English/Language Arts - Eighth Grade: Performance Indicators (Benchmarks)

Reading

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

  1. 8.1.spi.1. formulate appropriate questions during the reading of text.
  2. 8.1.spi.2 choose the correct meaning/usage of multi-meaning words by replacing the word in context with an appropriate synonym or antonym.
  3. 8.1.spi.3. locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, tables of contents, and appendices).
  4. 8.1.spi.4. identify on a graphic organizer the points at which various plot elements occur.
  5. 8.1.spi.5. identify an appropriate title to reinforce the main idea of a passage or paragraph.
  6. 8.1.spi. 6. determine cause-effect relationships in context.
  7. 8.1.spi. 7. determine inferences from selected passages.
  8. 8.1.spi. 8. recognize a reasonable prediction of future events of a passage.
  9. 8.1.spi. 9. select information using keywords and headings.

At Level 2, the student is able to

  1. 8.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary.
  2. 8.1.spi.11. determine an author's purpose for writing or a student's purpose for reading.
  3. 8.1.spi.12. identify an implied theme from a selection or related selections.
  4. 8.1.spi.13. use text features (e.g., sidebars, footnotes, and endnotes) to determine meaning.
  5. 8.1.spi.14. distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics.
  6. 8.1.spi.15. identify examples within context of similes, metaphors, alliteration, onomatopoeia, personification, and hyperbole.
  7. 8.1.spi.16. choose a logical word or phrase to complete an analogy, using scrambled words and homophones in addition to previously learned analogies.
  8. 8.1.spi.17. recognize and identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials).
  9. 8.1.spi.18. recognize author's point of view (e.g., first person or third person, limited/ omniscient).
  10. 8.1.spi.19. determine how a story changes if the point of view is changed.
  11. 8.1.spi.20. recognize commonly used foreign phrases (e.g., bonjour, hasta la vista, bon voyage, mi casa es su casa, e pluribus unum, c'est la vie).
  12. 8.1.spi.21. identify examples of sound devices within context (e.g. rhyme, alliteration, assonance, slant rhyme, repetition, internal rhyme).
  13. 8.1.spi.22. recognize and identify words within context that reveal particular time periods and cultures.

At Level 3, the student is able to

  1. 8.1.spi.23. determine the influence of culture and ethnicity on the themes and issues of literary texts.
  2. 8.1.spi.24. identify how the author reveals character (e.g., physical characteristics, dialog, what others say about him, what he does).
  3. 8.1.spi.25. recognize literary elements that shape meaning within context (e.g., symbolism, foreshadowing, flashback, irony, mood and tone).
  4. 8.1.spi.26. identify instances of bias and stereotyping in print and non-print contexts.
  5. 8.1.spi.27. recognize the effect of stressed and unstressed syllables to aid in identifying the meaning of multiple meaning words.
Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

  1. 8.1.tpi.1. decode unknown grade level words utilizing previously learned strategies to verify the word's meaning within the context of the selection.
  2. 8.1.tpi.2. recognize various literary genres (e.g., short stories, novels, plays, legends, poetry, biographies, non-fiction).
  3. 8.1.tpi.3. express reactions and personal opinions to a selection or relate the selection to a personal experience.
  4. 8.1.tpi.4. organize prior knowledge using a variety of strategies while reading (e.g., pausing, reading ahead, rereading, identifying miscues, and consulting other sources).
  5. 8.1.tpi.5. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.
  6. 8.1.tpi.6. participate in creative responses to text (e.g., debates, dramatization, speeches).

At Level 2, the student is able to

  1. 8.1.tpi.7. develop an awareness of literature that reflects a diverse society.
  2. 8.1.tpi.8. read fluently basic grade appropriate selections.
  3. 8.1.tpi.9. create and deliver an organized oral presentation using multiple sources of information from any content area utilizing visual aids for contextual support
  4. 8.1.tpi.10. summarize, paraphrase, and evaluate selected passages.
  5. 8.1.tpi.11. develop and enhance vocabulary by reading from a wide variety of texts and literary genres.
  6. 8.1.tpi.12. make inferences and recognize unstated assumptions.
  7. 8.1.tpi.13. make connections among the various literary genres, themes, and print and non-print texts with personal, historical, and cultural experiences.
  8. 8.1.tpi.14 demonstrate how time periods and cultures affect plots/characters in literature.
  9. 8.1.tpi.15. recognize recurring themes in literature.
  10. 8.1.tpi.16. distinguish between primary and secondary sources.
  11. 8.1.tpi.17. identify instances of flashback and foreshadowing.

At Level 3, the student is able to

  1. 8.1.tpi.18. define and apply internal (subjective) and external (objective) criteria in making critical evaluation of given statements.
  2. 8.1.tpi.19. create an example of allusion.
  3. 8.1.tpi.20. differentiate between internal and external conflict in a given passage.
  4. 8.1.tpi.21. determine the significance/meaning of a symbol in a print or non-print selection.
  5. 8.1.tpi.22. analyze literary elements.
  6. 8.1.tpi.23. evaluate reading selections and media sources to determine their applications to and effect on daily life.
  7. 8.1.tpi.24. explore and distinguish between primary and secondary source documents.

Writing

Benchmarks/Indicators

*These performance indicators will be assessed by the Tennessee WritingAssessment.

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

  1. 8.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, webbing) with information from notes for a writing selection.
  2. 8.2.spi.2. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
  3. 8.2.spi.3. identify the purpose for writing (i.e., to inform, to describe to explain, to persuade) .
  4. 8.2.spi.4. identify the targeted audience for a selected passage.
  5. 8.2.spi.5. rearrange multi-paragraphed work in a logical and coherent order.
  6. 8.2.spi.6. identify sentences irrelevant to a paragraph's theme or flow.
  7. *8.2.spi.7. select, limit, and refine a topic.
  8. *8.2.spi.8. write well-organized and coherently developed paragraphs.
  9. *8.2.spi.9. reorganize paragraphs into well-organized and coherently developed essays.
  10. *8.2.spi.10. integrate all steps of the writing process: prewriting, drafting, revising, editing, and publishing.

At Level 2, the student is able to

  1. 8.2.spi.11. identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).
  2. 8.2.spi.12. identify individual written selections as technical, narrative, persuasive, and /or descriptive in mode.
  3. 8.2.spi.13. select an appropriate thesis statement for a writing sample.
  4. 8.2.spi.14. select the most appropriate title for a selection.
  5. 8.2.spi.15. select illustrations, explanations, anecdotes, descriptions, and/or facts to in a paragraph.
  6. 8.2.spi.16. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
  7. *8.2.spi.17. write well-developed, organized and coherent essays in response to expository prompts.
  8. *8.2.spi.18 support key ideas with explanations, illustrations, anecdotes and descriptions, and facts.
  9. *8.2.spi.19. revise and edit writings for the elements of language.
  10. *8.2.spi.20. choose vivid words, active voice verbs, figurative language, imagery, colorful modifiers, and sensory details to enhance writings.
  11. *8.2.spi.21. compose clear and correctly punctuated complex sentences to enrich syntactic variety.

At Level 3, the student is able to

  1. 8.2.spi.21. select vivid words to strengthen a description (adjective or adverb) within a writing sample or a passage.
Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

  1. 8.2.tpi.1. write with a sense of audience and purpose.
  2. 8.2.tpi.2. produce a final revised draft suitable for sharing.
  3. 8.2.tpi.3. use the steps of the writing process.
  4. 8.2.tpi.4. respond routinely and competently to narrative and descriptive prompts.
  5. 8.2.tpi.5. generate, focus, and organize ideas through brainstorming, graphic organizers, literary models, and class discussions.
  6. 8.2.tpi.6. evaluate writing through the use of the Tennessee Writing Assessment rubric and/or teacher and student created rubrics.
  7. 8.2.tpi.7. write frequently across the content areas gathering ideas and information from the various disciplines to enrich writing.
  8. 8.2.tpi.8. write frequently from timed expository prompts.

At Level 2, the student is able to

  1. 8.2.tpi.9. write in a variety of literary (e.g., prose, poetry, drama) informational (e.g., technical writing, commercials), and expressive (e.g., responses to literature, journals, diaries) modes.
  2. 8.2.tpi.10. write to express creativity, to share ideas and opinions; to reflect on situations, experiences, and/or events; to clarify thinking; and to acquire knowledge.
  3. 8.2.tpi.11. write a research report using multiple sources.
  4. 8.2.tpi.12. use the techniques of persuasive writing.
  5. 8.2.tpi.13. incorporate varied expository structures (e.g., compare and contrast, process analysis, and problem solving).
  6. 8.2.tpi.14. conduct self-evaluation through review of own writing.
  7. 8.2.tpi.15. write in response to literature.
  8. 8.2.tpi.16. write frequently in the expository mode.
  9. 8.2.tpi.17. use appropriate proofreading symbols.

At Level 3, the student is able to

  1. 8.2.tpi.18. experiment with allusion in writing to support, explain, and/or to illustrate key ideas.
  2. 8.2.tpi.19. use multiple sources of technology to prepare and present works, and to add photographs, graphs, tables, and/or illustrations to support the focus of the writing.
  3. 8.2.tpi.20. react and respond to content area information in creative ways (e.g., create graphic representations, non-print essays, compose poems, create works of art).
  4. 8.2.tpi.21. explore the techniques of persuasive writing.
  5. 8.2.tpi.22. write career related materials, including business and job applications.
  6. 8.2.tpi.23. explore tone as a way to develop a unique and consistent voice in original writings.
  7. 8.2.tpi.24. give credit for both quoted and paraphrased information in a bibliography.
  8. 8.2.tpi.25. draw conclusions from evidence within the text.

Elements of Language

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

  1. 8.3.spi.1. identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, and interrupters) within context.
  2. 8.3.spi.2. recognize usage errors occurring within context (e.g., subject/verb agreement, pronoun case, double negatives, comparative/superlative forms, troublesome words: where, were; which, that; who, who, whom) within context.
  3. 8.3.spi.3. identify the correct placement of prepositions and prepositional phrases within context.
  4. 8.3.spi.4. select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements) within context.

At Level 2, the student is able to

  1. 8.3.spi.5. identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate noun), pronouns (i.e., reflexive, interrogative, and demonstrative), verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, and verb phrases), adjectives (i.e., common/proper, comparative and superlative forms, adjective clauses), adverbs (i.e., comparative and superlative forms), interjections and conjunctions (i.e., coordinating, correlative, and subordinating) within context.
  2. 8.3.spi.6. identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases or clauses).
  3. 8.3.spi.7. identify the correct use of appositives and appositive phrases and infinitives and infinitive phrases within context.
  4. 8.3.spi.8. select the appropriate use of underlining/italicizing with titles, specific words, numbers, letters, and figures.
  5. 8.3.spi.9. identify correctly or incorrectlly spelled words in context.

At Level 3, the student is able to

  1. 8.3.spi.10. recognize the appropriate use of gerund and participial phrases.
  2. 8.3.spi.11. select the correct pronoun/antecedent agreement for personal pronouns within context.
Performance Indicators Teacher

As documented through teacher observation -

At Level 1, the student is able to

  1. 8.3.tpi.1. continue to write legibly and to spell grade level words correctly.
  2. 8.3.tpi.2. use conventional language structures in both oral and written language.
  3. 8.3.tpi.3. recognize action verb and linking verb patterns.
  4. 8.3.tpi.4. be aware of correct sentence structure, including the placement of words, phrases, and clauses used as modifiers.

At Level 2, the student is able to

  1. 8.3.tpi.5. recognize and self-correct errors in grammar, usage, and spelling.
  2. 8.3.tpi.6. place prepositional phrases correctly within the sentence according to their functions as modifiers.
  3. 8.3.tpi.7. maintain a consciousness toward correct spelling across the content areas.
  4. 8.3.tpi.8. proofread and edit own work regularly for capitalization, punctuation, language structure, and vocabulary.
  5. 8.3.tpi.9. demonstrate the correct use of commas, semicolons, underlining/italicizing, and colons.
  6. 8.3.tpi.10. use singular and plural possessives correctly.
  7. 8.3.tpi.11. use and punctuate correctly constructed dialogue when writing.

At Level 3, the student is able to

  1. 8.3.tpi.12. recognize and use the subjunctive mood when appropriate.
  2. 8.3.tpi.13. write using a consistent voice (active, passive).
  3. 8.3.tpi.14. continue to be aware of and sensitive to variations in language among regions, ethnic groups and cultures.