Eighth grade students use oral language, written language, and other media
and technology for expressive, informational, argumentative, critical, and literary
purposes. They continue to refine their study of language and grammar in order
to speak and write effectively. Although emphasis in eighth grade is placed
on using information for a specific task, students also:
| Competency Goal 1 | The
learner will use language to express individual perspectives through
analysis of personal, social, cultural, and historical issues. |
| |
1.01 Narrate a personal account which:- creates a coherent, organizing structure appropriate to
purpose, audience, and context.
- establishes a point of view and sharpens focus.
- uses remembered feelings.
- selects details that best illuminate the topic.
- connects events to self/society.
1.02 Analyze expressive materials that are read, heard, and/or
viewed by:- monitoring comprehension for understanding of what is
read, heard and/or viewed.
- reviewing the characteristics of expressive works.
- determining the importance of literary effects on the reader/viewer/listener.
- making connections between works, self and related topics
- drawing inferences.
- generating a learning log or journal.
- maintaining an annotated list of works that are read or
viewed, including personal reactions.
- taking an active role in and/or leading formal/informal
book/media talks.
1.03 Interact in group activities and/or seminars in which the
student:- shares personal reactions to questions raised.
- gives reasons and cites examples from text in support of
expressed opinions.
- clarifies, illustrates, or expands on a response when asked
to do so, and asks classmates for similar expansion.
1.04 Reflect on learning experiences by:- evaluating how personal perspectives are influenced by
society, cultural differences, and historical issues.
- appraising changes in self throughout the learning process.
- evaluating personal circumstances and background that shape
interaction with text.
|
| Competency Goal 2 | The
learner will use and evaluate information from a variety or resources. |
| |
2.01 Analyze and evaluate informational materials that are read,
heard, and/or viewed by:- monitoring comprehension for understanding of what is
read, heard and/or viewed.
- recognizing the characteristics of informational materials.
- summarizing information.
- determining the importance and accuracy of information.
- making connections to related topics/information.
- drawing inferences and/or conclusions.
- generating questions.
- extending ideas.
2.02 Use multiple sources of print and non-print information to
explore and create research products in both written and presentational
forms by:- determining purpose, audience, and context.
- understanding the focus.
- recognizing and/or choosing a relevant topic.
- Recognizing and/or selecting presentational format (e.g.,
video, essay, interactive technology) appropriate to audience.
- evaluating information for extraneous detail, inconsistencies,
relevant facts, and organization.
- researching and organizing information to achieve purpose.
- using notes and/or memory aids to structure information.
- supporting ideas with examples, definitions, analogies,
and direct references to primary and secondary sources.
- noting and/or citing sources used.
- recognizing the use of and/or employing graphics such as
charts, diagrams, and graphs to enhance the communication of information.
|
| Competency Goal 3 | The
learner will continue to refine the understanding and use of argument. |
| |
3.01 Explore and evaluate argumentative works that are read,
heard and/or viewed by:- monitoring comprehension for understanding of what is
read, heard and/or viewed.
- analyzing the work by identifying the arguments and positions
stated or implied and the evidence used to support them.
- identifying the social context of the argument.
- recognizing the effects of bias, emotional factors, and/or
semantic slanting.
- comparing the argument and counter-argument presented.
- identifying/evaluating the effectiveness of tone, style,
and use of language.
- evaluating the author's purpose and stance.
- making connections between works, self and related topics.
- responding to public documents (such as but not limited
to editorials, reviews, local, state, and national policies/issues
including those with a historical context).
3.02 Continue to explore and analyze the use of the problem-solution
process by:- evaluating problems and solutions within various texts
and situations.
- utilizing the problem-solution process within various contexts/situations.
- constructing essays/presentations that respond to a given
problem by proposing a solution that includes relevant details.
- recognizing and/or creating an organizing structure appropriate
to purpose, audience, and context.
3.03 Evaluate and create arguments that persuade by:- understanding the importance of the engagement of audience
by
establishing a context, creating a persona, and otherwise developing
interest. - noting and/or developing a controlling idea that makes a
clear and knowledgeable judgment.
- arranging details, reasons, and examples effectively and
persuasively.
- anticipating and addressing reader/listener concerns and
counterarguments.
- recognizing and/or creating an organizing structure appropriate
to purpose, audience, and context.
|
| Competency Goal 4 | The
learner will continue to refine critical thinking skills and create
criteria to evaluate print and non-print materials. |
| |
4.01 Analyze the purpose of the author or creator and the impact
of that purpose by:- monitoring comprehension for understanding of what is
read, heard, and/or viewed.
- evaluating any bias, apparent or hidden messages, emotional
factors, and/or propaganda techniques.
- evaluating the underlying assumptions of the author/creator.
- evaluating the effects of author's craft on the reader/viewer/listener.
4.02 Analyze and develop (with limited assistance) and apply appropriate
criteria to evaluate the quality of the communication by:- using knowledge of language structure and literary or
media techniques.
- drawing conclusions based on evidence, reasons, or relevant
information.
- considering the implications, consequences, or impact of
those conclusions.
4.03 Use the stance of a critic to:- consider alternative points of view or reasons.
- remain fair-minded and open to other interpretations.
- constructing a critical response/review of a work/topic.
|
| Competency
Goal 5 | The learner will respond to various literary
genres using interpretive and evaluative processes. |
| |
5.01 Increase fluency, comprehension, and insight through a meaningful
and comprehensive literacy program by:- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of
interest to the individual.
- reading literature and other materials selected by the teacher.
- assuming a leadership role in student-teacher reading conferences.
- leading small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects of elements such as plot, theme, characterization,
style, mood, and tone.
- discussing the effects of such literary devices as figurative
language, dialogue, flashback, allusion, irony, and symbolism.
- analyzing and evaluating themes and central ideas in literature
and other texts in relation to personal and societal issues.
- extending understanding by creating products for different
purposes, different audiences, and within various contexts.
- analyzing and evaluating the relationships between and among
characters, ideas, concepts, and/or experiences.
5.02 Study the characteristics of literary genres (fiction, nonfiction,
drama, and poetry) through:- reading a variety of literature and other text (e.g., young
adult novels, short stories, biographies, plays, free verse, narrative
poems).
- evaluating what impact genre-specific characteristics have
on the meaning of the text.
- evaluating how the author's choice and use of a genre
shapes the meaning of the literary work.
- evaluating what impact literary elements have on the meaning
of the text.
|
| Competency Goal 6 | The
learner will apply conventions of grammar and language usage. |
| |
6.01 Model an understanding of conventional written and spoken
expression by:- using a variety of sentence types, punctuating properly,
and avoiding fragments and run-ons.
- using subject-verb agreement and verb tense that are appropriate
for the meaning of the sentence.
- applying the parts of speech to clarify language usage.
- using pronouns correctly, including clear antecedents and
case.
- using phrases and clauses correctly, including proper punctuation
(e.g. prepositional phrases, appositives, dependent and independent
clauses.)
- determining the meaning of unfamiliar vocabulary words using
context clues, a dictionary, a glossary, a thesaurus, and/or structural
analysis (roots, prefixes, suffixes) of words.
- extending vocabulary knowledge by learning and using new
words.
- evaluating the use and power of dialects in standard/nonstandard
English usage.
- applying correct language conventions and usage during formal
oral presentations.
6.02 Continue to identify and edit errors in spoken and written
English by:- using correct spelling of words appropriate in difficulty for eighth
graders and refining mastery of an individualized list of commonly misspelled
words.
- producing final drafts/presentations that demonstrate accurate
spelling and the correct use of punctuation, capitalization, and spelling
and the correct use of punctuation, capitalization, and format.
-
self correcting errors in everyday speech.
- independently practicing
formal oral presentations.
|
