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Grade 8 Reading Standards
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Standard
(Curriculum)
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Instruction and
Assessment
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Standard 1. The
student understands and uses different skills and strategies to
read.
1.1 Uses word recognition and word
meaning skills to read and comprehend text
* Uses language structure
to understand reading materials (e.g., referents, sentence
structure, word derivations, abbreviations)
* Interprets general and
specialized vocabulary critical to the meaning of
text
1.2 Builds
vocabulary through reading
* Increases general and
specialized vocabularies through reading in specific fields of
academic study
1.3 Reads fluently,
adjusting reading for purpose and material
* Reads accurately and
fluently at Stage
K
* Reads both orally and
silently with ease
* Adjusts reading pace to
suit reading purpose and difficulty of material
* Reads for extended
periods (30-60 minutes)
* Skims and scans to
select books or locate information
1.4 Understands
elements of literature
* Recognizes and
understands literary devices including metaphor, analogy, and
irony
* Understands complex
sentence and paragraph structure
* Analyzes literary
elements (e.g., multiple settings, characters, plot structure,
theme, point of view)
* Understands sequence of
events
1.5 Uses features
of nonfiction text and computer software
* Locates, evaluates, and
synthesizes specific information on one topic or theme
* Understands and uses
text features (e.g., bibliographies, chapter summaries, margin
entries, symbols)
* Uses organizational
features of electronic information (e.g., CD-ROM,
internet)
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Instructional Support
Materials
* Elements of
Literature (Holt
Rinehart)
Instructional
Strategies
1.1
*
Word
wall
* Guided
reading
* Cloze
procedures
Assessment
* Portfolios (note: see
course description for 8th grade language arts)
* CBA's
* Informal reading
inventory
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Standard 2. The
student understands the meaning of what is
read.
2.1 Comprehends
important ideas and details
* Demonstrates
comprehension of fiction, nonfiction, and task-oriented
texts
* Understands and
summarizes main idea and supporting details
* Connects stories and
informational text to own experience, other text, or world
knowledge to enhance meaning
* Predicts, then confirms
or revises predictions and inferences
2.2 Expands
comprehension by analyzing, interpreting, and synthesizing
information and ideas
* Compares, contrasts,
and makes connections within and among several texts
* Uses thinking skills to
increase understanding including ability to question, compare,
summarize, analyze, synthesize-all with supporting
evidence
2.3 Thinks
critically and analyzes authors' use of language, style, purpose,
and perspective
* Evaluates text for fact
and opinion, accuracy, and validity
* Analyzes author's
purpose, point of view, style, persuasive techniques, cultural
perspective, and use of language
* Reads and responds to
understand different points of view and major themes and
issues
* Generalizes beyond text
to other texts, ideas, and/or situations
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Instructional Support
Materials
* Elements of
Literature (Holt
Rinehart)
Instructional
Strategies
2.1
* KWL
* Tree map
* Double bubble
map
Assessments
* Evidence of student
work
* CBA's
*
Informal reading
inventory
* Developmental Reading Assessment 4-8 (DRA)
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Standard 3. The student
reads different materials for a variety of
purposes.
3.1 Reads to learn
new information and
3.2 Reads to perform a task
* Evaluates the
appropriateness of a variety of resources for a specific
task
* Reads nonfiction from
previous years including for research and real life
purposes:
Instructions, report,
recount, question and answer, nonfiction text: (science, social
studies, math, the arts, health and fitness), article, poster,
directions, research paper
References: glossary,
dictionary, map encyclopedia, almanac, thesaurus, directory,
atlas
Literacy: diary/journal,
biography, essay, autobiography
Advertising: advertisement,
labels, signs, brochure, promotional materials, consumer
report
Workplace: technical text,
newspaper, memo, business letter, schedule, manual, directions and
technical text, interview, policy, public document, trade
publication research paper
3.3 Reads for
literary experience in a variety of forms
* Reads, responds to, and
evaluates a variety of traditional and contemporary
literature:
Narrative (realistic,
fantasy, traditional, tall tale, fable, myth folktale, legend),
essay, drama, verse (rhyming and blank, haiku, cinquain, ballad),
novel (classic, historical, and contemporary) science fiction,
biography, memoir
* Reads and responds to
understand different points of view, various cultures, and major
themes and issues
* Identifies recurring
themes in literature (e.g., identity, conflict and struggle, social
and economic change)
3.4 Reads for
career applications
* Reads different kinds
of material needed for various careers
* Uses reading strategies
(e.g., scanning, skimming, inferring) to interpret technical and
non-technical documents from career settings (e.g., graphs, tables,
policies)
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Instructional Support
Materials
* Elements of
Literature (Holt
Rinehart)
Instructional
Strategies
3.1
- 3.4
* KWL
* Anticipation
guide
* Think-pair-share
*
Jigsaw
* Taxonomies
* I-search
reports
* Sticky notes
note-taking
* Number
notes
* QAR's
* Literature
circles
* DRTA
* Wide assortment of
reading materials available
* Assignments with
authentic purpose that use various genres
Assessment
* Learning
logs
* Portfolios
* Checklists
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4.1 Assesses
strengths and need for improvement
* Articulates and uses
strategies to monitor reading
* Sets reading goals and
develops a plan to meet goals and monitor
progress
4.2 Seeks and
offers feedback to improve reading
* Develops shared
standards and evaluates reading skills (e.g., fluency,
comprehension, text choice) for self and others
* Discusses own and
others' responses to reading
4.3 Develops
interests and shares reading experiences
* Self-selects manageable
texts for specific purposes
* Reads
independently
* Discusses favorite
articles, books, and authors
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Instructional Support
Materials
* Elements of
Literature (Holt
Rinehart)
Instructional
Strategies
4.1 - 4.3
* Goal
setting
* Reading
logs
* Learning
logs
* Metacognition
* Checklists
* Self-selection of
text
* Journals
* Independent
reading (DEAR, WEB,
SSR)
Assessment
* Student
self-assessment
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* Instructional
strategies are suggestions only. There are many additional
strategies that are appropriate.
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