1. CURRICULUM GUIDE APRIL, 2013
SUBJECT: ENGLISH 8
PROGRAM STANDARD: The learner demonstrates communicative competence (and multi-literacies) through his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multi-literacies) through his/ her understanding of Afro-Asian Literature and other texts
types for a deeper appreciation of Afro-Asian Culture and those of other countries.
CONTENT STANDARD: Quarter 1
LC: The learner demonstrates understanding of the prosodic features and non-verbal cues that serve as carriers of meaning when listening to informative texts and longer
narratives to note significant details.
OF: The learner demonstrates understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.
V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
RC: The learner demonstrates understanding of the different reading styles to suit the text and one’s purpose for reading.
LIT: The learner demonstrates understanding of the different genres through the types contributed by Afro-Asian countries to express appreciation for Afro-Asian heritage.
VIEW: The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them
W: The learner demonstrates understanding of giving valuable personal information and information on social events and issues by accomplishing different forms to effectively
function in school and in community.
GR: The learner demonstrates understanding of well-constructed paragraphs using appropriate modes of development and language structures to express one’s ideas, needs,
feelings and attitudes. The learner demonstrates understanding of how language is instrumental in communicating thoughts, and feelings.
A: Ask sensible questions on his/her initiative
ST: The learner demonstrates understanding of how to gather data using library and electronic resources to locate information that bring about diversity and/or harmony among
Afro – Asians through the study of their traditions and beliefs.
PERFORMANCE STANDARD: Quarter 1
LC: The learner accurately produces a schematic diagram to note and give an account of the important details in long narratives or descriptions listened to.
OF: The learner actively participates in a conversational dialogue about school/environmental issues or any current social concerns.
V: The learner creatively produces an e-portfolio of vocabulary illustrating the use of varied strategies.
RC: The learner produces a Reading Log showing various entries like the choice of reading materials, the type of reading employed, etc.
LIT: The learner creatively and proficiently performs in a choral reading of a chosen Afro-Asian poem.
VIEW: The learner produces program portfolio that monitors his/her progress as a viewer (in terms of interest, preference, and reflections on individual viewing behaviours).
W: The learner proficiently prepares a brochure on the dangers of smoking/drugs and other social issues and concerns. The learner writes a personal narrative. The learner
creates a blog on the internet commenting on social/economic issues and concerns.
GR: The learner effectively writes a personal narrative or informative text. The learner proficiently writes a description of a process.
ST: The learner creatively writes an interesting Cultural Report.

2. Listening
Comprehension
Oral
Fluency
Vocabulary
Enhancement
Reading
Comprehension Literature Viewing
Comprehension Writing Grammar STUDY
STRATEGIES
 Recognize
prosodic
features:
stress,
intonation
and pauses
serving as
carriers of
meaning
that may aid
or interfere
in the
delivery of
the
message in
stories and
informative
texts
• Note
prosodic
features
(stress,
intonation,
pauses) and
rate of
speech as
carriers of
meaning
• Recognize
changes in
meaning
signaled by
stress,
intonation
and pauses
 Use
appropriate
registers to
suit the
intended
audience,
and
variation in
intonation
and stress
for
emphasis
and
contrast
o Express
feelings and
attitudes by
utilizing
contrastive
stress and
variations of
tone and
tempo
o Use stress,
intonation,
and juncture
to signal
changes in
meaning
 Dev
elop strategies
for coping with
unknown
words and
ambiguous
sentence
structures and
discourse
o Differentiate
between
shades of
meaning by
arranging
words in a
cline
o Guess the
meaning of
idiomatic
expressions
by noting
keywords in
expressions
, context
clues,
collocations,
clusters,
etc.
o Arrive at the
meaning of
structurally
complex
 Adjust
reading
speed based
on one’s
purpose for
reading and
the type of
materials
read
• Use different
reading
styles to suit
the text and
one’s
purpose for
reading
• Scan rapidly
for
sequence
signals or
connectors
as basis for
determining
the
rhetorical
organization
of texts
• Skim to
determine
the author’s
key ideas
and purpose
by
answering
questions
raised after
 Disco
ver literature as
a means of
understanding
the human
being and the
forces he/she
to contend with
• Discover
through
literature the
symbiotic
relationship
between man
and his
environment
and the need
of the former
to protect the
latter
• Demonstrat
e a
heightened
sensitivity to
the needs of
others for a
better
understanding
of man
• Discover
through
literature the
• Organiz
e
informati
on
extracte
d from a
program
viewed
• Compar
e and
contrast
basic
genres
of
program
s
viewed
• Narrate
events
logically
• Validate
mental
images
of the
informati
on
conveye
d by a
program
viewed
• Respon
d to
Accomplish
forms and
prepare
notices
• Write the
information
asked for in
the following
forms:
 School
forms
 Bank forms
 Order slips
 Evaluation
forms
 Survey
forms
 Bills,
telecom, etc.
• Write
notices
(e.g.
posters
,
slogans
,
advertis
ements
that
relate
to
social
events
Uses:
o varied
adjecti
ve
compl
ement
ation
o appropriat
e idioms,
collocation
s, and
fixed
expressio
n
o coordinato
rs
o subordinat
ors
o other
appropriat
e devices
for
emphasis
Formulates:
o correct
complex
and
compound-
complex
sentences
o correct
conditional
statements
o appropriate
Gather data
using library
and electronic
resources
consisting of
general
references:
atlas, periodical
index,
periodicals and
internet
sources/ other
websites to
locate
information
• Use
periodic
al index
to locate
informati
on in
periodic
als
• Gather
data
using
the
general
referenc
es:
encyclop
edia,
dictionar
y

3. • Listen to
points the
speaker
emphasizes
as signaled
by
contrastive
sentence
stress
determine
how stress,
intonation,
phrasing,
pacing, tone
and non-
verbal cues
serve as
carriers of
meaning
that may aid
or interfere
in the
message of
the text
listened to
and
ambiguous
sentences
by deleting
expansions
to come up
with kernel
sentences
surveying
the text
• Read
closely to
select
appropriate
details from
a selection
for specific
purposes
links between
one’s life and
the lives of
people
throughout the
world
• Highlight
the need for a
more just and
equitable
distribution of
resources
question
s raised
in a
program
viewed
parenthetic
al
expressions
meaningf
ul
expanded
sentence
(following
balance,
parallelis
m, and
modificati
on)
Get and assess
current
information from
newspaper and
other print and
non-print media
CONTENT STANDARD: Quarter 2
LC: The learner demonstrates understanding on how employing projective listening strategies to descriptive and longer narrative audio texts, helps him/her to validate
information, opinion, or assumption to participate well in specific communicative context . The learner demonstrates understanding of adjusting listening strategies (marginal,
selective, attentive, critical) in relation to the main purpose of listening, one’s familiarity with the topic and difficulty of the text describing a process and narrating longer stories to
suit the listening text and task.
OF: The learner demonstrates understanding of the various means on how figurative and academic language can be used in various communication settings.
V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
RC: The learner demonstrates understanding of textual relationships using non-linear forms and graphics to obtain information from linear and non-linear texts.
LIT: The learner demonstrates understanding of how significant human experiences are best captured in various literary forms that inspire humans to bring out the best in them.
VIEW: The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them.
W: The learner demonstrates understanding of the power of language structures and forms in shaping people’s reactions, perceptions, points of view, and beliefs in local,
national and global communities.
GR: The learner demonstrates understanding of how grammatically correct sentences ensure an effective discourse. The learner demonstrates understanding of how the
knowledge of grammar enables one to successfully deliver information.
A: Express a different opinion without being difficult

4. ST: The learner demonstrates understanding of how proper citations of references and materials used establish the credibility of a report or a research paper.
PERFORMANCE STANDARD: Quarter 2
LC: The learner creates an audio – video presentation highlighting the core message of a text listened to.
OF: The learner joins actively in a panel discussion on a current issue or concern.
V: The learner creatively prepares a comparative log of academic and figurative language reflected in documents with the same themes.
RC: The learner proficiently uses advanced organizers/ illustrations showing textual relationships.
LIT: The learner creatively compiles Afro-Asian literary pieces as accounts of experiential learning.
VIEW: The learner effectively writes reactions to movies viewed. (movie review) The learner presents a review of a program viewed.
W: The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference.
GR: The learner composes a meaningful and grammatically correct composition. The learner writes a progress/ interim report of a program or advocacy
ST: The learner produces research appendices following the correct citation entries and format
Listening
Comprehension
Oral
Fluency
Vocabulary
Enhancement
Reading
Comprehension Literature Viewing
Comprehension Writing Grammar STUDY
STRATEGIES
 Employ
appropria
te
listening
skills
when
listening
to
descriptiv
e and
long
narrative
texts
(e. g.
making
prediction
s, noting
the
dramatic
effect of
sudden
twists,
etc.)
 Ask for and
give information,
and express
needs, opinions,
feelings, and
attitudes
explicitly and
implicitly in an
informative talk
• Formulate
responses
to
questions
noting the
types of
questions
raised (yes-
no, wh-
questions,
alternative,
modals,
embedded)
Develop
strategies for
coping with
unknown
words and
ambiguous
sentence
structures
and
discourse
o Identify
the derivation
of words
o Define
words from
context and
through word
analysis
(prefix, roots,
suffixes)
 Evaluate
content,
elements,
features, and
properties of a
reading or
viewing selection
using a set of
criteria
developed in
consultation
(with peers and
the teacher)
• Explain
visual-verbal
relationships
illustrated in
tables, graphs,
information
maps
commonly used
 Show
understanding
and appreciation
for the different
genres with
emphasis on
types contributed
by Asian
countries (i.e.
Haiku, Tanka,
etc.)

• Point out the
elements of plays
and playlets
• Determine the
macro discourse
patterns of
essays and the
macro discourse
• Discern
positive
and
negative
message
s
conveyed
by a
program
viewed
• React
appropria
tely and
provide
suggestio
ns based
on an
establish
ed fact
• Decode
the
 Use non-
linear texts
and outlines
to show
relationships
between
ideas
Transcode
ideas from
texts to
concept
maps
Make a write-
up of ideas
presented in
concept
maps
 Use three-
Uses:
o varied
adjective
compleme
ntation
o appropriate
idioms,
collocations,
and fixed
expression
o coordinators
o subordinator
s
other appropriate
devices for
emphasis
• formulates:
o correct
complex
Acknowledge
citations by
preparing the
bibliography of
the various
sources used
•Observe
correct
format in
bibliographic
al entries
Use writing
conventions to
indicate
acknowledgeme
nt of sources

5. • Emplo
y projective
listening
strategies
with longer
stories
• Listen
to
determine
conflicting
information
aired over
the radio
and
television
• Listen
for clues to
determine
pictorial
representati
ons of what
is talked
about in a
listening
text
• Make
inquiries
• Give
information
obtained
from mass
media:
newspaper
s, radio,
television
Highlight important
points in an
informative talk
using multi-media
resources
o Use
collocations of
difficult words
as aids in
unlocking
vocabulary
o Arrive at
the meaning
of structurally
complex and
ambiguous
sentences by
separating
kernel
sentences
from
modification
structures and
expansions
in content area
texts
 Tra
nscode
information
from linear
to non-
linear texts
and vice-
versa
 Ex
plain
illustrations
from linear
to non-
linear texts
and vice
versa
 Or
ganize
information
illustrated
in tables,
graphs and
maps
signals used to
establish
meaning
relationships in
the essay
• Determine the
author’s tone
and purpose
for writing the
essay
• Point out how
the choice of
title, space
allotment,
imagery, choice
of words,
figurative
language, etc.
contribute to
the theme
 Explain
figurative
language used
 Express
appreciation for
sensory images
in literary forms
 Show
understanding of
the text by
paraphrasing
passages
meaning
of
unfamiliar
words
using
structural
analysis
• Follow
task-
based
directions
shown
after
viewing
Interpret the
big
ideas/key
concepts
implied by
the facial
expressions
of
interlocutors
step words,
phrasal
and
sentence
outlines to
organize
ideas
Transcode
information
from linear to
non-linear
texts and vice
versa
 Em
ploy
concept
mapping
(circle,
bubble,
linear,
etc.) as
aids in
taking
down
notes and
organizin
g ideas
 Use
outlines to sum
up ideas taken
from texts
 Use non-
linear text
outlines and
notes as aids in
the preparation
of a research
paper
and
compound
-complex
sentences
o correct
conditiona
l
statement
s
o appropriat
e
parentheti
cal
expressio
n
meaningful
expanded
sentence
(following
balance,
parallelism, and
modification)

6. CONTENT STANDARD: Quarter 3
LC: The learner demonstrates understanding in validating information, opinions, or assumptions made by a speaker to arrive at sound decisions on critical issues.
OF: The learner demonstrates understanding of using turn-taking strategies in extended conversations to effectively convey information.
V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
RC: The learner demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types.
LIT: The learner demonstrates understanding of the different genres to heighten literary competence.
VIEW: The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing.
W: The learner demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.
GR: The learner demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction.
A: Give credence to well-though out ideas
ST: The learner demonstrates understanding of how information gathering skills and data collection strategies ensure quality research
PERFORMANCE STANDARD: Quarter 3
LC: The learner proficiently writes an editorial article concerning an issue raised by the speaker in a text listened to.
OF: The learner proficiently conducts a formal, structured interview of a specific subject.
V: The learner creatively produces a frequency word list.
RC: The learner creatively produces a digital chart of various text types with clickable features.
LIT: The learner produces a critical review of articles with the same themes but different genres.
VIEW: The learner produces a reaction paper to a program viewed.
W: The learner produces an e-journal of poetry & prose entries with emphasis on content and writing style.
GR: The learner creatively produces a tourist guide brochure
ST: The learner produces a clip report on the various sources of data collected
Listening
Comprehension
Oral
Fluency
Vocabulary
Enhancement
Reading
Comprehension Literature Viewing
Comprehension Writing Grammar STUDY
STRATEGIES
 Determin
e the persons
being
addressed in an
informative talk,
the objective/s
of the speaker
and his/her
attitude on the
issues
 Use
appropriate turn-
taking strategies
(topic nomination,
topic
development,
topic shift, turn-
getting, etc.) in
extended
conversations
 D
evelop
strategies for
coping with
unknown words
and ambiguous
sentence
structures and
discourse
o Identify the
 Utilize
varied reading
strategies to
process
information in
a text
• Recognize
the propaganda
strategies used
 Discover
Philippine and
Afro Asian
literature as a
means of
expanding
experiences
and outlook and
enhancing
worthwhile
• Anal
yze the
elements
that make
up reality
and fantasy
from a
program
viewed
 Use
specific cohesive
and literary
devices to
construct
integrative
literary and
expository
reviews,
critiques,
Uses:
o varied
adjective
complementa
tion
o appropriate
idioms,
collocations,
and fixed
expression
Derive
information from
various text
types and
sources using
the card
catalog, vertical
file, index,
microfiche

7.  Use
attentive
listening
strategies with
informative texts
• Note
clues and links
to show the
speaker’s stand
and
assumptions
• Liste
n for clues and
links to show
the speaker’s
train of thoughts
 Determin
e the stand of
the speaker on
a given issue
 Listen to
get the different
sides of social,
moral, and
economic
issues affecting
a community.
 Interv
iew persons to get
opinions about
certain issues
 Resp
ond orally to ideas
and needs
expressed in
face-to-face
interviews in
accordance with
the intended
meaning of the
speaker
 Use
communication
strategies (e.g.
paraphrase,
translations, and
circumlocution) to
repair breakdown
in communication
derivation of
words
o Define words
from context
and through
word analysis
(prefix, roots,
suffixes
o Use
collocations
of difficult
words as aids
in unlocking
vocabulary
Arrive at the
meaning of
structurally
complex and
ambiguous
sentences by
separating kernel
sentences from
modification
structures and
expansions.
in
advertisements
and consider
these in
formulating
hypotheses
• Distinguish
between facts
from opinions
• Use
expressions
that signal
opinions (e.g.
seems, as I see
it)
• Note the
function of
statements
made as the
text unfolds
and use it as a
basis for
predicting what
is to follow
• Express
emotional
reactions to
what was
asserted or
expressed in a
text
• Employ
approaches
best suited to a
text
 Note the
functions of
universal
human values
• Express
appreciation for
worthwhile
Asian traditions
and the values
they represent
• Assess
the Asian
identity as
presented in
Asian literature
and oneself in
the light of
what makes
one an Asian
• Identify
oneself with
other people
through
literature taking
note of cultural
differences so
as to get to the
heart of
problems
arising from
them
• Com
pare and
contrast
one’s own
television-
viewing
behavior
with other
viewers’
viewing
behavior
Organize
an
independen
t and
systematic
approach in
critiquing
various
reading or
viewing
selection
research reports,
and scripts for
broadcast
communication
texts, including
screenplays
• Produce
different text
types and
sub-types
 Expand
ideas in
well-
constructe
d
paragraph
s
observing
cohesion,
coherence
and
appropriat
e modes of
paragraph
developme
nt
• Give
and respond
to feedback
on one’s
paper in the
revision
process
 Use
grammatical
structure and
o coordinators
o subordinators
other appropriate
devices for
emphasis
• formulates:
ocorrect
complex and
compound-
complex
sentences
ocorrect
conditional
statements
oappropriate
parenthetical
expressions
meaningful
expanded
sentence
(following
balance,
parallelism, and
modification)
(microfilm) CD
ROM, internet
etc.
• Use
locational
skills to gather
and
synthesize
information
from general
and first-hand
sources of
information
• Get vital
information
from various
websites
Extract
accurately the
required
information from
sources read
and viewed to
reject irrelevant
details

8. statements as
they unfold and
consider the
data that might
confirm/disconfi
rm hypothesis
 Examine
for bias
 Determine
the validity and
adequacy of
proof
statements to
support
assertions
 React
critically to the
devices
employed by a
writer to
achieve his/her
purpose
vocabulary
needed to
effectively
emphasize
particular
points
• Use
appropriate
modes of
paragraph
development
to express
one’s ideas,
needs,
feelings and
attitudes
Use a variety of
cohesive
devices to
make the flow
of thoughts
from one
sentence to
another
smoothly and
effortlessly
Write short
personal
narratives to
support an
assertion
• Organize
information
gathered from
primary and
secondary
sources using

9. a graphic
organizer and
a simple topic
outline
Do self and
peer editing
using a set of
criteria
• Revise a
piece of short
personal
writing in
terms of
content, style,
and
mechanics
collaboratively
and
independently.
CONTENT STANDARD: Quarter 4
LC: The learner demonstrates understanding of how the orchestration of harmony, unison, rhythm and the structure of narratives and other text types enable him or her to
appreciate their richness.
OF: The learner demonstrates understanding of speech functions and forms as indicators of meaning.
V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
RC: The learner demonstrates understanding of how to abstract information presented in different text types and to note explicit and implicit signals used by the writer.
LIT: The learner demonstrates understanding of how literature mirrors the realities of life and depicts human aspirations.
VIEW: The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
W: The learner demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.
GR: The learner demonstrates understanding of the set of structural rules that govern various communication situations.
A: Set new goals for learning on the basis of self- assessment made
ST: The learner demonstrates understanding of how the employment of study strategies coupled with research skills lead to a well-written paper.
PERFORMANCE STANDARD: Quarter 4
LC: The learner creatively renders a choric interpretation of a text listened to.
OF: The learner competently delivers an informative speech using multi-media resources to highlight important points.
V: The learner proficiently produces a glossary of words related to specific disciplines.
RC: The learner prepares an abstract of a text read.
LIT: The learner produces an e-literary folio which captures significant human experiences.
VIEW: The learner puts up a model television production incorporating viewing conventions.
W: The learner makes a write-up of an interview.
GR: The learner innovatively presents an Ad promoting a government bill or a city ordinance.

10. ST: The learner produces a research paper based on school/ community problem.
Listening
Comprehension
Oral
Fluency
Vocabulary
Enhancement
Reading
Comprehension Literature Viewing
Comprehension Writing Grammar STUDY
STRATEGIES

11.  Process
speech
delivered at
different rates
by making
inferences
from what was
listened to
•Use syntactic
and lexical
clues to supply
items not
listened to
•Anticipate what
is to follow in a
text listened to
considering the
function/s of
the statements
made
 Express
appreciation
for texts orally
interpreted
noting
harmony,
unison, and
rhythm.
 Li
sten to
appreciate the
tune and the
narrative
structure of
ballads
 Arrive at a
consensus on
community
issues by
assessing
statements
made
 React to
information
obtained
from talks
• Interview
persons to get
their opinions
about social
issues affecting
the community
 Agree/Disagree
with
statements,
observations
and responses
made when
issues affecting
the community
 Infer the
function/s of
utterances and
respond
accordingly
taking into
account the
context of the
situation and
the tone used
 Develop
strategies for
coping with
unknown words
and ambiguous
sentence
structures and
discourse
o Identify
the derivation
of words
o Define
words from
context and
through word
analysis
(prefix, roots,
suffixes)
o Use
collocations
of difficult
words as
aids in
unlocking
vocabulary
Arrive at the
meaning of
structurally
complex and
ambiguous
sentences by
separating kernel
sentences from
modification
structures and
expansions
 Utilize
knowledge of
the
differences
among text
types
(instructional,
explanatory,
recount,
persuasive,
informational
and literary)
as an aid in
processing
information in
the selection
read or
viewed
• Assess the
content and
function of
each
statement in a
text with a
view of
determining
the
information
structure of
the text
• Abstract
information
from the
different text
types by
noting explicit
and implicit
signals used
by the writer
Point out the
role of literature
in enabling one
to grow in
personhood
• Discri
minate between
what is worthwhile
and what is not
through literature
• Distinguish
as positive values
humility,
resourcefulness,
self-reliance and
the ability to look
into oneself, and
accept one’s
strengths and
weaknesses
• Reco
gnize the
principles
of lay
outing in
viewing a
material
• Expl
ore how
colors
appeal to
viewer’s
emotions
• Identi
fy basic
camera
angles
• Asce
rtain how
balance
created
by
symmetry
affects
visual
response
to a
program
viewed
Differentiate
between
vantage
points and
viewing
• Organize
one’s thoughts
and adopt the
appropriate
writing style in
letters, resumes,
critiques, etc.
using
appropriate
styles (formal
and formal)and
audience in mind
• Employ
interactional
functions of
language in
different genres
and modes of
writing (pen-pal
letters, letters of
invitation, a “yes”
and “no” letters,
book reviews,
interview write-
ups, journal
entries, etc.)
• Write
reflections on
learning
experiences in
diary and journal
entries
• Write
summaries of
books read
• Employ
varied strategies
(condensing,
deleting,
combining,
embedding)
Uses:
o varied
adjective
complement
ation
o appropriate
idioms,
collocations,
and fixed
expression
o coordinators
o subordinator
s
other appropriate
devices for
emphasis
• formulates:
o correct
complex and
compound-
complex
sentences
o correct
conditional
statements
o appropriate
parenthetical
expressions
meaningful
expanded
sentence
(following
balance,
parallelism, and
modification)
• Use multi
step word
and phrasal
outlines to
organize
ideas
• Engage in
systematic
conduct of a
research by
going
through
series of
processes
• Organize
logically
information
gathered
Apply the
correct
treatment of
data and the
soundness
of research
conclusion.

12. Listen to
appreciate
harmony, unison,
and rhythm in
choric
interpretations.
• Interpret
instructions,
directions,
notices, rules
and
regulations
 Locate
and
synthesize
essential
information
found in any
text
Distinguish the
statement of
facts from
beliefs.
Evaluate the
accuracy of
the
information.
Draw
conclusions
from the set of
details.
Point out
relationships
between
statements.
Distinguish
between
general and
specific
statements.
when
summarizing
materials read
• Write
reactions to
books read
 Show respect
for intellectual
property
rights by
acknowledgin
g citations
made
• Acknowled
ge citations by
indicating in a
bibliography
sources used
• Use writing
conventions to
indicate
acknowledgeme
nt of resources
• Use
quotation marks
or hanging
indentations for
direct quotes
• Use in-text
citation
Arrange
bibliographic
entries of text
cited from books
and periodicals.
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