Grade 8 - perfectionlearning.com fileReviewers Sue Dirlam • Hayward Unified School District Jo-Anne Mackley-Dobkins • Fresno Unified School District Sophia Norman • Fresno Unified
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ReviewersSue Dirlam • Hayward Unified School DistrictJo-Anne Mackley-Dobkins • Fresno Unified School DistrictSophia Norman • Fresno Unified School DistrictCarol Piercy • Clovis Unified School DistrictKaren Redfield • Woodlake Union School DistrictGayle Vargas • Fresno Unified School District
For the StudentThis book will help you review, practice, and master the
California English/Language Arts Content Standards. Here arethe steps to follow to use this book.
1. Take the Tryout Test and check your answers. Use the chartat the bottom of this page to find out your strengths andweaknesses in the areas covered. Don’t be discouraged ifyou don’t get all the answers right or if you don’t understandsome questions. Remember the questions that are hard foryou to answer. They will be the types of questions you needto work on the most.
2. Work through the lessons that follow the Tryout Test. Eachlesson provides a review as well as practice questions basedon the content standards. Each lesson ends with a short mastery test to reinforce your learning. As you go, completethe Charting Your Progess chart on page 112 of this book.
3. After completing all six lessons, take the Final Mastery Test.Your score on this test will show your understanding of thecontent standards.
By following the steps outlined above, you will increase your mastery of the California English/Language Arts Content Standards.
Vocabulary• Analyzing Idioms• Analyzing Analogies• Analyzing Metaphors and
Similes
• Word Origins• Word Meanings Through
Context
Analyzing Idioms
An idiom is a phrase, or group of words, with a meaning thatcannot be understood from the ordinary meanings of the individual words. For example, ifa friend says, “You put your foot in your mouth,” your friend means that you saidsomething you should not have said, not that you actually put your foot in your mouth.
An idiom is underlined in each sentencebelow. Study the other words in the sentence to figureout the meaning of the idiom. Then write a briefdefinition of the idiom on the line. An example hasbeen done for you.
1 Juan is upset because his dreams of making the
team just went down the drain.
2 Dad wants full-time work, but right now he gets
only dribs and drabs.
3 Jenny reinvented the wheel when she did her
science project over three times.
4 Sammy is the big cheese at the restaurant when Mr. Jones is away.
5 I’ve been burning the midnight oil to prepare for the math test.
6 I’d like to talk to Uncle Joe about my problem, but he’s six feet under.
7 The party wasn’t a surprise after Alex let the cat out of the bag.
8 The senator took the floor in favor of the proposed bill.
Try It
Review Standard 1.1
Go On
disappeared
Word Watch
Our language has many idioms. Below are afew of the most common ones.
in a fish bowl = no privacy
top notch = the best
threw a curveball = tricked or fooled
come to terms = in agreement
shout from the rooftops = announce publicly
live and let live = be tolerant
shoot the breeze = chat
few and far between = widely scattered
LESSON 1: Vocabulary
Analyzing Idioms continued
Read each sentence and underline the idiom. Then write the letter ofthe correct definition of the idiom from the box.
9 J.R. ignored the teacher’s warning, and now he’s in a pickle.
10 Today is a red-letter day because Tonya took first place in her gymnastics meet.
11 Jan hasn’t called in weeks, and she gave me the cold shoulder at the party.
12 The first steps were hard, but it should be downhill all the way from now on.
13 Since Mom started working long hours, we’re like ships that pass in the night.
An analogy shows the relationship between two sets ofwords. The words can be related in a number of different ways. For example, the analogymay show pairs of synonyms.
Enormous is to gigantic as little is to small.
Decide how the first two words in each analogybelow are related. Then think of a word that relates to theunpaired word in the same way. Write your answer on theline. An example has been done for you. There may be morethan one correct answer for each analogy.
1 whole wheat is to bread as mozzarella is to
2 accurate is to inaccurate as correct is to
3 soar is to sore as vary is to
4 alike is to opposite as ally is to
5 crossword is to puzzle as checkers is to
Choose the best word from the box to complete each analogy. Write theword on the line.
6 harsh : gentle :: cruel :
7 weather : whether :: aunt :
8 bakes : baker :: baby-sits :
9 dolphin : mammal :: snake :
10 stable : horse :: coop :
11 stanza : poem :: act :
12 Big Dipper : constellation :: Milky Way :
Analyze It
Try It
Review Standard 1.1
In analogies, is to is often shown by a colon (:) and as is shown by a doublecolon (::).
Metaphors and similes are figures of speech that comparetwo things. A metaphor is a direct comparison between two things. The comparison callsattention to a way in which two unlike things are similar.
Rosalie is a wildflower growing in a cultivated garden.
A simile is a comparison using the word like or as.
Sometimes Jasper is like a train that’s run off the track.
Read the examples below and underline two things that arecompared in each example. On line A, write whether the figure of speech is ametaphor or a simile. On line B, write how the two things are alike. An example has beendone for you.
1 The breeze was a trumpet, announcing a change in the weather.
A __________________________________
B ________________________________________________________________________________
2 The kindergartners came running to see the puppy, like chickens at feeding time.
A __________________________________
B ________________________________________________________________________________
3 Ms. Jonas, who teaches eighth-grade math, has white teeth like beautiful pearls.
A __________________________________
B ________________________________________________________________________________
4 The robin is a messenger of spring, letting everyone know the cold winter is over.
A __________________________________
B ________________________________________________________________________________
5 The food was warmed over and not tasty, but the hungry boy ate like a wolf.
A __________________________________
B ________________________________________________________________________________
Read the lines below. Then fill in the blanks to the right.Figure It Out
Try It
Review Standard 1.1
Word Watch
In a simile, thecomparison is signaledby the word like or as.
metaphorThe breeze and a trumpet both signal changes.
Words have come into English in different ways. Forexample, some words date back to the early languages spoken in the area that is now GreatBritain, and some words have been borrowed from other languages. In addition, words arebeing created all the time. Look at the chart below to see some interestingorigins of words.
Answer each question by writing one of the words from the Word List in the blank.
1 What word means Random Access Memory?
2 What is a shortened form of facsimile?
3 What is the name of the tunnel under the
English Channel?
4 What word comes from the Old English word hund for
dog?
5 To what organization do nations who signed the North Atlantic Treaty belong?
6 Where does a helicopter land?
Try It
Review Standard 1.2
Word Origin Examples
Old English water, roof, hair, pluck, be, strength
The context, which is the other words in a sentence or in thesurrounding sentences, can help you understand the meaning of an unfamiliar word. Readthe example below to figure out the meaning of diverse.
America has always been a nation of diverse individuals. The Revolutionary War brought together the argumentativeJohn Adams and the cool and self-controlled ThomasJefferson. These very different men agreed on one thing—America should be free of England.
Read the selection below. Underline the context clues foreach word in bold. One example is done for you.
Try It
Review Standard 1.3
John Adams, Second President of the United States
John Adams was born in Braintree, Massachusetts, just south of Boston.
He grew up on the ancestral land that had been first farmed by his
great-grandfather. After he began to practice law, he met many leaders
in the Massachusetts colony and became involved in government.
Along with his cousin Samuel Adams, the well-spoken John
Adams was one of the most articulate and vocal opponents of British rule in the American colonies. He
firmly believed that the American people must be free of England. In his eyes, there was no hope of
reconciliation because the differences couldn’t be settled.
Adams spent years as a diplomat, serving as representative of
the colonies in France and the Netherlands. In 1777, he went on a
mission with Benjamin Franklin to gain support for the colonies
from France. A few years later he returned to help negotiate, or
work out an agreement for, peace at the end of the American
Revolutionary War.
In 1781, George Washington was chosen as the first
president. John Adams was elected vice-president. He once said
the office of vice-president was “the most insignificant” ever
imagined; that is, one of the least use or importance.
Adams later served as second president of the country. He was
the first president to live in the White House and the first to have a son
who also became president.
Remember . . .
There are different kinds ofcontext clues.
Definitionexplains meaning
Exampleillustrates or gives a sample
Restatementsays again in different words
Contrastshows a difference
LESSON 1: Vocabulary
Word Meanings Through Context continued
Using the clues you found in the selection on the previous page, write theanswer for each question below on the line.
1 What is an articulate speaker?__________________________________________________
2 What happens in reconciliation? ________________________________________________
3 What job does a diplomat do? __________________________________________________
4 What does it mean to negotiate? ________________________________________________
5 How would you describe something that is insignificant? ____________________________
The Review, Practice, and Mastery program is a refresher course. It provides a self-directed approach to reviewing and practicing the California Content Standards. Use the following steps to incorporate Review, Practice, and Mastery into your classroom.
1. Have students take the Tryout Test and check their answers. Then have them use the reproducible Skills Chart on page 10 of this teacher guide to assess their strengths and weaknesses in the areas covered. (The chart below is also available in the student book.) You may also wish to have students enter their answers in the reproducible Student Information and Answer Sheet on page 12 of this teacher guide.
2. Have students work through the lessons, paying close attention to the areas in which they need improvement. You will see that each lesson page correlates to one or more of the California Content Standards. Each lesson is followed by a Mastery Test that focuses on the skills covered in the lesson.
3. After completing all the lessons, have students take the Final Mastery Test to check their progress. They can also enter their answers on the reproducible Student Information and Answer Sheet on page 13 of this teacher guide.
The chart that begins on page 14 of this teacher guide correlates the lessons to the California Content Standards.
Score your answers on the Tryout Test, then use this chart to find your strengths and weaknesses in understanding the California Content Standards.
1. Place a 1 in each white box to the right of the questions you answered correctly. For each incorrect answer, place a 0 in the white box.
2. Add each column and write the total correct in the box at the bottom of the column.
3. For example, if you answer questions 12, 24, and 41, correctly, you have 3 out of 14 questions correct on the Understanding Literature part of the California Content Standards. You may want to focus on these skills as you work through the lessons.
California Content StandardsThis chart matches the California Content Standards to the lessons in Review, Practice, and Mastery for English/
Language Arts, Grade 8. Standards in italics are not addressed directly in this program.
Lessons
Lesson 1 Vocabulary
Lesson 2 Text Structures
Lesson 3 Reading Comprehension
Reading Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.1 Vocabulary and Concept Development: analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases
1.2 Vocabulary and Concept Development: 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
1.3 Vocabulary and Concept Development: use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast
Reading Comprehension
2.1 Structural Features of Informational Materials: compare and contrast the features and elements of consumer materials to gain meaning from docu-ments (e.g., warranties, contracts, product information, instruction manuals)
2.2 Structural Features of Informational Materials: analyze text that uses proposition and support patterns
2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: find similarities and differences between texts in the treatment, scope, or organization of ideas
2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: 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
2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: under-stand and explain the use of a complex mechanical device by following technical directions
2.6 Comprehension and Analysis of Grade-Level-Appropriate Text: use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem
2.7 Expository Critique: evaluate the unity, coherence, logic, internal consistency, and structural patterns of text
3.1 Structural Features of Literature: determine and articulate the relationship among the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet)
3.2 Narrative Analysis of Grade-Level-Appropriate Text: evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved
3.3 Narrative Analysis of Grade-Level-Appropriate Text: compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts
3.4 Narrative Analysis of Grade-Level-Appropriate Text: analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text
3.5 Narrative Analysis of Grade-Level-Appropriate Text: identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works
3.6 Narrative Analysis of Grade-Level-Appropriate Text: identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writ-er’s style and use those elements to interpret the work
3.7 Literary Criticism: analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author (biographical approach)
Writing Standards
Written and Oral English Language Conventions
1.1 Sentence Structure: use correct and varied sentence types and sentence openings to present a lively and effective personal style
1.2 Sentence Structure: identify and use parallelism, including similar gram-matical forms, in all written discourse to present items in a series and items juxtaposed for emphasis
1.3 Sentence Structure: use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas
1.4 Grammar: edit written manuscripts to ensure that correct grammar is used
1.5 Punctuation and Capitalization: use correct punctuation and capitalization
1.6 Spelling: use correct spelling conventionscontinued
1.1 Organization and Focus: create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion
1.2 Organization and Focus: establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques
1.3 Organization and Focus: support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices
1.4 Research and Technology: plan and conduct multiple-step information searches by using computer networks and modems
1.5 Research and Technology: achieve an effective balance between researched information and original ideas
1.6 Evaluation and Revision: revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas