8th Grade English


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ELA-08.RI.05

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-08.RI.05 Analyze the structure an author uses to organize a text, including how sections, paragraphs, and/or particular sentences contribute to the whole and to the development of the ideas.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-08.RI.06

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-08.RI.06 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.

Student Learning Targets for 8th Grade ELA:

Knowledge Targets

  • I can define point of view as it relates to informational texts.
  • I can define counterargument.
  • I can define claim.
  • I can identify conflicting evidence within a text.

Reasoning Targets

  • I can determine the author’s point of view in a text.
  • I can determine an author's purpose in a text.
  • I can explain how an author responds to others’ points of view.

Proficiency Scale

Score   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. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The students can

  • determine point of view in a text.
  • analyze how an author acknowledges and responds to conflicting evidence or viewpoints.
  • determine author’s purpose or objective (to inform, instruct, entertain, etc.).
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The students can

  • define point of view as how the author views the situation/topic of a text.
  • identify conflicting evidence or viewpoints.
  • understand author’s purpose or objective (to inform, instruct, entertain, etc.).
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.RI.07

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RI.07 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-08.RI.08

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RI.08 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • Argument -- Purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid
    • Claim -- A specific opinion that authors want readers to accept as true and act on; because a claim is debatable, it needs to be supported with evidence.
    • Delineate -- to describe in detail the author's argument and the reasons and evidence that he uses.
    • Fact -- indisputable evidence.
    • Opinion -- view not based on fact.
    • Speculation -- conclusion drawn without evidence.
    • Relevant -- related to the discussion.
    • Reasoning -- involves more than facts or opinion; involves drawing logical conclusions based evidence that is sound, relevant, and valid.
    • Valid(ity) -- the quality of one's thinking, being logically and factually sound.
    • Logos -- Appeals to logic, reason, proof. 
    • Pathos -- Appeals to emotion and values.
    • Ethos -- Appeals to credibility and trust.

Reasoning Targets

  • I can describe what reasoning and evidence the author uses to support his position.
  • I can trace how the author develops and supports his argument.
  • I can determine whether the reasoning is sound and the evidence is relevant and sufficient.
  • I can recognize when irrelevant evidence is introduced; e.g., when  texts cite data without having explained the original study, or speakers use weaker evidence to discredit oppositions.

Skills (Performance) Targets

  • I can determine and clearly articulate the author's position on a topic.
  • I can distinguish among fact, opinion, and speculation.

 

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-08.RI.09

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RI.09 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Student Learning Targets:

Knowledge Targets

  • I can list facts and details from informational texts.

Reasoning Targets

  • I can evaluate speaker's objectivity.

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Student Learning Targets:

Knowledge Targets

  • I can list facts and details from informational texts.

Reasoning Targets

  • I can evaluate speaker's objectivity.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-08.RI.10

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Range of Reading and Level of Text Complexity

ELA-08.RI.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Student Learning Targets:

Knowledge Targets

  • I can define prediction.
  • I can define visualizing. 
  • I can define inferences.
  • I can define clarify.

Reasoning Targets

  • I can analyze text through questioning.
  • I can interpret information from text.
  • I can compare/contrast characters, events, and information within a text.

Skills (Performance) Targets

  • I can comprehend nonfiction writing at my grade level.
  • I can make inferences from text.
  • I can use details from the text to support inferences.
  • I can make connections to the text.
  • I can make predictions. 
  • I can show comprehension through strategies listed - predictions, visualizing, inferring, clarifying, text questioning, comparing and contrasting, and making connections.
  • I ask pertinent questions of my teacher and/or my group.
  • I can determine evidence to support how I think. 

Product Targets

  • I can create a visual representation of a text.

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-08.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for (RL) Reading Literature

In grade 8, the North Dakota State Standards call for students to proficiently read grade-appropriate complex literary texts while further developing the ability to cite textual evidence to support their conclusions regarding theme, plot, and character development.  In this process, students are learning how to summarize texts by evaluating key details in which the central idea or theme is located.

In their reading practices, students complement their ability to closely examine what the text directly says by learning to identify deeper meanings within the text by drawing inferences. Along with focusing on key ideas and details, eighth grade students also look at how both the structure and content of complex texts contribute to meaning, determining how word choice as well as sentence and paragraph structure influence and contribute to the unfolding of a plot and the development and elaboration of events or ideas.

These reading standards are tightly woven with other standards found within the strands of writing, language, and speaking and listening.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-08.RL.01

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-08.RL.01 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can define textual evidence.
  • I can identify the essential elements (character, setting, plot) of the story.
  • I can match characters and specific lines of dialogue
  • I can define motivation
  • I can define symbolism.
  • I can define analysis.
  • I can determine the difference between explicit and implicit (inferences).

Reasoning Targets

  • I can justify an inference with specific dialogue, or events from text.
  • I can determine the motivations of characters 

Skills (Performance) Targets

  • I can sequence a list of events.
  • I can discuss the story elements (character, setting, plot) of the narrative.
  • I can interpret symbolism.

Product Targets

  • I can present the order of events in a logical sequence, attending to cause and effect.

Student Learning Targets for Grade 8 Reading Pro:

Reasoning Targets

  • I can justify an inference with specific lines and/or dialogue.
  • I can justify an inference with events from text.
  • I can analyze text explicitly by determining the meaning and purpose of the text.

Proficiency Scale for Grade 8 ELA:

Score   RL8.1  Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will use the TEXT to:

  • discuss the story elements (character, setting, plot) of the narrative.
  • justify an inference with specific dialogue, or events from text.
  • determine the motivations of characters and support with text.
  • interpret symbolism and explain how it relates to the meaning of the work.
  • present the order of events in a logical sequence, attending to cause and effect.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student will:

  • identify the essential elements (character, setting, plot) of the story.
  • match characters and specific lines of dialogue.
  • define motivation.
  • determine symbolism by match choices.
  • sequence a list of provided events.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

Proficiency Scale for Grade 8 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student can:
  • justify an inference with specific lines, dialogue, or events from text.
  • analyze text explicitly by determining the meaning and purpose of the text.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 There are no major errors or omissions regarding the simpler details and processes as the student:
  • makes an inference but cannot thoroughly support with specific text.
  • attempts to analyze what the  text says explicitly by determining the meaning and purpose of the text.
  • defines academic vocabulary.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Inferences 
    • https://youtu.be/to30AJm2epQ 
    • http://www.readingrockets.org/strategies/inference 
    •  https://drive.google.com/file/d/0B2fXD6bui1atM2kyN3dWb1daQ28/view?ts=5807cb37

Vocabulary

  • List

 


ELA-08.RL.02

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-08.RL.02 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can understand the difference between plot and theme.
  • I can differentiate between a topic and a theme.
  • I can continue to improve my knowledge of literary elements.
  • I can recognize literary techniques authors use to create a story.
  • I can determine how the plot and theme develop throughout a story.
  • I can identify the setting, characters, resolution/solution and events of a fiction text using specific details.
  • I can define objective summary and identify the key ideas to put into a summary.

Reasoning Targets

  • I can analyze the importance of literary elements and how they make a story engaging.
  • I can identify literary elements and support with examples from text.
  • I can analyze the setting, characters, resolution/solution and events of a fictional text using specific details.
  • I can question, predict, infer, connect, relate, and evaluate literature.
  • I can determine a theme of a work and support that theme with details from the text.
  • I can explain how theme relates to the characters, setting, and plot.

Skills (Performance) Targets

  • I can find examples of literary elements with a text.
  • I can compare and contrast the characters, setting, and events of a fictional text using specific details.
  • I can provide an objective summary of a story.

Product Targets

  • I can produce a story map using the setting, characters, resolution/solution, events, and theme based on a fictional text.
  • I can respond to literature and support my response.

Student Learning Targets for Grade 8 Reading Pro:

Knowledge Targets

  • I can define theme and summary.

Reasoning Targets

  • I can analyze the theme in a text.

Skills (Performance) Targets

  • I can explore and analyze the theme's development over the course.
  • I can write an objective summary of the text.

Product Targets

  • I can devise an argument to support my claim of a theme in a text.

Proficiency Scale for Grade 8 ELA:

Score   8.RL.02 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. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • determine the theme of the text.
  • analyze the development of a theme in a text.
  • explain how the theme relates to characters, setting, plot, and supporting details.
  • provide an objective summary of a grade-appropriate text.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

  • determine the theme of the text when given choices.
  • attempt to analyze the development of a theme in a text.
  • attempt to explain how the theme relates to characters, setting, plot, and supporting details.
  • provide a summary with unnecessary details or omissions of a grade-appropriate text.
- Given five options of theme choose three that are in the story you are reading
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 Proficiency Scale for Grade 8 Reading Pro

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • The student will analyze a theme of a higher level text. The student is also able to support his/her claims for that theme.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • can explore and analyze a theme’s development over the course of the text.

  • can write an objective summary of the text.

  • can devise an argument to support my claim of a theme in a text .

The student exhibits no major errors or omissions.

  • Using a grade level text, the student will write a summary of a text and analyze a theme of the text.

  • The student can also devise an argument to support their claims on the theme.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:

    • theme and summary

  • performs basic processes, such as:

    • somewhat describe a theme’s development over the course of the text.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • Identify a theme in a text.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

* http://my.hrw.com/ - will need to create an account to access

Vocabulary

  • Theme: a full statement that reveals the message about life or human nature that the writer shares with the reader

 


ELA-08.RL.03

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-08.RL.03 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.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can recognize or recall specific terminology, such as: dialogue, analyze, dialect, characterization, static, dynamic.
  • I can identify particular lines of dialogue in a story or drama that reveals aspects of a character, or provoke a decision.
  • I can recall particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.

Reasoning Targets

  • I can discuss how particular lines of dialogue in a story or drama reveal aspects of a character or provoke a decision.
  • I can analyze particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.

Skills (Performance) Targets

  • I can use specific terminology, such as: dialogue, analyze, dialect, characterization, static, dynamic, when discussing literature.

Product Targets

  • I can create a product, written or spoken, that reveals my knowledge of how dialogue and incidents in literature contribute to plot and character development.

Student Learning Targets for Grade 8 Reading Pro:

Knowledge Targets

  • I can recognize the significance and effects of foreshadowing and flashbacks.
  • I can identify the setting, characters, resolution/solution and events of a fiction text using specific details.

Reasoning Targets

  • I can analyze the setting, characters, resolution/solution and events of a fiction text using specific details.

Skills (Performance) Targets

  • I can appraise and explore the setting, characters, and events of a fiction text using specific details.

Product Targets

  • I can construct a story map using the setting, characters, resolution/solution, events, and theme of a text to show how the incidents in that text propelled the action, revealed aspects of a character, or provoked a decision.
  • I can generate an essay  using the setting, characters, resolution/solution, events, and theme of a text to show how the incidents in that text propelled the action, revealed aspects of a character, or provoked a decision.

Proficiency Scale for Grade 8 ELA:

Score   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. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

  • apply specific terminology (dialogue, analyze, dialect, characterization, static, dynamic, exposition, suspense, conflict, narrator, rising action, flashback, climax, falling action, resolution, etc.) when discussing literature.
  • discuss how particular lines of dialogue in a story or drama reveals aspects of a character or provoke a decision.
  • analyze particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student will:

  • recognize or recall specific terminology, such as: dialogue, analyze, dialect, characterization, static, dynamic.
  • identify particular lines of dialogue in a story or drama that reveals aspects of a character, or provoke a decision.
  • determine or recall particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 Proficiency Scale for Grade 8 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Using a higher level text, the student will analyze the setting, characters, and resolution; the student is also able to compare and contrast the characters of a text.

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • can analyze the setting, characters, resolution/solution and events of a fiction text using specific details.

  • can appraise and explore the characters, setting, and events of a fiction text using specific details.

  • can construct a story map using the setting, characters, resolution/solution, events, and theme based on a fiction text.

The student exhibits no major errors or omissions.

  • Using a grade level text, the student will analyze the setting, characters, and resolution.

  • The student will compare and contrast the characters of a text.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:

    • character, resolution, solution, drama, element, plot, and setting.

  • performs basic processes, such as:

    • identifies the basic elements of a story or drama.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • The student will identify the characters in a text.

  • The student can explain the resolution of a text.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

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ELA-08.RL.04

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-08.RL.04 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Student Learning Targets for Reading Pro:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood/tone in different genres of literature.
  • I can define analogy and allusion. 

Reasoning Targets

  • I can analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can determine analogies or allusions in a text. 

Skills (Performance) Targets

  • I can demonstrate the use of figurative language.
  • I can read and appraise poetry.

  • I can solve an analogy or an allusion in a text and explain the significance of the author’s use of the term. 

Product Targets

  • I can compose an essay analyzing the author’s use of figurative language, analogies, allusions, or specific words with meaning and tone in a text and support my claims with text. 

Proficiency Scale for Grade 8 Reading Pro

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Using a higher level poem, the student can use text support to analyze literary techniques.

  • Using a higher level poem, the student will identify analogies or allusions.

  • Using a higher level poem, the student will identify and analyze figurative language and sound devices.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can:
  • analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • determine analogies or allusions within a text and explain how those techniques enhance the meaning of the work
  • explore the use of figurative language and sound devices. 
  • read and appraise poetry.  
  • compose an essay analyzing the author's use of figurative language, analogies, allusions, or specific word choice and support claims with text. 
  • Using a grade level poem, the student can use text support to analyze literary techniques.

  • Using a grade level poem, the student will identify analogies or allusions.

  • Using a grade level poem, the student will identify and analyze figurative language and sound devices.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:

    • figurative language, mood/tone in different genres of literature, analogy and allusion.
  • performs basic processes, such as:

    • identify and define sound devices.

    • recognize the significance and effects of foreshadowing and flashbacks.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • The student will define figurative language, analogy, and allusion.

  • The student can identify the rhyme scheme of a poem.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

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Vocabulary


ELA-08.RL.05

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-08.RL.05 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

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Vocabulary



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