21^st CENTURY

8^th Grade READING AND ENGLISH LANGUAGE ARTS

Janet Benincosa, Technology Integration Specialist

CONTENT STANDARDS AND OBJECTIVES FOR WEST VIRGINIA SCHOOLS (2520.1)

The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. 

All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. 

Eighth Grade

Grade 8		Reading
Standard 1:		Reading
RLA. S.8.1		Students will use skills to read for literacy experiences, read to inform and read to perform a task by identifying and using the dimensions of reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequency words/fluency, comprehension, writing and motivation to read) and employing a wide variety of literature in developing independence as readers.
Performance Descriptors RLA.PD.8.1
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Eighth grade students at the distinguished level in reading analyze a variety of genres and reading skills to evaluate and probe literary, practical and informational texts. They critique and validate literary elements, common themes and connections to self, text and the world across multiple texts. They examine word choice and usage using multiple strategies.			Eighth grade students at the above mastery level in reading use a variety of genres and reading skills to interpret, judge, and evaluate literary, practical and informational texts. They compare and contrast literary elements, common themes and connections to self, text and the world across multiple texts. They interpret meaning of vocabulary words using multiple strategies.	Eighth grade students at the mastery level in reading use a variety of genres and reading skills to make judgments, hypothesize, & make complex or abstract summaries of literary, practical&informational texts. They interpret literary elements & analyze & draw parallels between common themes & connections to self, text & the world across multiple texts. They derive meaning of vocabulary words from affixes, etymology, antonyms and synonyms.	Eighth grade students at the partial mastery level in reading use a variety of genres and reading skills to generalize, interpret, and make complex predictions for literary, practical and informational texts. They determine and interpret literary elements and figurative language, relate and analyze common themes & connections to self, text and the world. They extend vocabulary in text by using connotation and denotation, Greek and Latin roots, and word origins.	Eighth grade students at the novice level in reading use a variety of genres and reading skills to establish a purpose, determine relationships, and make predictions for literary and informational texts. They describe literary elements, figurative language, common themes and connections to self and text. They extend vocabulary words by using denotation and word origins.
	Objectives	Students will
	RLA.O.8.1.01	compare/contrast connotation and denotation in complex passages to understand and enhance meaning of words, sentences and shorter passages.
	RLA.O.8.1.02	use knowledge of Greek and Latin roots, prefixes and suffixes to determine the meaning of words, spell words, change word meanings and generate new words appropriate to grade level, recognize that knowledge of the origins and history of word meanings enhances understanding of a word’s meaning.
	RLA.O.8.1.03	use etymology, context clues, affixes, synonyms or antonyms to increase grade appropriate vocabulary.
	RLA.O.8.1.04	analyze the defining characteristics, build background knowledge and apply reading skills to understand a variety of literary passages and genres by West Virginia, national and international authors: fiction / nonfiction / myths / fantasies / biographies / autobiographies / science fiction / tall tales / supernatural tales
	RLA.O.8.1.05	use pre-reading and comprehension strategies (e.g., generating questions and previewing, activating and evaluating prior knowledge and scanning or skimming texts) to critically analyze and evaluate the composition of literary and informational texts for making judgments / hypothesizing / making complex or abstract summaries
	RLA.O.8.1.06	determine and interpret the elements of literature to construct meaning and recognize author’s purpose and/or reader’s purpose: · theme / character / setting / internal conflict / rising and falling action / point of view / antagonist / protagonist / hero
	RLA.O.8.1.07	analyze and draw parallels between common themes across a variety of literature and information text (e.g., friendship, honesty, loyalty, survival).
	RLA.O.8.1.08	recognize connections among ideas in literary and informational text (e.g. text to self, text-to-text, text to world connection) and recognize that global awareness promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences.
	RLA.O.8.1.09	summarize explicit and implied information from literary and informational texts to recognize the relationships among the facts, ideas, events and concepts (e.g., names, dates, events, organizational patterns, graphical representations as found in photographs, captions, maps, tables or timelines, textual features including table of contents, headings or side bars).
	RLA.O.8.1.10	evaluate the effect of figurative language in text.
	RLA.O.8.1.11	read, compare and interpret types of poetry (e.g., narrative poems, ballads, lyric, epic) and interpret elements (e.g., lines, stanzas, rhythm, meter or rhyme) to derive meaning of poetry.
	RLA.O.8.1.12	identify literary technique used to interpret literature: irony satire persuasive language analogies
	RLA.O.8.1.13	use examples and details in practical texts to make inferences and logical predications about outcomes of procedures in such texts.
	RLA.O.8.1.14	critique the usefulness of the form and content of practical texts and judge the importance of certain steps and procedures in such texts.
	RLA.O.8.1.15	increase amount of independent reading and select appropriate graphic organizers (e.g., diagrams, flow charts, story maps, outlines, concept maps, tables, reading guides) to analyze relationships among more complex ideas generated while reading.

Grade 8		Writing
Standard 2:		Writing
RLA.S.8.2		Students will apply writing skills and strategies to communicate effectively for different purposes by using the writing process, applying grammatical and mechanical properties in writing and selecting and evaluating information for research purposes.
Performance Descriptors RLA.PD.8.2
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Eighth grade students at the distinguished level apply the five-step writing process to express (6-8 pages) a variety of written products (e.g., narrative, informative, descriptive, persuasive). Students write an effective thesis statement, use a logical progression of ideas with transitional sentences & cues, and include precise word choice, correct mechanics and complete & varied sentences. Students correctly and effectively quote and paraphrase with in-text citations to avoid plagiarism. They develop & use notes & an outline to plan, develop, & present a written/oral presentation using computer-generated graphic aids. They incorporate a variety of resource materials, electronic & non-electronic, to plan, develop, organize, & deliver a research project (6-8 pp) with documented sources, in-text citations & computer-generated graphic aids that support the main ideas.			Eighth grade students at the above mastery level employ the five-step writing process to express (4-5 pages) a variety of written products (e.g., narrative, informative, descriptive, persuasive). Students express a clearly written thesis statement, use a logical progression of ideas with transitional sentences, and include precise word choice, correct mechanics, and complete and varied sentences. Students correctly quote with in-text citations to avoid plagiarism. They use notes and an outline to plan, develop, and present a written/oral presentation using computer-generated graphic aids. They select and use a variety of resource materials, electronic and non-electronic, to plan, develop, organize, and deliver a research project (5-6 pages) with documented sources, in-text citations and computer-generated graphic aids	Eighth grade students at the mastery level use the five-step writing process and write (3 pages) a variety of products (e.g., narrative, informative, descriptive, persuasive). Students write a thesis statement and a progression of ideas in complete sentences. They use note-taking strategies and outlines to develop a concise and focused written/oral presentation. They select and use a variety of resource materials, electronic and non-electronic, to plan, develop, organize, and deliver a research project (4-5 pages) with documented sources, in-text citations and computer-generated graphic aids,	Eighth grade students at the partial mastery level use the five-step writing process to generate topics, plan approaches, and develop writing tasks (2 pages) for a specific audience and purpose, including relevant details and transitional words. Students write a thesis statement and summarize their thoughts. They use note-taking strategies and outlines to develop a written/oral presentation. They select and use a variety of resource materials, electronic and non-electronic, to plan, develop, and deliver a research project (3 pages) with documented sources, and computer-generated graphic aids.	Eighth grade students at the novice level use five-step writing process to generate topics, plan approaches, and develop writing tasks (1-2 pages) for a specific audience and with specific and relevant details. They use notes to develop a written presentation. They select and use a variety of resource materials, electronic and non-electronic, to plan, develop, and deliver a research project (2 pages) using computer-generated graphic aids.
	Objectives	Students will
	RLA.O.8.2.01	use notes to create an outline for developing a written and/or oral presentation noting the inclusion of computer graphics.
	RLA.O.8.2.02	analyze how analogies, illustrations, examples, and anecdotes are used to enhance oral and written communication (e.g., letters, poems, brief reports, descriptions, extended texts, illustrations).
	RLA.O.8.2.03	use pre-writing, editing and revision techniques (e.g., read, draft aloud, peer feedback or a provided rubric) to vary sentence length, change sentence order, eliminate organizational errors, and use vivid and concise words to create a personal style or voice while clarifying and enhancing the central idea.
	RLA.O.8.2.04	use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to develop a creative or reflective composition (e.g., reflect on an experience or time in the past, draw upon imagination) and identify areas for further research by making personal connections to self, to texts, and to the world to demonstrate that written communication is affected by choices writers make in language, tone and voice.
	RLA.O.8.2.05	from a prompt use the five-step writing process to develop a focused composition that contains specific, relevant details, and vivid, precise words.
	RLA.O.8.2.06	recognize and write a simple thesis statement.
	RLA.O.8.2.07	independently resolve information conflicts and validate information through assessing, researching and comparing data.
	RLA.O.8.2.08	conduct research by gathering, evaluating, and synthesizing data from a variety of sources: Internet databases for periodicals/newspapers interviews reference books card catalogue miscellaneous resource materials
	RLA.O.8.2.09	select and use a variety of resource materials to plan, develop, and deliver a research project (5 pages) with documented sources, using multiple computer-generated graphic aids.

Grade 8		Listening, Speaking and Media Literacy
Standard 3:		Listening, Speaking and Media Literacy
RLA.S.8.3		Students will apply listening, speaking and media literacy skills and strategies to communicate with a variety of audiences and for different purposes.
Performance Descriptors RLA.PD.8.3
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Eighth grade students at the distinguished level in listening, speaking and media literacy plan, create, organize, and model effective oral communication skills through presentation of compositions, reports, scripts, and dramatizations. They analyze, evaluate, and formally present in different settings to different audiences. They plan, create, organize, and present to a variety of audiences an age-appropriate media product that justifies effective use of visual language in format, medium choice, purpose, scope, and audience.			Eighth grade students at the above mastery level in listening, speaking and media literacy plan, create and model effective oral communication skills through presentation of compositions, reports, scripts, and dramatizations. They analyze, evaluate, and formally present a variety of presentations. They plan, create, organize, and present to a variety of audiences an age-appropriate media product that justifies effective use of visual language in format, medium choice, purpose, and audience.	Eighth grade students at the mastery level in listening, speaking and media literacy model effective oral communication skills through creation and presentation of compositions, reports, and scripts. They plan, create, listen to, analyze and critique a variety of presentations. They plan, create, organize and present to a variety of audiences an age-appropriate media product that demonstrates effective use of visual language in format, purpose, and audience.	Eighth grade students at the partial mastery level in listening, speaking and media literacy demonstrate effective oral communication skills through presentation of compositions and scripts. They listen to comprehend and a variety of presentations. They plan, create, and present an age-appropriate media product that demonstrates format, purpose, and audience	Eighth grade students at the novice level in listening, speaking and media literacy demonstrate oral communication skills through presentation of compositions. They listen to and understand information presented to a group. They reproduce an age-appropriate media product that demonstrates purpose and audience.
	Objectives	Students will
	RLA.O.8.3.01	model effective oral communication skills (e.g., tone, volume, rate, audience, etiquette, standard English) through the presentation of compositions reports scripts
	RLA.O.8.3.02	present an oral report with computer-generated graphic aids (e.g., tables, graphs, diagrams or charts).
	RLA.O.8.3.03	critique oral/visual information presented, relate personal experiences and apply the information to global situations.
	RLA.O.8.3.04	listen in order to analyze and critique information received in spoken texts (e.g., of a guest speaker, informational video, televised interview or radio news program).
	RLA.O.8.3.05	perform a variety of roles in group discussions: collaboration facilitation persuasion
	RLA.O.8.3.06	properly use private and public information.
	RLA.O.8.3.07	plan, create, organize, and present an age-appropriate media product that demonstrates format, purpose, and audience.