Eighth Grade

Reading

1. Reading Structure Content Standard: Students use the systems of language (patterns, rules, and conventions) to derive meaning from print as they read in a variety of genres.

Performance Standard: Integrate language structure (syntax), meaning clues (semantics), and word attack skills when reading orally and silently.

Student Literacy Expectations:

  • Sentence Structure (syntax):
    - Use sentence structure to read.
  • Phonics (letter/sound relationships-graphophonics):
    - Use graphophonics to decode words.
  • Meaning Clues (semantics):
    - Use of synonyms, antonyms, and homophones as reading aids.
    - Use word recognition strategies to recognize words (prefixes, suffixes, affixes, roots, and compounds.)
    - Use word recognition strategies to acquire new vocabulary (prefixes, suffixes, affixes, roots, and compounds.)
    - Use context clues to determine meaning of unknown words.

    • 2. Reading/Thinking Process Standard: Students use the process of inquiry to construct meaning from textual information.

    Performance Standard: Demonstrate comprehension of fiction and non-fiction selections by using critical reading skills and strategies.

    Student Literacy Expectations:

  • Critical Reading Skills:
    - Recognize implicit and explicit main idea.
    - Interpret implicit and explicit sequence of events and cause and effect relationships.
    - Respond to literal, inferential, and evaluative questions from text.
    - Recall explicit and implicit details.
    - Make comparisons with and between selections.
    - Draw conclusions.
    - Make generalizations.
    - Explain differences between fiction and non-fiction.
    - Explain differences between fact and opinion.
    - Interpret figurative elements in poetry (rhyme, rhythm, stanza, figurative language, personification, simile, metaphor, alliteration, and idioms).
    - Determine the literal meaning of words and phrases.
    - Determine the figurative meaning of words and phrases.
    - Interpret the non-literal meaning of words and phrases.
    - Recognize and utilize formats of different texts.
  • Critical Reading Strategies:
    - Read for a variety of purposes to obtain meaning in different kinds of text.
    - Ask questions about text (predict, clarify, and focus):
    - Activate relevant prior knowledge (schema) before, during, and after reading.
    - Adjust reading speed according to purpose and reread for comprehension.
    - Apply reading strategies to specific content area materials.
    - Determine most important ideas/themes in text:
    - Determine focus of text.
    - Exclude unimportant details.
    - Create visual, auditory, and other sensory connections to text.
    - Draw conclusions, make critical judgments, and form unique interpretation from text by activating prior knowledge, making predictions, drawing inferences, developing new ideas, making connections-text to self, text to text, text to world.
    - Develop and use strategies and study techniques for reading text and taking tests in different formats.
    - Recognize various literature forms (short stories, novels, epics, poems, dramas, essays, and myths).

    • 3. Reading/Literature Process Standard: Students use the process of inquiry to construct meaning from literature.

    Performance Standard: Interpret narratives by identifying how structure, characterization, and elements influence story development.

    Student Literacy Expectations:

  • Structure:
    - Interpret story plot.
    - Interpret story setting.
    - Interpret the central theme of a written selection.
  • Characterization:
    - Interpret the characters in a story selection.
    - Interpret character traits in a selection.
    -Discuss how the characters are developed in a selection.
  • Elements:
    - Discuss techniques used by the author.
    - Interpret point of view in a story selection.
    - Define conflict.
    - Interpret use of conflict in a story selection.
    - Define figurative language.
    - Identify incidences of use of figurative language in a selection.
    - Define imagery.
    - Interpret imagery in a story selection.
  • Thinking/Interpretation:
    - Discuss how an author developed a story plot.
    - Discuss author's purpose in writing a selection.
    - Analyze literary selections, using knowledge of structure, elements, and characterization.

    • Writing

    4. Writing Structure Content Standard: Students use the systems of language (patterns, rules, and conventions) to convey information, ideas, and opinions through the writing process.

    Performance Standard: Apply grammatical rules and conventions of language in the writing process.

    Student Literacy Expectations:

  • Grammar:
    - Recognize the functions of the eight parts of speech in sentences.
    - Review and form proper and common nouns.
    - Review and use singular, plural and possessive nouns.
    - Use types of pronouns such as personal, interrogative, demonstrative, indefinite, and relative.
    - Review and use pronouns as subjects and objects.
    - Review verbs and verb phrases.
    - Review and use action and state of being verbs.
    - Review and correctly use principal parts and tenses of regular and irregular verbs.
    - Recognize active and passive voice.
    - Uses principal parts of regular and irregular verbs to form the idicative mood in active and passive voice, progressive form, and emphatic form.
    - Identify transitive and intransitive verbs.
    - Review and use prepositional phrases as modifiers.
    - Recognize misplaced modifiers.
    - Review and use adjectives and adverbs.
    - Review and correctly usse coordinating and correlative conjunctions.
    - Identify subordinating conjunctions.
    - Review and use interjections.
    - Review the four types of sentences: declarative, interrogative, imperative, and exclamatory.
    - Review and use complete and simple subjects and predicates in simple sentences.
    - Review direct objects, indirect objects, predicate nouns, kand predicate adjectives.
    - Review and use appositives.
    - Identify and use inverted word order.
    - Recognize verbals and verbal phrases.
    - Recognize clauses.
    - Recognize simple and compound sentences.
    - Recognize and use complex sentences.
    - Recognize and use compound/complex sentences.
  • Usage/Expression:
    - Apply conventions.
    - Subject-verb agreement.
    - Cases of personal pronouns.
    - Pronoun-antecedent agreement.
    - Principal parts of verbs.
    - Comparisons of adjectives.
    - Form and use verb contractions correctly.
    - Avoid the use of double negatives.
    - Avoid slang.
    - Avoid redundancies.
  • Composition Structure:
    - Write simple sentences.
    - Write compound sentences.
    - Write complex sentences.
    - Write compound, complex sentences.
    - Combine sentences using coordination and subordination.
    - Avoid run-on sentences and non-functional fragments.
    - Use correctly the four types of sentences: declarative, interrogative, imperative, and exclamatory.
    - Use dialogue in writing.
    - Write paragraphs that include a unifying idea and supporting details (including topic and clincher sentences.)
    - Use transitions within and between paragraphs.
  • Mechanics:
    - Handwriting (write legibly).
    - Recognize and use correct capitalization and punctuation.
  • Spelling:
    - Apply common spelling patterns and rules (Common Spelling Rules may be found in the Appendices).
    - Correctly spell frequently used words.
    - Correctly spell commonly confused words.

    • 5. Writing Process Standard: Students use the process of inquiry to construct meaning through writing.

    Performance Standard: Write in a variety of genres to produce paragraphs and compositions.

    Student Literacy Expectations:

  • Use the Writing Process:
    - Communicate ideas by using the writing process (listed below).
    - Write with organization, style, purpose, and sense of audience.
    - Use available electronic communication technologies in writing.
  • Explore Writing - Variety of Purposes:
    - Write responses to literature.
    - Write descriptive compositions.
    - Write personal narrative compositions containing beginning, middle, and end.
    - Write imaginative stories.
    - Write personal letters.
    - Write content area essays and reports.
    - Write persuasive speeches.
    - Write business letters.
    - Write "how to" instructions.
    - Write technical selections.

    • Writing Process:

  • Prewrite
  • Draft
  • Revise
  • Edit
  • Publish

    • Analyze strengths and weaknesses of writing using the domains of the Writing Assessment:

  • Content/organization
  • Style
  • Sentence formation
  • Usage
  • Mechanics

    • Research

    6. Information Structure Content Standard: Students use information systems to collect and record information from a variety of sources (people, print/other media, and technology) for the purpose of research.

    Performance Standard: Use media for the purpose of gathering information through listening, speaking, viewing, reading, and writing.

    Student Literacy Expectations:

  • - Seek information to answer questions.
    - Conduct an interview to gather information.
    - Determine "likely informants".
    - Use media to answer questions: abridged dictionaries, encyclopedias, thesauri, atlases, periodicals, periodical indices, audio-visual resources, variety of genre, almanacs, databases, electronic multimedia technologies, microforms, interviews, specialized references, community resource files, video tapes, and other available technology as sources of information.
    - Select relevant information about a subject from several sources.
  • - Use book parts to locate information:
    - Use guide words, alphabetical order, key words, and cross-references to locate information.
  • - Record information gathered from sources.
    - Judge/evaluate appropriateness and credibility of source.
    - Use sources to create a bibliography.
    - Record information using note-taking techniques.
    - Take photographs and make short videos as a way of collecting data.
    - Use logs and visual organizers.

    • 7. Research Process Standard: Students use the process of inquiry to construct meaning from information and experiences.

    Performance Standard: Use the research process by selecting topic, formulating questions, identifying key words, selecting sources, skimming, paraphrasing, taking notes, organizing, and presenting.

    Student Literacy Expectations:

  • Question:
    - Formulate questions to research.
  • Organize/Plan:
    - Select a topic of interest to research.
    - Identify key words to research.
    - Select sources of information.
  • Do:
    - Organize information about a selected topic.
    - Skim materials for information.
    - Paraphrase information without plagiarizing.
    - Take notes about a selected topic.
    - Analyze information for relevance to topic.
    - Compare and contrast information.
    - Summarize and organize information without plagiarizing.
    - Select main ideas and supporting details from multiple sources to outline and develop content.
    - Use graphic organizers to organize information.
    - Document sources with reference citations.
  • Present:
    - Present information in a logical manner without plagiarizing.

    • Communication

    8. Collaboration Process Standard: Students recognize the social nature and power of language and use it to collaborate successfully.

    Performance Standard: Adapt manner and style of speaking to suit audience and situation.

    Student Literacy Expectations:

  • Listen:
    -Demonstrate active listening through eye contact.
    - Interpret and follow multiple oral and written directions.
    - Listen for implied meaning expressed in statements.
  • Interpret:
    - Recognize the importance of non-verbal cues.
    - Use non-verbal cues effectively.
  • Respond:
    - Orally discuss, paraphrase, and summarize information.
    - Use descriptive language to communicate clearly.
    - Use correct verb tense in oral communication.
    - Use increasingly complex sentence structures in oral communication.
    - Determine the denotative meaning of words in oral contexts.
    - Determine the connotative meaning of words in oral contexts.
    - Use standards of American English in appropriate settings.
    - Develop an awareness of appropriate response for social situations.
    - Make relevant contributions in class and group discussions.
    - Ask questions for clarification.
    - Use language to resolve conflicts.
    - Analyze orally presented literal, inferential, and evaluative questions.
    - Record, summarize, organize, compare, and contrast information presented orally.
    - Rephrase the statements of others to express understanding of the communications.
    - Keep discussion on topic.
    - Play a variety of roles (active listener, discussion leader, facilitator) in group discussion.
    - Demonstrate empathy for expressed needs and concerns of others.
    - Participate in dramatic activities such as puppetry, pantomime, plays, choral speaking, and storytelling.

    • 9. Presentation Process Standard: Students use language to present to varied audiences.

    Performance Standard: Present and perform for varied audiences, using presentation skills and prepared materials.

    Student Literacy Expectations:

  • Plan:
    - Plan presentations using student-generated outlines and graphic organizers.
    - Incorporate technological innovations in presentations.
  • Prepare:
    - Prepare note cards for an oral presentation.
    - Prepare presentation materials.
    - Explore use of presentation software.
  • Practice:
    - Incorporate planned content into an oral presentation.
    - Summarize important points.
    - Conclude topic appropriately.
    - Interpret pieces for presentation.
  • Present:
    - Deliver a planned oral presentation.
    - Demonstrate self-confidence when appearing before an audience.
    - Demonstrate poise.
    - Use props and other graphics when speaking or presenting.
    - Use appropriate, varied non-verbal patterns and gestures.
    - Make presentations from prepared materials.
    - Present to varied audiences:
  • Persuade:
    - Define a problem and present a solution.
    - Take a position to solve a problem.
    - Clearly present problem.
    - Delineate possible solutions.
    - Focus on one solution.
    - Use supporting detail.
    - Include clear sense of purpose.
    - Organize in a logical manner.
  • Entertain:
    - Retell stories correctly.
    - Recite short selections using inflection, emphasis, pitch, and intensity.
    - Demonstrate a sense of audience in preparing oral presentations.

    • Individual Competencies

    10. Diversity Standard: Students use individual language competencies to interpret contributions to our multicultural heritage.

    Performance Standard: Experience, reflect upon, and respond to culturally diverse literature encountered through a variety of media.

    Student Literacy Expectations:

  • Experience cultural diversity in stories read aloud and independently.
  • Demonstrate a familiarity with traditional pieces of literature.
  • Demonstrate a familiarity with contemporary pieces of literature.
  • Listen and respond to various literary forms including regional/international examples.
  • Describe the influences of human experience on literary works.
  • Recognize and respond to bias in media.
  • Recognize and respond to stereotypes in media.
  • Evaluate messages and effects of mass media (newspaper, television, radio, films, and periodicals.
  • Recognize persuasion techniques in propaganda and advertising.
  • Recognize and respond to family issues found in reading and other experiences.
  • Recognize and respond to community issues found in reading and other experiences.
  • Respond and make connections to the work of classmates and others.
  • Describe cultures and values represented in literature.

    • 11. Personal Decisions/Goals Standard: Students use language to set goals, articulate action plans, and reflect upon personal growth.

    Performance Standard: Make and act on decisions related to personal literacy growth.

    Student Literacy Expectations:

  • Expand listening, speaking, reading and writing vocabulary to reflect a growing range of interests and knowledge.
  • Select and peruse a variety of media for information and pleasure.
  • Determine literacy areas for personal growth.
  • Demonstrate critical judgment in text selections.
  • Apply proofreading/editing techniques.
  • Demonstrate personal pride in work.
  • Identify and choose literature according to personal interests.

    • 12. Language Appreciation Standard: Students recognize the expressive nature of language and give personal interpretation to the work of others.

    Performance Standard: Experience, respond to, and reflect upon the beauty of language through the use of rich word choice, sentence variety, rhythm, and poetic devices.

    Student Literacy Expectations:

  • Use rich word choice.
  • Use varied sentence patterns
  • Use rhyme and rhythm.
  • Use poetic devices.
  • Demonstrate an awareness of the richness and diversity of language through discussion.
  • Demonstrate an appreciation for the richness and diversity of language through discussion.
  • Orally read with fluency and expression.
  • Critically respond to various media.
  • Experiment with personal voice.
  • Determine the personal value of a passage or selection.