Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Vocabulary and Concept Development
1.1 Analyze idioms, analogies, metaphors, and similes to infer
the literal and figurative meanings of phrases.
1.2 Understand the most important points in the history of English
language and use common word origins to determine the historical
influences on English word meanings.
1.3 Use word meanings within the appropriate context and show
ability to verify those meanings by definition, restatement, example,
comparison, or contrast.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).
Structural Features of Informational Materials
2.1 Compare and contrast the features and elements of consumer
materials to gain meaning from documents (e.g., warranties, contracts,
product information, instruction manuals).
2.2 Analyze text that uses proposition and support patterns.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Find similarities and differences between texts in the treatment,
scope, or organization of ideas.
2.4 Compare the original text to a summary to determine whether
the summary accurately captures the main ideas, includes critical
details, and conveys the underlying meaning.
2.5 Understand and explain the use of a complex mechanical device
by following technical directions.
2.6 Use information from a variety of consumer, workplace, and
public documents to explain a situation or decision and to solve
a problem.
Expository Critique
2.7 Evaluate the unity, coherence, logic, internal consistency,
and structural patterns of text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature
3.1 Determine and articulate the relationship between the purposes
and characteristics of different forms of poetry (e.g., ballad,
lyric, couplet, epic, elegy, ode, sonnet).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Evaluate the structural elements of the plot (e.g., subplots,
parallel episodes, climax), the plot's development, and the way
in which conflicts are (or are not) addressed and resolved.
3.3 Compare and contrast motivations and reactions of literary
characters from different historical eras confronting similar
situations or conflicts.
3.4 Analyze the relevance of the setting (e.g., place, time, customs)
to the mood, tone, and meaning of the text.
3.5 Identify and analyze recurring themes (e.g., good versus evil)
across traditional and contemporary works.
3.6 Identify significant literary devices (e.g., metaphor, symbolism,
dialect, irony) that define a writer's style and use those elements
to interpret the work.
Literary Criticism
3.7 Analyze a work of literature, showing how it reflects the
heritage, traditions, attitudes, and beliefs of its author. (Biographical
approach)
Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Create compositions that establish a controlling impression,
have a coherent thesis, and end with a clear and well-supported
conclusion.
1.2 Establish coherence within and among paragraphs through effective
transitions, parallel structures, and similar writing techniques.
1.3 Support theses or conclusions with analogies, paraphrases,
quotations, opinions from authorities, comparisons, and similar
devices.
Research and Technology
1.4 Plan and conduct multiple-step information searches by using
computer networks and modems.
1.5 Achieve an effective balance between researched information
and original ideas.
Evaluation and Revision
1.6 Revise writing for word choice; appropriate organization;
consistent point of view; and transitions between paragraphs,
passages, and ideas.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade eight outlined in Writing Standard 1.0,
students:
2.1 Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using
well-chosen details.
b. Reveal the significance of, or the writer's attitude about,
the subject.
c. Employ narrative and descriptive strategies (e.g., relevant
dialogue, specific action, physical description, background description,
comparison or contrast of characters).
2.2 Write responses to literature:
a. Exhibit careful reading and insight in their interpretations.
b. Connect the student's own responses to the writer's techniques
and to specific textual references.
c. Draw supported inferences about the effects of a literary work
on its audience.
d. Support judgments through references to the text, other works,
other authors, or to personal knowledge.
2.3 Write research reports:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from
significant information sources and paraphrase and summarize all
perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish
the nature and value of each.
d. Organize and display information on charts, maps, and graphs.
2.4 Write persuasive compositions:
a. Include a well-defined thesis (i.e., one that makes a clear
and knowledgeable judgment).
b. Present detailed evidence, examples, and reasoning to support
arguments, differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them effectively
by anticipating and answering reader concerns and counterarguments.
2.5 Write documents related to career development, including simple business
letters and job applications:
a. Present information purposefully and succinctly and meet the
needs of the intended audience.
b. Follow the conventional format for the type of document (e.g.,
letter of inquiry, memorandum).
2.6 Write technical documents:
a. Identify the sequence of activities needed to design a system,
operate a tool, or explain the bylaws of an organization.
b. Include all the factors and variables that need to be considered.
c. Use formatting techniques (e.g., headings, differing fonts)
to aid comprehension.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use correct and varied sentence types and sentence openings
to present a lively and effective personal style.
1.2 Identify and use parallelism, including similar grammatical
forms, in all written discourse to present items in a series and
items juxtaposed for emphasis.
1.3 Use subordination, coordination, apposition, and other devices
to indicate clearly the relationship between ideas.
Grammar
1.4 Edit written manuscripts to ensure that correct grammar is
used.
Punctuation and Capitalization
1.5 Use correct punctuation and capitalization.
Spelling
1.6 Use correct spelling conventions.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
Comprehension
1.1 Analyze oral interpretations of literature, including language
choice and delivery, and the effect of the interpretations on
the listener.
1.2 Paraphrase a speaker's purpose and point of view and ask relevant
questions concerning the speaker's content, delivery, and purpose.
Organization and Delivery of Oral Communication
1.3 Organize information to achieve particular purposes by matching
the message, vocabulary, voice modulation, expression, and tone
to the audience and purpose.
1.4 Prepare a speech outline based upon a chosen pattern of organization,
which generally includes an introduction; transitions, previews,
and summaries; a logically developed body; and an effective conclusion.
1.5 Use precise language, action verbs, sensory details, appropriate
and colorful modifiers, and the active rather than the passive
voice in ways that enliven oral presentations.
1.6 Use appropriate grammar, word choice, enunciation, and pace
during formal presentations.
1.7 Use audience feedback (e.g., verbal and nonverbal cues):
a. Reconsider and modify the organizational structure or plan.
b. Rearrange words and sentences to clarify the meaning.
Analysis and Evaluation of Oral and Media Communications
1.8 Evaluate the credibility of a speaker (e.g., hidden agendas,
slanted or biased material).
1.9 Interpret and evaluate the various ways in which visual image
makers (e.g., graphic artists, illustrators, news photographers)
communicate information and affect impressions and opinions.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade eight outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrative presentations (e.g., biographical, autobiographical):
a. Relate a clear, coherent incident, event, or situation by using
well-chosen details.
b. Reveal the significance of, and the subject's attitude about,
the incident, event, or situation.
c. Employ narrative and descriptive strategies (e.g., relevant
dialogue, specific action, physical description, background description,
comparison or contrast of characters).
2.2 Deliver oral responses to literature:
a. Interpret a reading and provide insight.
b. Connect the students' own responses to the writer's techniques
and to specific textual references.
c. Draw supported inferences about the effects of a literary work
on its audience.
d. Support judgments through references to the text, other works,
other authors, or personal knowledge.
2.3 Deliver research presentations:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from
significant information sources and paraphrase and summarize all
relevant perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish
the nature and value of each.
d. Organize and record information on charts, maps, and graphs.
2.4 Deliver persuasive presentations:
a. Include a well-defined thesis (i.e., one that makes a clear
and knowledgeable judgment).
b. Differentiate fact from opinion and support arguments with
detailed evidence, examples, and reasoning.
c. Anticipate and answer listener concerns and counterarguments
effectively through the inclusion and arrangement of details,
reasons, examples, and other elements.
d. Maintain a reasonable tone.
2.5 Recite poems (of four to six stanzas), sections of speeches,
or dramatic soliloquies, using voice modulation, tone, and gestures
expressively to enhance the meaning.
