English/Language Arts - Eighth Grade: Accomplishments

Reading

Accomplishments:

  1. 8.1.01  Continue to develop oral language and listening skills.
    1. Continue to model active listening in both formal and informal settings.
    2. Continue to adhere to rules for public conversations.
    3. Continue to formulate and respond to questions from teachers and classmates.
    4. Continue to organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.
    5. Participate in creative responses to text (e.g., debates, dramatizations, speeches).
    6. Deliver a focused, well-organized oral presentation, using multiple sources of information from any content area utilizing visual aids for contextual support.
    7. Incorporate into oral reading, discussions, and presentations the use of correct stress, pitch, and juncture.
    8. Analyze a variety of non-verbal communication techniques and how they impact the audience and speaker.
  2. 8.1.02  Develop an understanding of the concepts of print.
    1. Recognize the defining characteristics of a variety of texts (e.g., identify differences between poetry and narration, between plays and essays, between biography and historical fiction).
    2. Approach texts according to their type using appropriate skills and prior knowledge (e.g., read poetry aloud, bring knowledge of history to a reading of biography, provide "between the lines" information in drama, determine how the form/genre informs meaning).
    3. Recognize the structure and organization of various text features to locate information (e.g., sidebars, questions at the end of chapter/unit, footnotes, endnotes).
  3. 8.1.03  Expand reading skills through phonemic awareness.
    1. Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds).
    2. Evaluate patterns of rhyme and rhythm and how they affect understanding.
    3. Evaluate the effects of sound in language (e.g., alliteration [assonance and consonance], onomatopoeia, slant rhyme, internal rhyme, accent, repetition).
  4. 8.1.04  Use decoding strategies.
    1. Recognize and identify the base/root word from words having affixes.
    2. Determine the meaning of prefixes and suffixes through identification and usage.
    3. Use context clues to determine multiple meaning words.
    4. Decode unknown grade level words utilizing previous learned strategies and verify the word's meaning within the context of the selection.
  5. 8.1.05  Read to develop fluency, expression, accuracy, and confidence.
    1. Demonstrate the ability to read fluently with expression, accuracy, and poise from a variety of texts (e.g., paired reading, choral reading, and read alongs).
    2. Continue to participate in guided reading.
    3. Continue to read using appropriate pronunciation, expression, and rate.
    4. Continue to adjust speed based on the purpose for reading.
    5. Continue to read independently on a daily basis.
  6. 8.1.06  Expand reading vocabulary.
    1. Build vocabulary by listening to literature, viewing films and documentaries, participating in class discussions, and reading self-selected and assigned texts.
    2. Build vocabulary by reading and viewing from a wide variety of print and non-print texts, literary and media genres and modes.
    3. Analyze word meanings using roots, prefixes, and suffixes.
    4. Continue to determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.
    5. Evaluate the use of synonyms, antonyms, homonyms, and multiple meaning words, and determine how they assist with understanding.
    6. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, power words).
    7. Analyze and use useful mnemonic devices (e.g., rhyming words, vocabulary cartoons, kinesthetic) to acquire new vocabulary.
    8. Select the correct word or phrase to complete an analogy.
    9. Recognize the historical influences on and changes to the English language.
    10. Consider word etymology and semantic change as part of vocabulary study.
    11. Recognize and interpret widely used foreign phrases (e.g., e pluribus unum, c'est la vie).
    12. Use connotation and denotation for vocabulary studies.
    13. Recognize that word choices create a mood to set a tone.
    14. Discover ways by which a language acquires new words (e.g., brand names, acronyms).
    15. Identify words and phrases that serve as clues to reveal time periods, cultures and regions represented (e.g., use of vocabulary associated with a particular time period, region, or country).
  7. 8.1.07  Develop independent pre-reading strategies to facilitate comprehension.
    1. Continue to establish a purpose for reading and viewing (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to discover information/facts, to discover models of writing).
    2. Continue to utilize reference sources to build background knowledge for reading.
    3. Continue to use previously learned strategies to front load text (e.g., skimming and scanning, connecting to prior knowledge).
    4. Preview text, using supports such as illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes.
    5. Relate the importance and the significance of the reading, listening, and viewing selections to learning and life.
    6. Analyze significant words to be encountered in the text.
    7. Make predictions about print and non-print text.
    8. Relate print and non-print text to prior personal experiences or opinions, historical knowledge, current events and cultural background as well as previously read print and non-print texts.
  8. 8.1.08  Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
    1. Derive meaning while reading by
      1. continuing to formulate clarifying questions.
      2. evaluating predictions made in prereading and making adjustments.
      3. continuing to predict outcomes, state reasonable generalizations, and draw conclusions based on prior knowledge and information gained while reading.
      4. using metacognitive and self-monitoring strategies while reading (e.g. pausing, rereading, consulting other sources, reading ahead, asking for help).
      5. engaging in reading between the lines (i.e., changing perspective among characters to determine thoughts, imagining parallel events, stating implied information).
      6. continuing to create mental pictures from abstract information.
      7. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts.
      8. making inferences and recognizing unstated assumptions.
      9. verifying or modifying pre-reading purpose as additional information is obtained.
      10. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).
    2. Derive meaning after reading by
      1. indicating, analyzing, and evaluating the sequence of events.
      2. recognizing and stating the main idea/central element in a given reading selection, noting details that support the main idea/central element.
      3. identifying the author's purpose and analyzing to determine if purpose is met.
      4. discussing similarities and differences in events and characters using evidence cited from the text or various texts.
      5. analyzing and evaluating the text to find contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses.
      6. assessing the accuracy and appropriateness of an author's details to support claims and assertions, noting instances of bias and stereotyping.
      7. evaluating cause and effect relationships.
      8. evaluating statements as fact or opinion.
      9. analyzing the use of figurative language (idioms, similes, metaphors, personification, imagery, puns).
      10. analyzing themes, whether stated or implied.
      11. evaluating and reflecting upon comprehension strategies utilized to make meaning from texts.
      12. making connections among various print and non-print texts.
      13. making connections among the various literary genres and themes with personal, historical, and cultural experiences.
      14. evaluating reading selections for their application to daily life (e.g., extend and apply meaning derived from text to different situations).
  9. 8.1.09  Refine study skills and develop methods of research to enhance learning.
    1. Determine appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
    2. Use media (e.g., films, video, the visual and performing arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROMs, references, Internet) to view, read, and represent information.
    3. Use current technology (e.g., the Internet, CD-ROMs, online catalogs) as a research communication tool.
    4. Analyze a variety of reference sources (e.g., biographical sketches, letters, diaries, encyclopedias, periodicals).
    5. Distinguish between and use primary and secondary source documents.
    6. Evaluate resources for validity and reliability.
    7. Continue to refine skimming and scanning skills.
    8. Retrieve, organize, represent, analyze, and evaluate information to demonstrate knowledge effectively acquired.
    9. Develop and use notes that include important concepts, summaries, and identification of reference sources.
    10. Investigate and evaluate the impact of bias/persuasive devices on daily life.
    11. Recognize and identify a statement as an example of persuasive and/or propaganda techniques (e.g., false generalizations, loaded words, snob appeal, name-calling, bandwagon, testimonials, and inconsistencies of logic).
    12. Use and evaluate a variety of sources to prepare a research paper that includes a title page, outline, notes, and a bibliography.
    13. Define and apply internal (subjective) and external (objective) criteria in making critical evaluations of given statements.
  10. 8.1.10  Apply vocabulary development and comprehension skill to facilitate reading to learn in content areas.
    1. Expand and maintain vocabulary specific to content areas and to current events.
    2. Continue to locate information using available text features (e.g., maps, charts, timelines, graphics, indexes, glossaries, footnotes, author's biography, and tables of content).
    3. Apply, analyze, and evaluate comprehension skills and strategies used to obtain meaning from informational text in the content areas.
    4. Continue to use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources,).
    5. Continue to interact with the text and analyze its effectiveness.
    6. Determine the reliability of sources by exploring the author's background, intentions and motives.
  11. 8.1.11 Read independently for a variety of purposes.
    1. Read for literary experience.
    2. Read to gain information.
    3. Read to perform a task.
    4. Read for enjoyment.
    5. Read to expand vocabulary.
    6. Read to build fluency.
  12. 8.1.12  Experience and explore the elements of various literary and media genres.
    1. Continue to read, view, and recognize various literary (e.g. novels, science fictions, plays, suspense, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g., music, films, videos, documentaries, the visual and performing arts) genres.
    2. Recognize and analyze the elements of various literary and media genres.
    3. Explore the elements that determine types of fiction (e.g., suspense/mystery, comedy/humor, drama, historical fiction, romance, legends and myths).
    4. Identify and evaluate stated or implied themes and connect recurring themes to previously read materials and current readings.
    5. Evaluate how the author develops characters (e.g., through words, speech, action, thoughts, narrator, interaction, motivation) and evaluate whether the characters are stereotypical or realistic.
    6. Evaluate words, phrases, and other devices used by authors to create mood to establish a tone.
    7. Determine the elements of the plot and trace them using graphic organizers (i.e. exposition, rising action, climax, falling action, resolution/denouement).
    8. Distinguish among varying types of conflict (i.e., man v. man, man v. nature, man v. himself).
    9. Explore subplots in literary selections and films.
    10. Compare and contrast between or among stories/events the elements of the plot.
    11. Determine the narrator's/author's point of view (i.e. first person, third person, limited or omniscient).
    12. Explore and explain how a story changes or an event is perceived if the point of view is changed.
    13. Summarize, paraphrase, and evaluate selected passages for discussion and/or written assignments or presentations.
    14. Make inferences about print and non-print text.
    15. Use deductive reasoning to facilitate and to extend understanding of texts.
    16. Determine the differences among non-fiction materials (e.g., letters, memoirs, diaries, journals, documentaries, autobiographies, biographies, and educational, informational and technical texts).
    17. Demonstrate knowledge of similes, metaphors, personification, symbolism, idioms, puns, hyperbole, flashback, foreshadowing, and irony.
    18. Explore the concept of allusion.
  13. 8.1.13  Develop and sustain a motivation for reading.
    1. Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.
    2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text genres, recommendation of others).
    3. Read daily from self-selected materials.
    4. Relate literary experiences (e.g., book discussions, literary circles, writing, oral presentations, artistic expressions).
    5. Experience and develop an awareness of literature that reflects a diverse society.
    6. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments.

Writing

Accomplishments:

  1. 8.2.01  Engage in prewriting, using a variety of strategies.
    1. Continue to generate, focus, and organize ideas through brainstorming, literary models, and classroom discussions.
    2. Use print and non-print materials along with prior knowledge, content area knowledge, and personal experiences to provide background for writing.
    3. Continue to develop writing by using appropriate organizational strategies, including outlining and other graphic organizers, to produce a prewriting plan that leads to writing.
    4. Select, limit, and refine a topic.
    5. Determine appropriate audience (e.g., informal and formal audiences).
    6. Analyze purposes for writing (e.g., to inform, to describe, to explain, to persuade).
  2. 8.2.02  Write for a variety of audiences and purposes.
    1. Determine the intended audience (e.g. private or public, informal or formal).
    2. Identify the mode, the usage level, and conventions for appropriate sharing of information with the selected audience.
    3. Continue to write competently in the narrative and descriptive modes.
    4. Write in the expository mode.
    5. Continue to write in response to expository prompts.
    6. Use the techniques of persuasive writing.
    7. Write personal reflections to situations, experiences, and events for self and others.
    8. Continue to produce original works of creative and imaginative writings.
    9. Continue to write to acquire knowledge (e.g., express, organize, and clarify thinking, take notes, synthesize information, enhance communication).
  3. 8.2.03  Compose drafts of written works.
    1. Continue to use prewriting plan to guide the first draft.
    2. Continue to write and think freely while drafting.
    3. Evaluate the selection of mode based on purpose (i.e., descriptive, narrative, expository, and persuasive).
    4. Determine appropriate thesis statement.
    5. Present and support sufficient knowledge of topic to reflect background and understanding.
    6. Compose the draft with an introduction to engage audience interest, body paragraphs, and a strong conclusion that extends the thesis.
    7. Use precise language including active verbs, vivid words, colorful modifiers, figurative language, imagery, and experiment with incorporating allusion.
    8. Continue to develop sentences that are clear, varied, and appropriate to the audience.
  4. 8.2.04  Show evidence of and determine appropriate revisions within the written draft.
    1. Revise writing to focus on purpose and audience.
    2. Evaluate and determine if word choices are appropriate for the target audience.
    3. Evaluate and revise writing to focus on fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety/varied sentence structures).
    4. Evaluate and determine the effectiveness of the organization of the written draft (e.g., chronological order or sequence maintained, creative introduction, appropriate thesis, supportive statements, and effective transitions).
    5. Evaluate and revise writing to insure consistent development of ideas (e.g., appropriate and logical reasoning, key ideas covered, evidence of support for ideas, examples used, supportive statistics).
    6. Analyze writing for clarity of thought.
  5. 8.2.05  Include editing before the completion of finished work.
    1. Continue to edit for elements of language.
    2. Continue to proofread using prior knowledge and experience, reference materials, and technology.
    3. Continue to create readable documents.
    4. Use appropriate proofreading symbols.
  6. 8.2.06  Evaluate own and others' writing.
    1. Continue to develop and use a rubric for evaluation.
    2. Continue to make appropriate suggestions for improvement, using the Tennessee state assessment rubric.
    3. Continue to recognize the strengths, errors, and challenges in peers writing and make appropriate comments of praise and suggestions for improvement.
    4. Continue to evaluate improvements made in own work and others' work.
  7. 8.2.07  Experience numerous publishing opportunities.
    1. Publish a final draft.
    2. Use multiple sources of technology to prepare and present work and to add photographs, graphs, tables, and/or illustrations to support the focus of the work.
    3. Identify opportunities for publication (e.g., local and national contests, Internet websites, newspaper/periodicals).
  8. 8.2.08  Write in the expository mode.
    1. Continue to write in response to expository prompts, including frequent opportunities for timed writing.
    2. Continue to write frequently in the expository mode.
    3. State a well-developed, relevant thesis.
    4. Support thesis with elaboration, using supporting details, supporting examples and/or anecdotes.
    5. Analyze and select the most appropriate organizational format for an expository essay.
    6. Continue to use models of expository writing to enhance the writing process and further understanding of the expository mode.
    7. Analyze and select appropriate title that creatively and accurately reflects the topic.
    8. Analyze writing for audience engaging introductory paragraphs and for strong and clinching concluding paragraphs.
    9. Continue to support and/or illustrate key ideas clearly.
    10. Incorporate varied expository structures (e.g., problem/ solution, compare/contrast).
    11. Continue to apply the Tennessee state assessment rubric to an expository essay.
    12. Continue to demonstrate facility in the use of language.
  9. 8.2.09  Write frequently across all content areas.
    1. Continue to produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, magazines, poems, letters to the editor, dialogues between famous people, WebPages).
    2. Continue to produce a variety of technical works utilizing knowledge from the content areas (e.g., explanations of projects and problems, science experiment projects, demonstrations, editorials, documents).
    3. Continue to research topics and organize gathered information from the content areas into presentable documents.
    4. Continue to compose and respond to original questions and/or problems from all content areas.
    5. Continue to respond expressively and creatively to the arts, incorporating the arts into all content areas.
    6. Continue to react and respond to content area information in creative ways (e.g., create graphic, non-print essays; write poems, create works of art).
    7. Enrich writing with information gathered from the various content areas (e.g., support literature with social studies ideas, math principles with art compositions).
  10. 8.2.10  Write expressively in order to develop an effective writing style.
    1. Continue to view, read, and/or listen to examples of various writing styles.
    2. Demonstrate the use of vivid words (e.g., active verbs, figurative language, imagery, and explore using allusions).
    3. Analyze the use of sensory details, concrete examples, and anecdotes within works.
    4. Continue to use a variety of sentence structures.
    5. Analyze the effects of varied sentence structures.
    6. Select appropriate transitional devices.
    7. Continue to select appropriate transitional devices to enhance organization and unity of work.
    8. Explore tone as a way to develop a unique and consistent voice in original works.
  11. 8.2.11  Write in response to literature.
    1. Continue to express ideas or opinions through creative responses to a variety of literary forms and genres.
    2. Analyze through writing an understanding of the elements of literature (e.g., plot, conflicts, setting, and characters).
    3. Express ideas or opinions creatively through responses to a variety of literary forms.
    4. Continue to compare and contrast plots, conflicts, themes, and characters, from a variety of literary selections and genres.
    5. Write and develop creative, imaginative, and original responses to literature to enhance and to extend the literary experience (e.g. songs, dances, art, stories, puns, limericks, design memorials).
  12. 8.2.12  Write in a variety of forms and genres.
    1. Write works of fiction in the descriptive or narrative modes (e.g., stories, scripts).
    2. Write poetry (e.g., haiku, bio-poem, limericks, ballads).
    3. Write biographical/autobiographical sketches, using specific actions, significant details, relevant dialogue, and anecdotes supported by citation of source information.
    4. Continue to write friendly and business letters.
    5. Write, share, and evaluate reflective pieces used to clarify thinking and to determine understanding.
    6. Write and recognize works of non-fiction.
    7. Write personal essays.
    8. Write text related to career development (e.g., job applications, business letters).
    9. Compose focused, concise, and accurate technical writing to instruct another in a multi-step process.
    10. Analyze and assemble gathered information into a research paper or document.
    11. Write a persuasive paper with a clearly focused argument and relevant supporting details.
  13. 8.2.13  Locate and analyze information to prepare written presentations or reports.
    1. Continue to use dictionaries, thesauruses and other word referenced materials.
    2. Continue to utilize resources available in the media center.
    3. Use interviews, surveys, polls, graphs, and illustrations in writing and presenting as support for research.
    4. Continue to use computer technology to find information, to create reports and presentations, and to support research.
    5. Continue to use examples and details collected from all available and reliable resources.
    6. Give credit for both quoted and paraphrased information in a bibliography.
    7. Evaluate Website sources for reliability.

Elements of Language

Accomplishments:

  1. 8.3.01  Demonstrate knowledge of standard English usage.
    1. Use nouns appropriately (e.g., predicate nouns, appositives).
    2. Use verbs appropriately (e.g., agree with the subject in person and number, verbs that take objects, linking verbs with predicate nouns and adjectives; verb phrases; consistency in verb tense; regular and irregular verb forms; correct use of both simple and perfect tenses; proper use of active and passive voice, subjunctive mood).
    3. Use pronouns appropriately (e.g., use of proper pronoun case: objective, nominative, and possessive; pronoun-antecedent agreement).
    4. Use adjectives appropriately (e.g., correct comparative and superlative forms, predicate adjectives, adjective phrases and clauses).
    5. Use adverbs appropriately (e.g., correct comparative and superlative forms, adverb phrases and clauses, conjunctive adverbs).
    6. Use conjunctions appropriately (e.g., coordinating, correlative, and subordinating conjunctions to combine sentences and sentence elements).
    7. Use prepositions and prepositional phrases appropriately (e.g., recognize them as adjective or adverb modifiers and place properly within the sentence).
    8. Use interjections appropriately.
    9. Recognize and correct usage errors (e.g., subject/verb agreement, pronoun case, double negatives, comparative and superlative forms, troublesome word groups {where/were, which/that/who, who/whom}).
    10. Compare regional differences in dialect, speech, and usage and explore reasons for those differences.
  2. 8.3.02  Demonstrate knowledge of standard English mechanics.
    1. Continue the correct use of capitalization (e.g., titles, business letters, quotations, proper nouns and adjectives).
    2. Demonstrate the correct use of commas (e.g., after introductory words, phrases, and clauses; to set off appositives and interrupters, before a coordinating conjunction joining independent clauses to form compound sentences); colons (e.g., business letters, before a long or formal quotation); semicolons (e.g., combining sentences, between items in a series of items already containing commas, before conjunctive adverbs); underlining and italicizing (e.g., titles, certain words, letters, figures, foreign words); quotation marks (e.g., to set off dialogue, around certain titles, correct use with end marks); hyphens; and end marks.
    3. Continue to form both singular and plural possessives using apostrophes.
    4. Continue to write legibly.
  3. 8.3.03  Demonstrate knowledge of standard English spelling.
    1. Spell high-frequency words correctly.
    2. Spell words correctly appropriate to grade level.
    3. Spell correctly words commonly used in content specific vocabulary.
    4. Recognize incorrectly spelled words within the context of sentences or phrases.
    5. Spell correctly affixed words and use affixes as a spelling aid (e.g., happy+ness= happiness).
    6. Proofread and edit for spelling accuracy using appropriate strategies to confirm spelling and to correct errors.
    7. Spell correctly commonly used foreign words and expressions.
    8. Determine correct spelling of words utilizing electronic and print tools (e.g., spell check, dictionaries, word walls, charts).
    9. Maintain a consciousness toward correct spelling across the content areas.
  4. 8.3.04  Demonstrate knowledge of correct sentence structure.
    1. Correct run-on sentences by using correct punctuation, forming separate sentences, using coordinating or subordinating clauses.
    2. Correct sentence fragments by supplying the missing sentence elements.
    3. Combine sentences using a variety of sentence combining strategies.
    4. Identify the subject and predicate of inverted order sentences.
    5. Use subordination, apposition, coordination, and appropriate phrases (prepositional, transitional) to indicate clear relationships within a sentence or paragraph.
    6. Recognize and use appropriately gerund and participial phrases.
    7. Distinguish between clauses (independent and subordinate) and phrases (verb, adjective, adverb, appositive, prepositional, verbal).