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8th Grade Student Proficiency Levels: Standard 3 Critical Rdg

Page history last edited by Jason Stephenson 5 years, 7 months ago

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8th Grade Introduction

8th Grade Proficiency Levels

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

 

 

 

Understanding 

Objectives 
 

Approaching 

  8.3.R.1

Students can comprehend, interpret, evaluate, and respond to a variety of texts of all genres from various perspectives (i.e. historical, cultural, ethnic, and global).

 

8.3.R.1

Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

 

Developing 

8.3.R.1

Students can comprehend, interpret, and respond to a variety of texts of all genres from various perspectives (i.e. historical, cultural, ethnic, and global).

 

8.3.R.1

Students can comprehend and respond to a variety of texts of all genres from various perspectives (i.e. historical, cultural, ethnic, and global).

 

8.3.R.2

Students can evaluate how points of view and perspectives affect text with guidance.

 

8.3.R.2

Students can evaluate points of view and perspectives and describe how this affects text with guidance.

 

8.3.R.2

Students can evaluate points of view and perspectives and describe how this affects text.

 

8.3.R.2

Students will evaluate points of view and perspectives and describe how this affects grade-level literary and/or informational text.

 

8.3.R.3

Students can recognize key literary elements in a text:

  • setting

  • plot

  • characters (i.e., protagonist, antagonist)

  • characterization

  • theme

  • conflict (i.e., internal and external)

 

8.3.R.3

Students can explain how key literary elements contribute to the meaning of a text:

  • setting

  • plot

  • characters (i.e., protagonist, antagonist)

  • characterization

  • theme

  • conflict (i.e., internal and external)

 

8.3.R.3

Students can analyze how key literary elements contribute to the meaning of a text:

  • setting

  • plot

  • characters (i.e., protagonist, antagonist)

  • characterization

  • theme

  • conflict (i.e., internal and external)

 

8.3.R.3

Students will analyze how authors use key literary elements to contribute to the meaning of a text:

  • setting

  • plot

  • characters (i.e., protagonist, antagonist)

  • characterization

  • theme

  • conflict (i.e., internal and external)

 

8.3.R.4

Students can identify literary devices to support interpretations of literary texts:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • imagery

  • symbolism

  • tone

  • irony

 

 

 

8.3.R.4

Students can analyze literary devices to support interpretations of literary texts with guidance:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • imagery

  • symbolism

  • tone

  • irony

 

 

 

8.3.R.4

Students can evaluate literary devices to support interpretations of literary texts:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • imagery

  • symbolism

  • tone

  • irony

 

 

 

8.3.R.4

Students will evaluate literary devices to support interpretations of literary texts:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • imagery

  • tone

  • symbolism

  • irony

 

 

 

8.3.R.5

Students can identify textual evidence to determine whether a claim is substantiated or unsubstantiated with guidance.

 

8.3.R.5

Students can evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated with guidance.

 

8.3.R.5

Students can evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.

 

8.3.R.5

Students will evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.

 

8.3.R.6

Students can analyze the structures of texts/content by making complex inferences about texts and use textual evidence to draw simple logical conclusions.

 

8.3.R.6

Students can analyze the structures of texts/content by making complex inferences about texts and use textual evidence to draw logical conclusions with guidance.

 

8.3.R.6

Students can analyze the structures of texts/content by making complex inferences about texts to draw logical conclusions from textual evidence.

 

8.3.R.6

Students will analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/evidence) and content by making complex inferences about texts to draw logical conclusions from textual evidence.

 

8.3.R.7

Students can make connections (e.g., thematic links, literary analysis) across multiple texts.

 

8.3.R.7

Students can make connections (e.g., thematic links, literary analysis) across multiple texts and provide textual evidence to support their inferences with guidance.

 

8.3.R.7

Students can make connections (e.g., thematic links, literary analysis) across multiple texts and provide textual evidence to support their inferences.

 

8.3.R.7

Students will make connections (e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to support their inferences.

 
   *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 
Developing  8.3.R.5 Have students recognize each type of claims that are either substantiated or unsubstantiated.through a series of texts.  Use a graphic organizer or notes page to generate prior knowledge of textual evidence that substantiated or unsubstantiated.  (Notes page (http://owl.english.purdue.edu/owl/resource/588/1/).  Specify after each type of claim that claims are statements that are debatable and opinion-based.  
Approaching  8.3.R.5 Have students read through the textual evidence.  Have students use markers (blue, red, and green and yellow).  Look at the first paragraph of textual evidence with the class.  Find the claim of this paragraph and have them underline in blue.  Point out that the claim is the topic sentence. In the same paragraph, have students find one piece of evidence and underline with red, then have students identify one sentence that supports the evidence and underline with green.  Have students underline unsubstantiated text in yellow.
Understanding  8.3.R.5 Have students read the second body paragraph, locate the topic sentence in green(claim),  underline evidence in red, supporting evidence in green and unsubstantiated in yellow.

Deeper

Acquisition 

 8.3.R.5 Have students create their own topic to identify substantiated or unsubstantiated claims.

 

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8th Grade Introduction

8th Grade Proficiency Levels

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