Content Standard: All students will read and comprehend general and
technical material.
Middle
School (6-8) Benchmark 1: Use reading for multiple
purposes, such as enjoyment, clarifying information and learning complex
procedures
Grade: Eighth (8) Grade
|
Benchmark |
Performance
Description |
Recommended
Activities |
Recommends
Assessments |
|
R.CM.08.04 |
Apply significant knowledge
from what has been read in grade level appropriate science and social studies
texts. |
Answer related questions from
text |
Teacher assessment |
|
R.AT.08.01 |
Be enthusiastic about reading
and do substantial reading on their own. |
School wide supported SSR
(Silent Sustained Reading) Program
along with individually assigned novel reports |
Teacher led class discussion and book reports |
|
S.DS.08.01 |
Engage in interactive,
extended discourse to socially construct meaning (e.g., book clubs,
literature circles, partnerships or other conversation protocols). |
Class novel and reading
selections |
Teacher led class discussion |
|
R.NT.08.01 |
Investigate through classic and contemporary
literature recognized for quality and literary merit various examples of
distortion and stereotypes such as those associated with gender, race, culture,
age, class, religion, and other individual differences. |
Text and teacher identified reading selections |
Teacher led class discussion |
|
R.NT.08.02 |
Analyze elements and style of narrative genres (e.g.,
historical fiction, science fiction, realistic fiction). |
Read The Outsiders |
Assess
through class discussion and comprehension
based questions |
|
R.NT.08.03 |
Analyze the role of rising and falling actions, minor
characters in relation to conflict, and credibility of the narrator. |
Read The Outsiders |
Schematic
mapping denoting rise and falling action and character relation through
conflict |
|
R.NT.08.04 |
Analyze how authors use symbolism, imagery, and
consistency to develop credible narrators, rising and falling actions and
minor characters. |
Poetry
selection, including Nothing Gold Can
Stay, by Robert Frost |
Teacher
assessment |
|
R.IT.08.01 |
Analyze elements and style of informational genre
(e.g., comparative essays, newspaper writing, technical writing, persuasive essays). |
Teacher
suggested reading selections |
Teacher
assessment, student driven informational writing samples |
|
R.IT.08.02 |
Analyze organizational patterns (e.g., theory,
evidence, sequence). |
Do an author study and focus on the organizational patterns
that a professional author uses; examples Jack London, Nikki Giovanni. |
Teacher
and text assessment |
|
R.IT.08.03 |
Explain how authors use text features to enhance the
understanding of central, key, and supporting ideas (e.g., illustrations,
authors pages, prefaces, marginal notes). |
Selections
from text; example: Meet the Author Mark Twain with reading selections Mark Twains Comedy Knight |
Teacher
and text assessment |
Content Standard 1: All students will read and
comprehend general and technical material.
Middle School (6-8) Benchmark 2. Read with developing fluency a variety of texts, such as
short stories, novels, poetry, plays, textbooks, manuals and periodicals.
Grade: Eighth (08) Grade
|
Benchmark |
Performance
Description |
Recommended
Activities |
Recommends
Assessments |
|
R.WS.08.02 |
Use structural, syntactic, and semantic analysis to
recognize unfamiliar words in context (e.g., idioms, analogies, metaphors,
and similes to infer, history of the English language, common word origins,
syllabication). |
Spelling and vocabulary study with words from text,
including science, social studies, and math vocabulary |
Teacher
Assessmen |
|
R.WS.08.03 |
Recognize frequently encountered words automatically. |
Identify words in general class work, reading
selections, and assignments as they naturally appear. |
Teacher
based identification |
|
R.WS.08.06 |
Read fluently eighth grade level texts (increasingly
demanding texts read with fluency as the year proceeds). |
Students will read out loud as whole class or within
literature circles taking turns and assisting each other. |
Check
for fluency through teacher observations. |
Content Standard 1: All students will read and
comprehend general and technical material.
Middle School (6-8) Benchmark 3. Employ multiple strategies to
construct meaning, such as generating questions, studying vocabulary, analyzing
mood and tone, recognizing how authors use information, generalizing ideas,
matching form to content and developing reference skills.
Grade: Eighth (08) Grade
|
Benchmark |
Performance
Description |
Recommended
Activities |
Recommends
Assessments |
|
R.WS.08.05 |
Apply strategies to construct meaning and identify
unknown words. |
Use context clues to identify selected vocabulary
terms. |
Teacher
assessment |
|
R.MT.08.01 |
Independently self-monitor comprehension when reading or listening to text by
automatically using and discussing the strategies used by mature readers to
increase comprehension and engage in interpretative discussions (e.g.,
predicting, constructing mental images representing ideas in text
questioning, rereading or listening again if uncertain about meaning,
inferring, summarizing). |
Students
participate in literature circles to discuss reading selections
throughout a novel |
Teacher
observation |
|
R.MT.08.02 |
Plan, monitor, regulate, and evaluate skills,
strategies, and processes for their own reading comprehension by applying
appropriate metacognitive skills. |
Use graphic organizers to evaluate the uses of the
appropriate strategies |
Teacher
assessment |
|
R.WS.08.04 |
Know the meaning of frequently encountered words in
written and oral contexts (research to support specific words). |
Complete
text o teacher driven vocabulary assignment supporting identified terms in a
reading selection or novel. |
Teacher
assessment |
|
R.WS.08.07 |
Use strategies (e.g., prior knowledge, text features,
structures) and authentic content related resources
to determine the meaning of words and phrases in context (e.g., historical
terms, content area vocabulary, literary terms). |
Read
historical fiction novels or selections supporting social studies curriculum
where language and content will cross multiple disciplines. |
Teacher
identified criteria |
|
R.CM.08.01 |
Connect personal knowledge, experience, and
understanding of the world to themes and perspectives in the text. |
Complete
journal entries based on teacher selected topics. |
Teacher
assessment |
|
R.CM.08.02 |
Read, retell, and summarize grade level appropriate
narrative and informational texts. |
After
completing a reading selection students will give a
oral presentation. |
Criteria
based assessment |
|
R.CM.08.03 |
State global themes, universal truths, and principles
within and across texts to create a deeper understanding. |
Read
together and discuss the novel or play The
Diary of Anne Frank |
Teacher
and text assessment |
Content Standard 1: All students will read and
comprehend general and technical material.
Middle School (6-8) Benchmark 4. Employ multiple strategies to recognize words as they
construct meaning, including the use of context clues, word roots and affixes
and syntax.
Grade: Eighth (08) Grade
|
Benchmark |
Performance
Description |
Recommended
Activities |
Recommends
Assessments |
|
R.WS.08.01 |
Use word structure, sentence structure, and
prediction to aid in decoding and understanding the meanings of words
encountered in context. |
Identify terms while reading The Outsiders |
Teacher
and text assessment, vocabulary assignments and tests |
|
R.WS.08.02 |
Use structural, syntactic, and semantic analysis to
recognize unfamiliar words in context (e.g., idioms, analogies, metaphors,
and similes to infer, history of the English language, common word origins,
syllabication). |
Identify terms while reading The Outsiders using text definitions and context clues. |
Teacher
and text assessment, vocabulary assignments and tests |
|
R.WS.08.05 |
Apply strategies to construct meaning and identify
unknown words. |
Construct defining sentences from identified terms. |
Teacher
assessment |
Content Standard 1: All students will read and comprehend general
and technical material.
Middle School (6-8) Benchmark 5: Respond to a variety of oral, visual, written
and electronic texts by making connections to their personal lives and the
lives of others.
Grade: Eighth (08) Grade
|
Benchmark |
Performance
Description |
Recommended
Activities |
Recommends
Assessments |
|
R.CM.08.01 L.RP.08.05 |
Connect personal knowledge, experience, and
understanding of the world to themes and perspectives in the text. Respond to multiple texts when listened to or viewed
by speaking, illustrating, and/or writing in order to anticipate and answer
questions, to determine personal and universal themes, and to offer opinions
or solutions. |
Complete journal entries based on teacher selected topics. Students will predict outcomes on a reading selection
based on clues present and precognition. |
Teacher
Assessment |
|
S.DS.08.02 S.DS.08.04 L.RP.08.06 |
Discuss multiple text types in order to explore
problems and pose solutions, take a stand on an issue and support it, and
identify personally with a universal theme. Plan (e.g., outline including introduction, points to
be made, a summary, effective conclusion) and deliver an informational
presentation that incorporates precise, interesting, vivid language in the
active voice, is organized logically to convey the message, includes
persuasive non-verbal techniques (e.g., voice modulation, expression, tone,
appropriate pace), makes use of rhetorical strategies (e.g., supportive
narratives, key information, vivid descriptions) to support the purpose of
the presentation and to positively impact the intended audience. Evaluate the credibility of a speaker by determining
whether the speaker may have hidden agendas or be otherwise biased. |
Complete a Persuasive essay Complete a multi paragraph persuasive essay to present
to peers as an oral presentation. Having been given an agenda, students will evaluate the
presentations for credibility and biased material. |
Criteria
based assessment |
Content
Standard 2: All students will demonstrate the ability to write clear
and grammatically correct sentences, paragraphs and compositions.
Grade: Eighth (08) Grade
|
Benchmark |
Performance
Description |
Recommended
Activities |
Recommends
Assessments |
|
W.GN.08.01 |
Write a cohesive, narrative piece that includes appropriate conventions to
the genre (e.g., historical fiction, science fiction, realistic fiction) and
employ literary and plot devices (e.g., narrator credibility, rising and
falling actions, and/or conflict, transitional language, and imagery). |
Write a cohesive, narrative
piece that includes appropriate conventions to the genre |
Assessment
using a rubric |
|
W.GN.08.02 |
Write an historical expository piece (e.g., journal, biography, simulated
memoir) that includes appropriate organization, illustrations, marginal
notes, and/or annotations. |
Write an historical
expository piece based on reading selections from the text or teacher
selections |
Assessment
using a rubric |
|
W.GN.08.03 |
Formulate research
questions that demonstrate critical evaluation of multiple resources and
perspectives and arguments/counterarguments that culminate in a presented,
final project. |
Demonstrate ability to complete thesis statement, work cited note cards
and outline from student gathered research. |
Teacher
assessment |
|
W.AT.08.01 |
Be enthusiastic about
writing. |
Students
will complete journal entries based on topics they choose to be shared with
peers. |
No
assessment, the purpose is to have students enjoy writing without the stress
of criticism. |
|
L.RP.08.05 |
Respond to multiple texts when listened to or viewed by speaking,
illustrating, and/or writing in order to anticipate and answer questions, to
determine personal and universal themes, and to offer opinions or solutions. |
Compare
and contrast elements of stories in the classroom anthology. May use graphic organizers to prewrite and brainstorm |
Assessment
using a rubric |
Content
Standard 2: All students will demonstrate the
ability to write clear and grammatically correct sentences, paragraphs and
compositions.
|
Benchmark |
Performance
Description |
Recommended
Activities |
Recommends
Assessments |
|
W.PR.08.01 |
Set a purpose, consider
audience, and replicate authors styles and patterns when writing narrative
or informational text. |
Complete informational or narrative writing samples
directed to a specific audience after reading identified authors selections. |
Following
criteria based assessment |
|
W.PS.08.01 |
Exhibit individual style to
enhance the written message (e.g., in narrative text: personification, humor,
element of surprise; in informational text: emotional appeal, strong opinion,
credible support). |
Given a selection of ideas or
topics, students will write a message to share. |
No
assessment, the purpose is to have students develop a writing style without
the stress of criticism |
|
W.PR.08.04 |
Analyze oral
interpretations of literature (e.g., language choice, delivery) and the
effect of the interpretations on the listener. |
Listen to presentations of poetry and stories of oral
tradition from literature text, i.e. John Henry, Choices by Nikki Giovanni. |
Teacher
and text based assessment |
Content
Standard 2: All students will demonstrate the
ability to write clear and grammatically correct sentences, paragraphs and
compositions.
Grade: Eighth (08) Grade
|
Benchmark |
Performance
Description |
Recommended
Activities |
Recommends
Assessments |
|
W.PR.08.02 |
Apply a variety of pre-writing strategies for narrative text (e.g., story
maps designed to depict rising and falling actions, roles of minor
characters, credibility of narrator) and informational text (e.g.,
compare/contrast, cause and effect, sequential text patterns). |
Sample a variety of schematic mapping and
organizational strategies for students to learn. Students may then select a strategy that is
comfortable for them to use for prewriting activities. |