PRIORITIZED STANDARDS
LAL GRADE 8
CPI 3.1.8F1 Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading
Secure / Developing / Beginning♦ Define words before reading a text and clarify the definitions using context clues after reading the text* / ♦ While reading a text, identify new words and then define them*
♦ Use a dictionary to choose the best meaning from a choice of two to make sense in the text / ♦ Use a dictionary to define new words from a text
♦ Match a sentence with unknown word(s) highlighted to the picture that best represents that sentence
CPI 3.1.8F2 Clarify word meanings through the use of a word’s definition, example,
restatement, or contrast
Secure / Developing / Beginning♦ After reading a text, identify an unknown word and the restatement from the text that helps clarify its meaning (e.g., given the following sentences from a text, “The man was irate when he lost his computer. He sure was angry.”, student will highlight “irate” and “angry”)
♦ After reading a text, identify an unknown word and the contrast that helps clarify its meaning (e.g., given the following sentence from a text, “Stewart’s excuse was not the least bit plausible, not like Jenna’s realistic excuse.”, student will underline “not the least bit plausible” and “realistic”)* / ♦ After reading a text, student will identify and define the words he/she didn’t understand
♦ After reading a text, match a word to its correct use in another context (e.g., after reading the word “razed” in a text, match it to the correct use in another context: 1)They razed the building to the ground. 2) They razed up the building. 3) He shaved with a razed.) / ♦ After reading a text, match a word to its restatement from the text
♦ Use a dictionary or illustrations to define a new word from a text
CPI 3.1.8F5 Explain relationships between and among words, including connotation/denotation, antonyms/synonyms, and words with multiple meanings
Secure / Developing / Beginning♦ After reading a text, compare the connotative and denotative meaning of a word used within the context of that text*
♦ Identify the correct meaning of a multiple-meaning word read within the context of a text
♦ Match synonyms and antonyms for the same word (e.g., hot, cold and scorching) / ♦ Identify the connotative and denotative meanings of a specified word used in the context of a text
♦ Identify the emotion or feeling of a given word based on its use in a text / ♦ Use antonyms and synonyms to complete passages
♦ Given the definition of a word, identify the word
♦ Match the denotative and connotative meanings of a word to that word
CPI 3.1.8G1 Differentiate between fact/opinion and bias and propaganda in newspapers,
periodicals, and electronic texts
Secure / Developing / Beginning♦ Sort examples of propaganda by the predominant method of propaganda (e.g., glittering generalities, bandwagon, testimonials, card stacking, and positive associations)
♦ After reading newspapers, magazines, or electronic texts, identify the type of propaganda used and explain its purpose / ♦ Match examples of propaganda techniques to its type (e.g., “four out of five dentists prefer…” to “bandwagon” technique)
♦ Identify catch phrases in advertisements and explain their purpose* / ♦ List different types of propaganda techniques
♦ Identify catch phrases in advertisements
CPI 3.1.8G4 Locate and analyze the elements of setting, characterization and plot to construct understanding of how characters influence the progression and resolution of the plot
Secure / Developing / Beginning♦ After reading a story with a historic setting, research that time period and compare the setting of the story with that research (e.g., read A Christmas Carol, research Victorian England, and compare the story with the research)
♦ Identify and explain which character traits directly influenced the conflict and resolution of a story/text*
♦ Compare and contrast how two authors develop characters, illustrate setting, and develop plots
♦ After reading a story, identify and explain the main plot / ♦ Identify character traits and provide examples from the text of those traits
♦ Describe how characters change over the course of a story, using evidence from the text
♦ Sequence rising action, climax, and resolution and provide examples from the text for each element / ♦ After reading, compare and contrast story plots, characters, settings, and/or themes
CPI 3.1.8G6 Read critically by identifying, analyzing and applying knowledge of the theme,structure, style, and literary elements of fiction and providing support from the text as evidence of understanding
Secure / Developing / Beginning♦ Critique fiction by determining how the theme(s) is supported by the text (writing may contain more than one theme)
♦ Compare and contrast the writing styles and literary elements of two authors (e.g., characterization) / ♦ Identify the characters’ and reader’s mood and author’s word choices that create those moods (e.g., after reading an excerpt from “Something Wicked This Way Comes,” students identify Will, Jim, and Miss Foley’s moods after going through the fun house and the words/phrases that show that mood; the student then identifies his/her own mood when reading the story and the words/phrases that evoked that mood)
♦ Identify the exposition, rising action, climax, falling action, and resolution of fiction by providing examples from the text for each element* / ♦ Identify characters’ mood and examples from the text that illustrate that mood
♦ Identify the climax, rising action, and resolution after reading fiction
CPI 3.2.8B2 Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements
Secure / Developing / Beginning♦ Write short stories that include a setting, a plot, characters, and a flashback rubric
♦ Write a narrative, such as a mystery, science fiction piece, biography, etc., based on a universal theme and from a particular point of view (e.g., man vs. nature from the first person point of view) rubric / ♦ Write a short story that includes a setting, a plot, and characters rubric
♦ Write an autobiography–must address entire life rubric ♦ Write a biography rubric / ♦ Write a personal narrative recalling a particular event rubric
♦ Identify a flashback*
CPI 3.2.8B4 Write a range of essays, including persuasive, speculative (picture prompt),
descriptive, personal, or issue-based
Secure / Developing / Beginning♦ Given a situation or prompt, write a narrative that describes what happened before, during and after (e.g., given a prompt of “a woman is hanging from the side of a cliff by a rubber band”, write how she got there, what is currently happening, and what will happen next) rubric
♦ Write a persuasive essay that clearly expresses a position and provides reasons/support for that position rubric
♦ Write an explanatory essay that connects personal experience to an issue rubric / ♦ Write an essay that includes a persuasive objective and multiple reasons rubric
♦ Write a personal essay that includes a beginning, middle, and end rubric
♦ Write an issue-based essay rubric / ♦ Compare two sides of an issue
♦ Outline a personal essay*
CPI 3.2.8C1 Use Standard English conventions in all writing, such as sentence structure,
grammar and usage, punctuation, capitalization, spelling
Secure / Developing / Beginning♦ Write a unified paragraph utilizing correct format, commas, subject/verb agreement, and a variety of sentences–must include at least two: simple, compound, complex, compound complex rubric / ♦ Write paragraphs with correct format, grammar, and punctuation rubric
♦ Edit own work for capitalization and punctuation–must include capitalizing proper names and titles as well as correct use of colons and commas / ♦ Write sentences with proper nouns and titles capitalized
♦ Correctly use colons and commas to list items in sentence form*
CPI 3.2.8C5 Use transition words to reinforce a logical progression of ideas
Secure / Developing / Beginning♦ Write essays using transition chains (e.g., first, second, third or initially, next, then, finally) rubric
♦ Use words to change the direction of an argument in own writing (e.g., however, on the other hand, yet, but) / ♦ Order a given set of sentences, and add appropriate transition words*
♦ Revise writing to include appropriate transition words / ♦ Identify common transition words or phrases (e.g., for instance, in particular, therefore, thus) ♦ After an initial paragraph, begin a new paragraph with a transition word from a given list