Grade+8+ESL

These are the standards that will be taught during the first nine weeks of instruction in eighth grade English as A Second Language.

This document groups the SPIs under the GLEs. June 25 June 26 - June 29 - I think someone could do a much better job on the Literature SPIs. My eyes had glazed over by the time I got to that strand.

Next step with this document is to cross-reference some of the SPIs so we can create useful bundles of Speaking, Listening, Reading, and Writing.

After that:

2. Identify Power Standards and Power SPIs 3. Rank them 4. Code the GLEs SLRW for the skills 5. Create bundles of SPIs that reflect the skills (these will be like units) 6. Lesson plan?

Here are the contents of the spreadsheet, but it lost some formatting


 * =**LANGUAGE **LANGUAGE= || Assessment Period ||
 * ==// GLE 0801.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling). //== || D ||
 * SPI 0801.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate nouns) and pronouns (i.e., reflexive, interrogative, demonstrative) within context. ||  ||
 * SPI 0801.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context. ||  ||
 * SPI 0801.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative/superlative) within context. ||  ||
 * SPI 0801.1.4 Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context. ||  ||
 * SPI 0801.1.5 Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context. ||  ||
 * SPI 0801.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context. ||  ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.9 Identify the appropriate use of gerund and participial phrases. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.10 Identify the correct use of appositives/appositive phrases and infinitive/ infinitive phrases within context. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.11 Select the correct pronoun-antecedent agreement for personal pronouns within context. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.13 Form singular and plural possessive using apostrophes correctly. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.14 Recognize usage errors occurring within context (i.e., subject-verb agreement, pronoun case, double negatives, comparative/superlative forms, troublesome word pairs: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery, where/were, which/that/who})within context. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. //== || <span style="color: rgb(0,0,0);">D ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.15 Select the appropriate use of underlining/italicizing with titles, specific words, numbers, letters, and figures. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.16 Use context clues and/or knowledge of roots and affixes to determine the meaning of unfamiliar words. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.17 Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.18 Recognize the effect of stressed or unstressed syllable to aid in identifying the meaning of multiple meaning words. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.19 Recognize and use grade appropriate and/or content specific vocabulary. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.20 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.12 Identify correctly or incorrectly spelled words in context. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.1.3 Understand and use correctly a variety of sentence structures. //== || <span style="color: rgb(0,0,0);">D ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.7 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases or clauses). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements). || <span style="color: rgb(0,0,0);"> ||
 * =**<span style="color: rgb(255,255,255);">LISTENING **LISTENING= || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion. //== || <span style="color: rgb(0,0,0);">D ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.1 Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.2 Identify the targeted audience of a speech. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.2.2 Distinguish among summaries, paraphrases, and critiques. //== || <span style="color: rgb(0,0,0);">Q ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.9 Distinguish between a summary and a critique. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.2.3 Identify the thesis and main points of a speech. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.3 Identify the thesis and main points of a speech. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.2.4 Analyze the structure of a speech. //== || <span style="color: rgb(0,0,0);">Q ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.6 Identify and analyze the organizational structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect). || <span style="color: rgb(0,0,0);"> ||
 * =**<span style="color: rgb(255,255,255);">SPEAKING **SPEAKING= || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.4 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.2.6 Deliver effective oral presentations. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.5 Organize a series of note cards in the most effective order for an oral presentation. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.2.7 Participate in work teams and group discuss //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gain the floor in orderly ways, meet or set deadlines for completing each task, come to agreement by seeking consensus or following the majority). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.2.8 Identify the functions and responsibilities of individuals within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper). || <span style="color: rgb(0,0,0);"> ||
 * =**<span style="color: rgb(255,255,255);">WRITING **WRITING= || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.3.1 Write in a variety of modes for a variety of audiences and purposes. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.2 Identify the targeted audience for a selected passage. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.13 Select the most appropriate format for a work-related text. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.11 Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.3.2 Employ a variety of prewriting strategies. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.12 Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.3 Select an appropriate thesis statement for a writing sample. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.4 Rearrange multi-paragraphed work in a logical and coherent order. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.5 Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.6 Choose the supporting sentence that best fits the context and flow of ideas in a paragraph. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.7 Identify sentences irrelevant to a paragraph’s theme or flow. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.3.4 Refine strategies for editing and revising written work. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.8 Select vivid words to strengthen a description (adjective or adverb) within a writing sample or passage. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.9 Select illustrations, explanations, anecdotes, descriptions and/or facts to support key ideas. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.3.10 Select an appropriate title that reflects the topic of a written selection. || <span style="color: rgb(0,0,0);"> ||
 * =**<span style="color: rgb(255,255,255);">RESEARCH **RESEARCH= || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.4.1 Define and narrow a problem or research topic. //== || <span style="color: rgb(0,0,0);">Q ||
 * <span style="color: rgb(0,0,0);">SPI 0801.4.1 Select the most focused research topic. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys. //== || <span style="color: rgb(0,0,0);">Q ||
 * <span style="color: rgb(0,0,0);">SPI 0801.4.3 Determine the most appropriate research source for a given research topic. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from Web sites. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.4.4 Distinguish between primary (i.e., interviews, letters, diaries, newspapers, autobiographies, personal narratives) and secondary (i.e., reference books, periodicals, Internet, biographies, informational texts). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.4.5 Discern irrelevant research material from written text. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.4.4 Write a research paper, using primary and secondary sources, a standard format, and technology and graphics, as appropriate. //== || <span style="color: rgb(0,0,0);">S ||
 * =**<span style="color: rgb(255,255,255);">LOGIC **LOGIC= || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.5.1 Use logic to make inferences and draw conclusions in a variety of oral/ written contexts. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.1 Recognize a reasonable prediction of future events of a given text. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.5 Choose a logical word to complete an analogy, using synonyms, antonyms, homonyms, categories/subcategories, whole/part, functions, verb forms, rhymes, scrambled words, homophones. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.9 Make inferences and draw conclusions based on evidence in text. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.5.2 Analyze text for fact and opinion, cause-effect, inferences, evidence, and conclusions. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.2 Evaluate text for fact or opinion. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.3 Analyze cause-effect relationships in text. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.5.3 Distinguish between inductive and deductive reasoning. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.6 Identify an example of deductive or inductive reasoning in text. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);"> GLE 0801.5.4 Analyze written and oral communication for persuasive devices. || <span style="color: rgb(0,0,0);">Q ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal). || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.5.5 Identify and analyze premises, including false premises. //== || <span style="color: rgb(0,0,0);">Q ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.7 Identify a false premise in text. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.5.6 Continue to explore logical fallacies. //== || <span style="color: rgb(0,0,0);">A ||
 * <span style="color: rgb(0,0,0);">SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-print texts. || <span style="color: rgb(0,0,0);"> ||
 * =**<span style="color: rgb(255,255,255);">INFORMATIONAL TEXT **INFORMATIONAL TEXTS= || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.6.1 Comprehend and summarize the main ideas and supporting details of informational texts. //== || <span style="color: rgb(0,0,0);">D ||
 * <span style="color: rgb(0,0,0);">SPI 0801.6.1 Formulate appropriate questions before, during, and after reading. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.6.2 Identify the main idea and supporting details in text. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.6.2 Analyze the organizational structures of informational texts. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.6.6 Identify the organizational structure of a text (i.e., chronological, cause-effect, comparison-contrast, sequential, problem-solution). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.6.5 Choose the correct order of a set of instructions. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.6.3 Read, interpret, and analyze text features that support informational texts. //== || <span style="color: rgb(0,0,0);">D ||
 * <span style="color: rgb(0,0,0);">SPI 0801.6.3 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.6.4 Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams). || <span style="color: rgb(0,0,0);"> ||
 * =**<span style="color: rgb(255,255,255);">MEDIA **MEDIA= || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.7.1 Analyze media for their ability to inform, persuade, and entertain. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.7.1 Choose the most appropriate medium for a prescribed purpose and audience. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.7.2 Examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.7.2 Select a visual image that best reinforces a viewpoint or enhances a presentation. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.7.3 Recognize how visual and sound techniques and design elements (e.g., special effects, camera angles, and music) carry or influence messages in various media. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.7.5 Choose the statement that best summarizes/communicates the message presented by a medium. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.7.4 Draw an inference from a non-print medium. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.7.6 Select the type of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.7.4 Apply and adapt the principles of written composition to create coherent media productions. //== || <span style="color: rgb(0,0,0);">S ||
 * =**<span style="color: rgb(255,255,255);">LITERATURE **LITERATURE= || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.8.1 Read and comprehend a variety of works from various forms of literature. //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.5 Analyze the development of similar themes across two or more literary texts. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.14 Identify the author’s purpose for writing. || <span style="color: rgb(0,0,0);"> ||
 * ==<span style="color: rgb(0,0,0);"> //GLE 0801.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama)//. == || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.2 Identify and analyze the author’s point of view (i.e., first person, third person, third-person limited, third-person omniscient). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.3 Determine how a story changes if the point of view is changed. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.8.3 Recognize the conventions of various literary genres. //== || <span style="color: rgb(0,0,0);">Q ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.10 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology). || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.8.4 Analyze works of literature for what they suggest about the historical period in which they were written. //== || <span style="color: rgb(0,0,0);">S ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.11 Identify and analyze a literary character’s moral dilemma. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.12 Recognize and identify words within context that reveal particular time periods and cultures. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.13 Determine the influence of culture and ethnicity on the themes and issues of literary texts. || <span style="color: rgb(0,0,0);"> ||
 * ==//<span style="color: rgb(0,0,0);"> GLE 0801.8.5 Identify and analyze common literary terms (e.g., personification, conflict, and theme). //== || <span style="color: rgb(0,0,0);">R ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context. || <span style="color: rgb(0,0,0);"> ||
 * <span style="color: rgb(0,0,0);">SPI 0801.8.9 Analyze examples of sound devices within context (i.e., rhyme scheme, alliteration, free verse, repetition, internal rhyme, slant rhyme). || <span style="color: rgb(0,0,0);"> ||