech on a topic of interest to them. (Speaking/Social)

        Students give a summary of a field trip or dorm outing. (Speaking/O&M)

        Students present a speech on a favorite topic. (Speaking/Social)

 

2.2 Deliver oral responses to literature:

 

a. Interpret a reading and provide insight.

 

b. Connect the studentsí own responses to the writerís techniques and to specific textual references.

 

c. Draw supported inferences about the effects of a literary work on its audience.

 

d. Support judgments through references to the text, other works, other authors, or personal knowledge.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students give an oral book report. (Speaking/Academic)

        Students read poems and discuss a favorite. Speaking/Social)

        Students discuss a story read to them and its meaning for them. (Compensatory/Speaking)

        The students discuss the meaning of stories relevant to holidays and culture. (Speaking/Social)

 

2.3 Deliver research presentations:

 

a. Define a thesis.

 

b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate.

 

c. Use a variety of primary and secondary sources and distinguish the nature and value of each.

 

d. Organize and record information on charts, maps, and graphs.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students develop a thesis according to mainstream standards. (Academic)

 

2.4 Deliver persuasive presentations:

 

a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).

 

b. Differentiate fact from opinion and support arguments with detailed evidence, examples, and reasoning.

 

c. Anticipate and answer listener concerns and counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements.

 

d. Maintain a reasonable tone.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students give a persuasive presentation to advocate for a change in school policy. (Speaking/Social)

        Students talk with the Community Advisory Council o CSB to persuade them to create new programs. (Speaking)

        Students give persuasive talks to change dorm rules. (Speaking/DLS)

        Students use persuasion to help the environment at CSB. (Speaking)

 

2.5††† Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

        Students recite poems by their favorite poets. (Speaking)

        Students perform a Readers Theater where they read plays aloud. (Speaking)

        Students listen to poems and choose verses to memorize. (Listening)

        Students use body language and expression to enhance the meaning of a poem. (Compensatory)

 

 

ACSA Selected Standards for Grade Nine and Ten

Reading

Word Analysis, Fluency, Voc. Dev.

Vocabulary and Concept Development

††††††††††† 8.1.1

††††††††††† 6.1.3

Reading Comprehension

Structural Features of Informational Materials

††††††††††† 8.2.1††

††††††††††† 8.2.2

Comprehension and Analysis of Grade Appropriate Text

††††††††††† 8.2.3

††††††††††† 8.2.4

††††††††††† 8.2.5

††††††††††† 8.2.6††

Literary Response and Analysis

††††††††††† 8.3.2

††††††††††† 8.3.3

††††††††††† 8.3.4

††††††††††† 8.3.5

Literary Criticism

††††††††††† 8.3.7

Writing

Writing Strategies

††††††††††† 8.1.1

††††††††††† 8.1.2

††††††††††† 8.1.3

Research and Technology

††††††††††† 8.14

††††††††††† 8.1.5

Evaluation and Revision

††††††††††† 8.1.6

Writing Applications

††††††††††† 8.2.5

††††††††††† 8.2.6

Written and Oral English language Conventions

Sentence Structure††

††††††††††† 8.1.1

Grammar

††††††††††† 8.1.4††

Punctuation and Capitalization

††††††††††† 8.1.5

Spelling

††††††††††† 8.1.5