-Reading/English-

Revised 8/2008

Grade 8

Reading

Analyze and interpret new and unfamiliar words and phrases using a variety of vocabulary strategies

Initial Understanding

Continue development of background knowledge and contextual clue use

Continue to analyze word derivations, morphological clues, and historical influences

Developing an Interpretation

Demonstrate use of word derivations, morphological clues (Greek, Latin, and other foreign language roots) and contextual strategies to increase vocabulary development

Use context clues and language syntax to create meaning

Explain and evaluate the effectiveness of persuasive vocabulary authors across all content areas use to influence readers’ opinions or actions (e.g., loaded words, exaggeration, emotional words, euphemisms)

Read fluently

Initial Understanding

Continue the use of patterns of organization, context clues, emphasis and intonation, and comprehension strategies, to promote fluency

Develop and apply universal thinking and comprehension strategies to understand a variety of fiction and nonfiction texts

Initial Understanding

Preview text (e.g., skim material; use visuals, textual clues, and text format) for task and purpose

Establish and adjust purposes for reading before, during and after the reading process (e.g., to understand, interpret, form an opinion, skim for facts; to discover models for own writing)

Use specific strategies to clear up confusing parts of a text (e.g., pauses, rereads, consults another source, represents abstract information as mental pictures, asks for help]

Generalize about universal themes, human nature, cultural and historical perspectives from reading multiple texts

Explain how a story’s plots and subplots do/do not contribute to the conflict and resolution

Interpret how situations, actions and other characters influence a character’s personality and development

Developing an Interpretation

Compare and contrast literature written in a variety of genres and explain why certain genres are best suited

to convey a specific message or invoke a particular response from the reader

Analyze specific devices an author uses to accomplish his or her purpose (e.g., persuasive techniques, style, literary form or genre, portrayal of themes, language)

Analyze characteristics and structural elements/essential attributes of text across genres and disciplines including poetic forms (e.g., epic, sonnet, ballad, haiku, free verse)

Examine use of stereotype across gender, age, race, and culture

Compare, contrast, and critique two author’s beliefs and assumptions about a single topic or issue and determine which author presents the stronger argument

Making Connections

Integrate reader’s purpose, background knowledge, beliefs, opinions, and experience of both text content and format to determine importance

Identify motivations and reactions of literary characters from different cultures or historical periods when confronting similar personal conflicts, and hypothesize how those characters would handle a similar modern conflict

Critical Stance

Evaluate and justify an author’s genre preference

Respond critically to text features and techniques designed to influence the reader (e.g., propaganda techniques, words or phrases from another language, dialect, simile and metaphor)

Respond to the ideas of others and recognize the validity of differing arguments when interpreting and judging text

Evaluate recurring themes in literature that reflect worldwide social and/or economic change, (e.g., social change such as characters that change their attitudes after learning about different cultures)

Extend the meaning of a text by expressing an insight implied, but not stated (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not explicitly identified in the text (e.g., use information in an article about fitness to design an exercise program)
Writing

Recognize relationships among audience, task, context, and purpose leading to informed choices about topic development, organization, and linguistic features

Initial Understanding

Generate, focus, explore, and develop topics and ideas according to task, audience, context, and purpose

Choose a variety of appropriate points of view when writing

Recognize that the chosen format or structure contributes to the effectiveness of the message

Developing an Interpretation

Choose ideas and concepts relevant to the composing task, audience, context, and purpose

Reflect upon own writing and develop revision strategies to sustain clarity and coherence, and elaborate through written text across genres and disciplines

Explore modes of writing to include Narrative, Expository, Persuasive and Poetic forms

Demonstrate ability to plan and write on a topic/issue using a variety of graphic and written structures according to task, audience, context, and purpose

Use, with some independence, author’s craft in a variety of written structures

Reflect upon own writing and develop revision strategies to select, manipulate, and restructure the format, text and/or text segments that affect the construction of meaning at sentence, paragraph, and whole text levels

Explore shades of word meaning (diction), dialect, and figurative language that clarify and enhance ideas while sustaining coherent text

Reflect, select, manipulate, and use precise words and phrases that clarify and enhance ideas (e.g., vocabulary, syntax, figurative language, imagery, transitional devices, tone and mood)

Reflect, select and apply English language conventions (e.g., encoding, spelling patterns, syntax, mechanics)

Making Connections

Choose and use the most effective voice and/or style relevant to the composing task, audience, context, and purpose

Develop and sustain personal voice/style through written text

Assume responsibility of a writer’s obligation according to task, audience, context, and purpose

Set personal goals for own writing progress

Critical Stance

Utilize knowledge of language and culture to improve competency in English

Respond sensitively and constructively to own, peers, and model texts using standard and/or personal criteria related to task, audience, context, purpose, convention and effectiveness

Evaluate author’s usage of craft and diction (word choice)

Evaluate, with some independence, personal strengths and needs as a writer