Language |
| L.6: Knowledge of Language |
| L.6.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.7: Knowledge of Language |
| L.7.3a | Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* |
Reading History/Social Studies |
| RH.6-8: Integration of Knowledge and Ideas |
| RH.6-8.7 | Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. |
Reading Informational |
| RI.7: Craft and Structure |
| RI.7.5 | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. |
| Key Ideas and Details |
| RI.7.3 | Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). |
| RI.8: Craft and Structure |
| RI.8.5 | Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. |
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| RI.8.6 | Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
| Key Ideas and Details |
| RI.8.3 | Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
Reading Literature |
| RL.6: Craft and Structure |
| RL.6.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. |
| Key Ideas and Details |
| RL.6.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| RL.7: Craft and Structure |
| RL.7.6 | Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. |
| Key Ideas and Details |
| RL.7.2 | Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. |
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| RL.7.3 | Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). |
| RL.8: Key Ideas and Details |
| RL.8.2 | Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |
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| RL.8.3 | Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |
Speaking & Listening |
| SL.6: Comprehension and Collaboration |
| SL.6.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. |
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| SL.6.2 | Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. |
| SL.7: Comprehension and Collaboration |
| SL.7.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. |
| SL.8: Comprehension and Collaboration |
| SL.8.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. |
Writing |
| W.6: Production and Distribution of Writing |
| W.6.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
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| W.6.5 | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
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| W.6.6 | Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. |
| Text Types and Purposes |
| W.6.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
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| W.6.2c | Use appropriate transitions to clarify the relationships among ideas and concepts. |
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| W.6.2d | Use precise language and domain-specific vocabulary to inform about or explain the topic. |
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| W.6.3a | Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. |
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| W.6.3d | Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. |
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| W.6.3e | Provide a conclusion that follows from the narrated experiences or events. |
| W.7: Production and Distribution of Writing |
| W.7.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
| Text Types and Purposes |
| W.7.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
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| W.7.2a | Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. |
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| W.7.2c | Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. |
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| W.7.2d | Use precise language and domain-specific vocabulary to inform about or explain the topic. |
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| W.7.3 | Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
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| W.7.3a | Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. |
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| W.7.3b | Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. |
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| W.7.3c | Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. |
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| W.7.3d | Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. |
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| W.7.3e | Provide a conclusion that follows from and reflects on the narrated experiences or events. |
| W.8: Production and Distribution of Writing |
| W.8.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
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| W.8.5 | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. |
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| W.8.6 | Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. |
| Text Types and Purposes |
| W.8.2c | Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. |
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| W.8.2d | Use precise language and domain-specific vocabulary to inform about or explain the topic. |
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| W.8.3 | Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
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| W.8.3a | Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. |
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| W.8.3b | Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. |
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| W.8.3c | Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. |
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| W.8.3d | Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. |
Writing HS/S/T |
| WHST.6-8: Production and Distribution of Writing |
| WHST.6-8.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
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| WHST.6-8.5 | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. |
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| WHST.6-8.6 | Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. |
| Text Types and Purposes |
| WHST.6-8.2a | Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. |
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| WHST.6-8.2c | Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. |
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| WHST.6-8.2d | Use precise language and domain-specific vocabulary to inform about or explain the topic. |
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| WHST.6-8.2f | Provide a concluding statement or section that follows from and supports the information or explanation presented. |
The comic creation tool lets kids choose background images, props, and other items.
The Bitstrips for Schools site provides teachers with virtual classroom capabilities and activity ideas.
Users can choose how many panels they want and insert their avatar into the scene.
Teacher activity ideas cover more than dozen subjects.
Bitstrips for Schools’ activity ideas are labeled to show what topics each lesson covers.
