Language Arts

Eighth Grade

Final Draft

Hawaii School Districts

Prepared by Marzano and Associates

Grade 8 Summary

Strand / Standard / Topic / Number of Elements
Reading / 1 / Vocabulary and Concept Development / 1
Reading / 1 / Locating Sources and Gathering Information / 1
Reading / 2 / Understanding Text Structures / 1
Reading / 2 / Constructing Meaning / 3
Reading / 3 / Interpretive Stance / 1
Reading / 3 / Critical Stance / 2
Reading / 3 / Literary Elements / 1
Reading / 3 / Personal Connection / 2
Writing / 4 / Literary Writing (Range of Writing) / 2
Writing / 4 / Expository Writing (Range of Writing) / 3
Writing / 4 / Functional Writing (Range of Writing) / 1
Writing / 4 / Reflective Writing (Range of Writing) / 1
Writing / 4 / Sentence Structure and Grammar / 1
Writing / 4 / Punctuation / 1
Writing / 4 / Spelling / 1
Writing / 4 / Citing Sources / 1
Writing / 5 / Meaning / 1
Writing / 5 / Design / 1
Writing / 5 / Clarity / 2
Writing / 5 / Voice / 1
Oral Communication / 6 / Discussion and Presentation / 3
Oral Communication / 6 / Critical Listening / 1
Oral Communication / 6 / Delivery / 3
Oral Communication / 6 / Media Comprehension and Interpretation / 1
Oral Communication / 7 / Meaning / 1
Oral Communication / 7 / Design / 1
Oral Communication / 7 / Clarity / 1
Total / 39

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Topic: Vocabulary and Concept Development
Strand: Reading
Standard 1: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.
Grade 8
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  manipulates word form/part of speech inside/outside of discipline (e.g., change noun form to an adjective/adverb form)
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving vocabulary and concept development the student will:
·  (LA8.1.1) use grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study (e.g., increase working vocabulary through word study (lists, root/affix study, word origins) and through reading (texts read as a whole class, reading circles, independent reading) and use new words in writing and speech)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  prefixes, suffixes
o  root words
·  performs basic processes such as:
o  recognizing or recalling new grade-appropriate vocabulary
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

·  From a given list of vocabulary words, ask students to manipulate word form (e.g., change noun form to an adjective/adverb form).

Level 3.0

·  From a given list of vocabulary words, ask students to use words appropriately in a sentence.

Level 2.0

·  From a given list of vocabulary words, ask students to identify grade appropriate vocabulary including root words and prefixes/suffixes.

·  Ask students to match terms to their given definitions.

Topic: Understanding Text Structures
Strand: Reading
Standard 2: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.
Grade 8
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  selects a topic and presents information using various organization patterns (e.g., chronological pattern, cause and effect, compare and contrast, problem solution, question and answer, spatial order, sequential order)
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving the understanding of text structures the student will:
·  (LA8.2.1) use the organizational patterns and text structures of grade-appropriate texts to construct meaning (e.g., preview text features (sidebars, graphs, captions, footnotes) to anticipate the kinds of information contained and the ways in which to access that information. Use knowledge of organizational patterns to anticipate and organize the information in the text. i.e., know that in a classification pattern, the main topic will be broken into parts followed by examples that fit into each part)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  chronological patterns
o  cause and effect
o  compare and contrast
·  performs basic processes such as:
o  recognizing or recalling examples of organizational patterns
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

·  Ask students to, through written, visual, or oral format, present how the organizational pattern contributes to the meaning of the text.

Level 3.0

·  Ask students to recognize terminology and patterns for a given reading assignment, then explain in a given form (e.g., journal, simple paragraph, discussion) how that pattern is used to construct meaning.

Level 2.0

·  Ask students to recognize terminology and patterns (e.g., chronological patterns, cause and effect, compare and contrast) for a given reading assignment.

·  Ask students to recognize examples of organizational patterns.

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Topic: Constructing Meaning
Strand: Reading
Standard 2: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.
Grade 8
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  (LA8.2.2) analyzes annotated information to make connections, reflections, insights, and to inform
·  (LA8.2.3) after determining author’s credentials, defends or argues validity of source or uses valid source for further support
·  (LA8.2.4) connects inferences to experiences outside of text
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving the construction of meaning the student will:
·  (LA8.2.2) use annotation methods to identify main ideas and important details while reading (e.g., highlight important details and transition words and/or write questions, notes, and inferences about a text in order to focus attention and construct meaning)
·  (LA8.2.3) draw conclusions about the reliability of information in a text after considering author’s credentials (e.g., gather available information about the author and decide whether he or she is enough of an authority to write reliably about the topic)
·  (LA8.2.4) make inferences based on explicit and implied information (e.g., make inferences about information in a text in order to draw conclusions about the author’s intentions, character’s motivations, and other interpretive text elements)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  prior knowledge
o  annotation
o  inference
o  paraphrase
·  performs basic processes such as:
o  recognizing or recalling annotation methods
o  recognizing or recalling accurate statements about why not every author has the credentials to be considered reliable
o  recognizing or recalling examples of both explicit and implied information
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

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Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

·  Given a specific piece, ask students to defend/agree relevance of piece (various media) using support from outside of text.

Level 3.0

·  Given a specific piece, ask students to annotate the text to identify main idea, draw conclusions, and make inferences.

Level 2.0

·  Ask students to recognize terminology (e.g., prior knowledge, annotation, inference, and paraphrase).

·  Ask students to recognize examples of annotation methods.

·  Ask students to recognize accurate statements about why not every author has the credentials to be considered reliable.

·  Ask students to recognize examples of both explicit and implied information

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Topic: Interpretive Stance
Strand: Reading
Standard 3: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.
Grade 8
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  connects themes to experiences outside of text
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving interpretive stance the student will:
·  (LA8.3.1) explain similarities and differences between themes from two or more texts (e.g., read texts that have thematic connections and compares them. i.e., one story can show how arrogance can make a person difficult to get along with, while another story shows that arrogance is important for gaining respect; both stories teach that violence is not a solution to problems)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  theme
o  tone
o  point of view
·  performs basic processes such as:
o  using similarities and differences to show understanding of themes from two or more texts
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.


Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

·  After comparing and contrasting themes, ask students to further the theme through outside support.

Level 3.0

·  Given texts, ask students to explain similarities and differences between themes.

Level 2.0

·  Ask students to recognize terminology (e.g., theme, tone, point of view) and some similarities and differences between texts.

Topic: Literary Elements
Strand: Reading
Standard 3: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.
Grade 8
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  understands how literary devices affect/enhance literary plot development
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving literary elements the student will:
·  (LA8.3.4) explain literary devices (satire, allusion, irony) (e.g., identify and explain the use of literary devices by citing specific examples and explaining their effect)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  metaphor
o  hyperbole
o  irony
·  performs basic processes such as:
o  recognizing or recalling examples of literary devices used in text
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0