| LANGUAGE ARTS | |
| Grade 8 | |
| STANDARD 1: Listening, Viewing And Speaking Skills | |
| The student will demonstrate effective listening, viewing and speaking skills. | |
| 1.1 | Demonstrate effective listening skills |
| 1.1.1 | follow verbal direction to complete a task |
| 1.1.2 | listen attentively, recognizing verbal and non-verbal cues, and respond appropriately (e.g., make eye contact, demonstrate appropriate body language) |
| 1.1.3 | listen to oral reading and understand how volume, stress, pacing and pronunciations can positively or negatively affect an oral presentation |
| 1.1.4 | evaluate oral presentations (e.g., volume, stress, pacing, pronunciation) |
| 1.1.5 | use information that is orally presented for a variety of purposes |
| 1.1.6 | select and listen to reading of fiction, drama, nonfiction and informational presentations for personal enjoyment |
| 1.2 | Demonstrate effective speaking skills |
| 1.2.1 | speak clearly at an understandable rate using appropriate grammar, volume, eye contact and gestures |
| 1.2.2 | use nonverbal cues to convey a message to an audience (e.g., movement, gestures, facial expressions) |
| 1.2.3 | organize and deliver an effective informational or persuasive speech for a specific purpose and audience (e.g., uses appropriate grammar, word choice, pacing, volume) |
| 1.2.4 | use appropriate words to shape reactions, perceptions and beliefs (e.g., connotative, idiomatic meanings, synonyms, antonyms, sensory words) |
| 1.2.5 | define and clarify ideas orally and with others (e.g., paraphrase and clarify points, ask questions, state opinions precisely, summarizes main points, provides supporting evidence) |
| 1.2.6 | participate in group discussions as a contributor and leader using effective speaking strategies (e.g., asking questions, making observations) |
| 1.2.7 | formulate questions and conduct an interview |
| 1.3 | Use effective viewing strategies |
| 1.3.1 | summarize the main concepts and identify supporting details in a nonprint message |
| 1.3.2 | identify biases, stereotypes and persuasive techniques in a nonprint message |
| 1.3.3 | distinguish between propaganda and logical reasoning strategies in mass media |
| 1.3.4 | recognize ways graphics, pictures, color, motion, music and computer technology affect communication across the media |
| 1.3.5 | recognize ways that laws govern use of mass media (e.g., plagiarism, copyright, libel, slander) |
| STANDARD 2: Structural Analysis And Vocabulary Skills | |
| The student will demonstrate structural analysis and vocabulary skills. | |
| 2.1 | Analyze the meaning of words using word structures, content and word origin |
| 2.1.1 | determine the effect of affixes on the meaning of words |
| 2.1.2 | analyze word relationships (e.g., analogies, synonyms, antonyms) |
| 2.1.3 | apply knowledge of word origin to determine meaning |
| 2.1.4 | use context clues to interpret words in text |
| 2.1.5 | distinguish denotative and connotative meaning of words |
| 2.1.6 | interpret slang, both past and present |
| 2.1.7 | recognize the meaning of words from content areas |
| STANDARD 3: Reading And Literature Interpretation Skills | |
| The student will demonstrate reading and literature interpretation skills. | |
| 3.1. | Use prediction strategies to prepare for reading |
| 3.1.1 | use prereading strategies with literary and informational text (e.g., KWL, text features) |
| 3.1.2 | predict the purpose and organization of text using prior knowledge and text structure |
| 3.1.3 | predict ideas or events using prior knowledge and text structure |
| 3.2 | Demonstrate literal comprehension skills |
| 3.2.1 | recognize significant details in literary or information text |
| 3.2.2 | identify the sequence of events in text |
| 3.3 | Demonstrate inferential comprehension skills |
| 3.3.1 | identify the main idea of literary and informational text |
| 3.3.2 | recognize cause and effect relationships in a selection |
| 3.3.3 | draw conclusions inferred from information stated in a selection |
| 3.4 | Use elements of literature to comprehend text |
| 3.4.1 | recognize the genre represented by a literary selection |
| 3.4.2 | compare and contrast settings from various texts |
| 3.4.3 | interpret the use of dialogue and dialect in a literary selection |
| 3.4.4 | analyze characterization in a literary selection (e.g., actions, motives, development, points of view) |
| 3.4.5 | compare and contrast characters within or across texts |
| 3.4.6 | identify events in the plot related to the central conflict |
| 3.4.7 | compare and contrast plot elements from various texts |
| 3.4.8 | differentiate between major and minor conflicts and their resolutions in a variety of texts |
| 3.4.9 | infer the mood of a literary selection |
| 3.4.10 | identify universal themes in various types of literature |
| 3.4.11 | compare and contrast themes in classic and contemporary literature |
| 3.4.12 | identify the point of view in a literary or informational text (e.g., first person, third person, omniscient) |
| 3.4.13 | recognize literary devices including foreshadowing and flashbacks |
| 3.4.14 | identify types of irony used in texts (e.g., verbal, situational, dramatic) |
| 3.4.15 | analyze the use of figurative language and symbolism in text |
| 3.4.16 | analyze the text structure of poetry (e.g., line length, punctuation, rhythm) |
| 3.5 | Apply critical comprehension skills to a reading selection |
| 3.5.1 | recognize sensory words, precise words and words that establish tone in a literary selection |
| 3.5.2 | distinguish between fact and opinion in literary and informational text |
| 3.5.3 | justify an inference using specific information from the text |
| 3.5.4 | recognize the author’s purpose from supporting evidence in a text |
| 3.5.5 | recognize the author’s perspective or personal values from supporting evidence in a text |
| 3.5.6 | compare and contrast literature from different time periods and cultures |
| 3.5.7 | identify persuasive and propaganda techniques in writing |
| 3.5.8 | analyze strengths and weaknesses of an argument in persuasive text (e.g., relevant/irrelevant, logical/illogical) |
| 3.6 | Use strategies to clarify meaning |
| 3.6.1 | monitor comprehension (e.g., rereading, self-correcting, questioning) |
| 3.6.2 | restate text by paraphrasing or summarizing |
| 3.6.3 | use text structure to locate and recall information (e.g., chronology, comparison/contrast, cause/effect) |
| 3.6.4 | use graphic organizers to clarify meaning of text |
| 3.7 | Use a personal perspective in experiencing literature |
| 3.7.1 | identify personal reading preferences (e.g., exploring a variety of genre, authors cultures, historical periods) |
| 3.7.2 | relate personal values and experiences to characters and events in a literary selection |
| 3.7.3 | recognize different approaches that are applied to the study of literature (e.g., thematic, historical) |
| STANDARD 4: Study And Reference Skills | |
| The student will demonstrate effective study and reference skills. | |
| 4.1 | Use a variety of reference materials |
| 4.1.1 | develop questions to guide research |
| 4.1.2 | choose the appropriate print or electronic source for finding information on a given topic |
| 4.1.3 | interpret information from graphic representations (e.g., illustrations, diagrams, graphs, maps) |
| 4.1.4 | organize and record information using a variety of techniques (e.g., note cards, data files) |
| 4.1.5 | record bibliographic information |
| 4.1.6 | synthesize collected information (e.g., matrix, graphic organizer) |
| 4.1.7 | use information gathered from a variety of sources (including primary sources when appropriate) to complete a task |
| 4.1.8 | use a dictionary and thesaurus to confirm spelling, revise word choice and clarify meaning |
| STANDARD 5: Writing Skills | |
| The student will effectively use the writing process. | |
| 5.1 | Use a variety of writing strategies to prepare for writing |
| 5.1.1 | use a prewriting strategy suitable for the task (e.g., brainstorming, freewriting, asking questions, using graphic organizer) |
| 5.1.2 | select a format for writing which addresses the audience, purpose and occasion (e.g., narrative, persuasive, expository) |
| 5.1.3 | organize ideas for writing (e.g., mapping, clustering, outlining, sequencing chronologically) |
| 5.1.4 | narrow the topic from general to more specific |
| 5.2 | Generate a written draft for a specific purpose and audience |
| 5.2.1 | generate a draft focusing on a central idea or topic (e.g., excluding loosely related, extraneous or repetitious information) |
| 5.2.2 | use an effective organizational pattern to achieve a sense of completeness |
| 5.2.3 | use supporting ideas, details and facts to develop and elaborate a topic |
| 5.2.4 | use transitional devices to connect ideas in writing |
| 5.2.5 | use precise word choice in writing (e.g., descriptive words, active verbs, sensory words, figurative language) |
| 5.2.6 | use a variety of sentence structures in writing |
| 5.2.7 | use elements of style appropriate to the writing format (e.g., appropriate voice, tone, word choice) |
| 5.3 | Revise writing by incorporating changing |
| 5.3.1 | revise for focus by deleting extraneous and repetitious information |
| 5.3.2 | revise writing for organization by rearranging words, sentences and paragraphs and including appropriate transitional devices |
| 5.3.3 | revise writing by adding details, explanations, illustrations, precise word choice and other supporting evidence |
| 5.3.4 | revise personal writing through rereading, questioning and clarifying using models and resources when appropriate |
| 5.3.5 | revise personal writing considering thecquestions, suggestions and statements from peer review |
| 5.4 | Edit writing for language conventions |
| 5.4.1 | edit for capitalization and punctuation |
| 5.4.2 | edit for conventional usage |
| 5.4.3 | edit for spelling |
| 5.4.4 | edit for sentence structure (e.g., sentence fragments, run-on sentences, sentence clarity) |
| 5.5 | Write for a variety of occasions, audiences and purposes |
| 5.5.1 | write a report of information using a variety of sources |
| 5.5.2 | write an expository essay relevant to the intended audience, purpose and occasion |
| 5.5.3 | write a persuasive essay relevant to an intended audience, purpose and occasion |
| 5.5.4 | write a narrative piece (e.g., fictional, autobiographical, biographical, anecdotal |
| 5.5.5 | write an evaluation with supportive reasons and evidence (e.g., book report, movie review, art critique) |
| 5.5.6 | respond in writing to literary text (e.g., summary, observation) |
| STANDARD 6: Grammar/Mechanics/Spelling | |
| The student will use correct grammar, mechanics and spelling. | |
| 6.1 | Use correct grammar |
| 6.1.1 | use singular and plural forms for subject/verb agreement in written work |
| 6.1.2 | use singular and plural possessive nouns in writing |
| 6.1.3 | recognizes correct pronoun usage |
| 6.1.4 | use adjective and adverb forms correctly including comparative and superlative forms |
| 6.1.5 | identify the parts of speech |
| 6.2 | Use correct mechanics of language in writing |
| 6.2.1 | use conventions of capitalization (e.g., organizations, nationalities, races, languages, religions) |
| 6.2.2 | use conventions of punctuation including commas, colons, semicolons, quotation marks and apostrophes |
| GRADE 8 | |
| Mathematics | |
| Major Concepts/Skills | |
| Real numbers/ Linear functions/ Pythagorean theorem, indirect measurement/ Scatterplots/ Slope/ Equations and inequalities/ Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years | |
| Concepts/Skills to Maintain | |
| Ratio, proportion, and percent/ Factors and multiples/ Box plots and histograms/ Volume and surface area | |
| Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra | |
| 1.00 | The learner will understand and compute with real numbers. |
~ Diversity is the one true thing we all have in common. Celebrate it every day. ~ Unknown