END OF Grade 8 Reading Grade Level Expectations
Standards Unwrapped Standards by Month Fall Review of Materials
R:V:1
Students identify the meaning of unfamiliar vocabulary by…
R:V:8:1.1 Using strategies to
unlock meaning (e.g.,
knowledge of word structure, including prefixes/suffixes, base words, common
roots, or word origins; or context clues; or other resources, such as
dictionaries, glossaries, thesauruses; or prior knowledge) (Local)
R:V:2
Shows breadth of vocabulary knowledge
through demonstrating understanding of word meanings and relationships by…
R:V:8:2.1 Identifying
synonyms, antonyms, homonyms/ homophones, shades of meaning, or word origins,
including words from other languages that have been adopted into our language (Local)
R:V:8:2.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (Local)
R:LT:1 Demonstrate
initial understanding of elements of literary texts by…
R:LT:8:1.1
Identifying or describing character(s), setting, problem/ solution, or plots/subplots,
as appropriate to text; or identifying any significant changes in character
or setting over time; or identifying rising action, climax, or falling action
(Local)
R:LT:8:1.2
Paraphrasing or summarizing key ideas/plot, with major events sequenced, as
appropriate to text (Local)
ANALYSIS AND INTERPRETATION OF LITERARY TEXTS/ CITING EVIDENCE (LT:2 and 3)
R:LT:8:2.1
Explaining or supporting logical predictions (Local)
R:LT:8:2.2
Describing characterization (e.g., stereotype, antagonist, protagonist), motivation,
or interactions, citing thoughts, words, or actions that reveal characters’
traits, motivations, or their changes over time
(Local)
R:LT:8:2.3
Making inferences about cause/effect, internal or external conflicts (e.g.,
person versus self, person versus person, person versus nature/society/fate), or
the relationship among elements within text (e.g., describing the interaction
among plot/subplots) (Local)
R:LT:8:2.4
Explaining how the narrator’s point of view affects the reader’s
interpretation (Local)
R:LT:8:2.5
Explaining how the author’s message or theme (which may include universal
themes) is supported within the text (Local)
R:LT:3 Analyze and
interpret author’s craft, citing evidence where appropriate by…
R:LT:8:3.1 Demonstrating knowledge of author’s style or use of literary elements and devices (e.g., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze literary works (Local)
Suggested Literary Texts include but are not limited to...Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, etc.
INITIAL UNDERSTANDING OF INFORMATIONAL TEXT (IT:1)
R:IT:8:1.1
Obtaining information from text features (e.g., table of contents,
glossary, index, transition words /phrases, transitional devices, bold or
italicized text, headings, subheadings, graphic organizers, charts, graphs, or
illustrations) (Local)
R:IT:8:1.3
Organizing information to show understanding or relationships among facts,
ideas, and events (e.g., representing main/central ideas or details within text through charting,
mapping, paraphrasing, summarizing, comparing/contrasting, or outlining)
(Local)
ANALYSIS and INTERPRETATION OF INFORMATIONAL TEXTS/CITING EVIDENCE (IT:2)
R:IT:8:2.1 Explaining
connections about information within a text, across texts, or to
related ideas (Local)
R:IT:8:2.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (Local)
R:IT:8:2.3 Drawing inferences
about text, including author’s purpose (e.g., to inform, explain, entertain,
persuade) or message; or explaining how purpose may affect the interpretation
of the text; or using supporting evidence to form or evaluate
opinions/judgments and assertions about central ideas that are relevant (Local)
R:IT:8:2.4 Distinguishing fact
from opinion, and identifying possible bias/propaganda or conflicting
information within or across texts (Local)
R:IT:8:2.5
Making inferences about causes or effects (Local)
R:IT:8:2.6 Evaluating the clarity and accuracy of information (Local)
Suggested Informational
Texts include, but are not limited to:
Reference materials:
Practical/functional
texts:
TEXT
COMPLEXITY DESCRIPTORS
~Includes a full range of literary genres,
including realistic and historical fiction, science fiction, fantasy, and folk
literature.
~Informational/functional texts include
primary sources, personal narratives and autobiographies, schedules, and
manuals, as well as synthesized information found in textbooks.
~Increasing number of uncommon words,
including words with non-literal meanings and more abstract vocabulary; word
choice can reflect diverse historical and cultural context; text often includes
technical words with specialized meanings.
~Language in narrative text is more
elaborate and complex, and includes a wide range of dialogue, use of dialects,
and varied sentence structure to convey specific meanings.
~Prose style matches text purpose
(informational, recreational, provocative, etc.).
~Relationships between ideas become less
explicit and require more inference or interpretation.
~Understanding content requires increasing
cultural and historical breadth of knowledge.
~More sophisticated themes.
~Texts used often call for literary
analysis.
~Informational texts use format,
illustrations, and graphics to support
understanding of meaning.
~Text features often include advance
organizers, inset text, and technology support.
SAMPLE
TEXTS AT GRADE 8:
The
Upstairs Room; Narrative of the Life of Frederick Douglass; The
Giver; Science magazine
FLUENCY
RATE: