9
8th Grade Reading State of Idaho 2003
Vocabulary McRel Document
Word Analysis
Literal Reading Comprehension State Standards
Interpretive Reading Comprehension
Evaluative Reading Comprehension ISAT Cut Scores
Literary Analysis
New VocabularyVocabulary / Word Analysis / Literal Reading Comprehension / Interpretive Comprehension / Evaluative Comprehension / Literary Analysis
State Standard and Benchmark / Local Curriculum / Learning Continuum and Other Performance Objectives / Sample Assessment Question and Sample Quizzes / Sample Sequence / Minimum Hours Allotted / Sample Teaching
Strategy / Sample ResourcesP /
Vocabulary Back to Top
743.01.aContext Clues / Learning Continuum
ISAT, ECA / For Learning:
Give students a short passage that gives an obscure word that needs to be defined. By the end of the passage students will be able to define word.
Of Learning:
RIT 201-210
RIT 211-220 / Build a vocabulary board. Bring in one new word a week. / http://www.wolinskyweb.com/word.htm
743.01.a
Antonyms, Homonyms, Synonyms / Learning Continuum
ISAT, ECA / For Learning:
Give students a short passage with underlined words to read. After reading have students replace words with synonyms or antonyms.
Of Learning:
RIT 201-210
RIT 211-220 / Have students (possible groups) create a list of all of the synonyms or antonyms that they can think of in a given time.
743.01.a
Multiple Meanings / Learning Continuum
ISAT, ECA / For Learning:
Create a list of grade level words that have multiple meanings. Have students draw a picture or cartoon showing the multiple meanings of words.
Of Learning:
RIT 201-210 / Present word list and have students use a word at home. Write results in journal next day in class. Share some results and discuss various meanings of each word.
Word Analysis Back to Top
743.01.aStructural Analysis / Learning Continuum
ISAT, ECA / For Learning:
Give students a list of prefixes, suffixes, and root words and have them combine to form several words. Define. (ex + port, trans + port)
Of Learning:
RIT 201-210 (Word Components) / Display a root word. Add a common prefix and ask students to share how it affects the word’s meaning. Then add a suffix and analyze the effect on meaning.
(Ex: port=root, trans + port +
able). Put students in groups to create their own word structures; display on board &/or create a word wall. / http://litsite.alaska.edu/workbooks/readingvocabulary.html
743.01.a
Root Words, Suffixes, Prefixes / Learning Continuum
ISAT, ECA / For Learning:
Students keep a list of prefixes and suffixes used throughout the year.
Of Learning:
RIT 201-210 (Word Components) / Create a word wall of prefixes and suffixes.
Students create a chart with assigned prefixes and one with suffixes; then have students write 5 words using each prefix; then 5 words for each suffix.
Literal Reading Comprehension Back to Top
743.02.e
Read for Enrichment / Teacher Observable / For Learning:
Journal data on reading purposes / Create a classroom list of purposes for which readers use text. For one week, keep journal of times and purposes for reading. Graph data.
743.01.b
Reading Directions / Learning Continuum
ISAT, ECA / For Learning:
Have students make paper airplanes. Once the planes are made write directions (how to). Pass the directions to another student—make the airplane as per directions. Compare planes.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
RIT 231-240 / Have students read a recipe in paragraph form and see what is missing. Analyze together the parts of a recipe and the necessary order.
743.01.b
Sequencing / Learning Continuum
ISAT, ECA / For Learning:
Using a storyboard, have the students sequence a story. Use 6 to 8 main frames.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230 / The teacher will read a story. Stop and have the students write 5 sequencing events that will happen next. / http://litsite.alaska.edu/workbooks/readingstrategies.html
743.01.b
Locating Information / Learning Continuum
ISAT, ECA / For Learning:
Quiz:: individual scavenger hunt through the textbook
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230 / Explain how to use the various parts of the reading textbook (table of contents, glossary, index, etc.). Divide class into groups or partners and give them a “scavenger” sheet with a list of things to “find” in the textbook. First group to correctly locate all info wins.
743.01.b
Reading for Detail / Learning Continuum
ISAT, ECA / For Learning:
In a short story read details and then draw picture of character or scene from the details given.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
RIT 231-240 / Have students read unfamiliar passage and create a web showing the main idea and 3-4 details.
Interpretive Reading Comprehension Back to Top
743.04.b
743.04.c
Determine Main Idea / ISAT, ECA / For Learning:
Web or outline showing main ideas and details.
Of Learning:
RIT 201-210
RIT 211-220 / See above activity for Reading for Detail.
743.01.b
Draw Conclusions / Inferences / Learning Continuum
ISAT, ECA / For Learning:
Have students in class discussion make inferences as to why the author chose title, the characters motivation, etc.
Of Learning:
RIT 201-210 –Drawing Conclusions
RIT 211-220 –Drawing Conclusions
RIT 201-210 –Inference (Interp)
RIT 211-220 –Inference (Interp)
RIT 201-210 –Inference (Eval)
RIT 211-220 –Inference (Eval) / Teacher presents a scenario and has students infer outcome.
743.01.b
Cause and Effect / Learning Continuum
ISAT, ECA / For Learning:
Have students fill in the missing information.
Samples of effect:
1. Due to icy road conditions, all the local schools were closed.
2. Because I arrived late, I missed the announcement.
Sample of cause:
1. My arms ached because I had lifted weights at the gym.
2. I did well on the test because I studied all week.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230 / Have students demonstrate their knowledge of cause and effect. Create a venn diagram illustrating cause and effect of a particular school issue or issue in a piece of literature.
743.01.c
743.01.e
743.02.b
Prediction and Generali-zations / Learning Continuum
ISAT, ECA / For Learning:
Students write the “next part” of or a conclusion for a story, based on
generalizations from their reading.
Of Learning:
RIT 201-210
RIT 211-220 / Read to class the beginning of a very suspenseful, exciting story. Pause at the height of suspense and ask students to predict what they think will happen. Discuss and defend predictions. Then finish reading the story. Discuss how students felt about the actual outcome, compared to their predictions.
743.01.c
Summarize and Synthesize / Learning Continuum
ISAT, ECA / For Learning:
Chapter grid—summarize chapters in a book.
Of Learning:
Missing 201-210
RIT 211-220 / Plot pyramid
743.05 (a-d)
Read for Technical Information / ISAT, Teacher Observable / For Learning:
Students read and complete a job application form. / Display sample high school registration form and course information. Guide students through the information and directions to help prepare them for the actual registration process.
Evaluative Reading Comprehension Back to Top
743.01.b
743.01.d
743.03.c
Compare / Contrast / Learning Continuum
ISAT, ECA / For Learning:
Have students write a 5-paragraph essay citing similarities/differences between two pieces of literature.
Of Learning:
RIT 201-210
RIT 211-220 / Have students read two short stories of the same genre. Have them complete a Venn diagram on the stories.
743.01.b 743.03.a 743.03.d
Persuasive elements / Propaganda / Bias, Assump-tions, Stereotypes / Learning Continuum
ISAT, ECA / For Learning:
1. After reading a persuasive article, have students debate the issue. OR
2. Students create and present their own persuasive commercials or speeches.
Of Learning:
RIT 201-210 –Persuasive Elements
RIT 211-220 –Persuasive Elements
RIT 221-230 –Persuasive Elements
RIT 231-240 –Persuasive Elements
RIT 201-210 –Bias, Assum., Stereo.
RIT 211-220 –Bias, Assum., Stereo.
RIT 221-230 –Bias, Assum., Stereo.
RIT 231-240 –Bias, Assum., Stereo. / Make a short tape of various television commercials to show students. Analyze with them persuasive elements, propaganda, and stereotypes. / http://litsite.alaska.edu/workbooks/justice.html
743.01.a 743.04.a 743.04.c
Categorize / Classify Information / Thinking Skills / Learning Continuum
ISAT, ECA / For Learning:
Give students 10 short passages and have them categorize according to genre.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230 / Give students cards with vocabulary written on them and have students group them according to selected categories. Group again under new categories students select.
743.01.c
Evaluate Validity / Author’s Conclusions / Learning Continuum
ISAT, ECA / For Learning:
Give students a list of details and have them match it to the most qualified source of information.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
RIT 231-240 / Have teacher present a position on a character—have students research story for facts to support the position.
743.03.d 743.03.e
Fact and Opinion / Learning Continuum
ISAT, ECA / For Learning:
Keep an ongoing list of phrases that students find that would indicate fact “based on current research” and opinion “I think”.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230 / Have students read two articles on the same event and decide which one is fact and which is opinion. Analyze words or phrases that “clue” reader to facts or opinions.
(Example: Article on cyclones and story of Pecos Bill & the cyclone)
Literary Analysis Back to Top
743.03.b
Story Elements
743.01.f
Story Grammar / Learning Continuum
Learning Continuum
ISAT, ECA / For Learning:
Have students complete story map including: setting, character, plot, and theme.
Take a short story with a set mood and change one paragraph to a different mood. (i.e. Edgar Allen Poe to happy)
Of Learning:
RIT 201-210 –Problem/Resolution
RIT 211-220 –Problem/Resolution
RIT 221-230 –Problem/Resolution
RIT 201-210 –Inference (Literary)
RIT 211-220 –Inference (Literary) / Use a variety of graphic organizers (i.e. plot pyramid, character grids, etc.)
Play different types of music to establish mood. Read a story to determine types of mood in story.
743.01.f
743.02.d
Literary Devices / Learning Continuum
ISAT, ECA / For Learning:
Have students locate and identify literary devices in independent reading.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230 / Have students write examples of imagery, personification, similes, metaphors, etc. Option is to illustrate the examples to create posters to display. / Haiku
743.01.f
743.02.c
Author’s Purpose / Technique / Learning Continuum
ISAT, ECA / For Learning:
Have students rewrite story from another point of view (i.e. character, object in story). / Read Edgar Allen Poe story.
743.02.a
Genre / Learning Continuum
ISAT, ECA / For Learning:
Compare and contrast a book and a movie. / Have students read an autobiography or biography. Journal entries on difficulties in character’s life. Design a poster and present, as an interview, in class.
9
8th Grade Reading State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORES
Return to Top
Approved by the State Board of Education March 6, 2003
READING / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Basic / 174 / 185 / 192 / 198 / 203 / 207 / 210 / 213 / 216
Proficient / 182 / 193 / 200 / 206 / 211 / 215 / 218 / 221 / 224
Advanced / 193 / 204 / 211 / 217 / 222 / 226 / 229 / 232 / 235
LANGUAGE / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Basic / 176 / 186 / 193 / 200 / 204 / 207 / 211 / 213 / 214
Proficient / 184 / 194 / 201 / 208 / 212 / 215 / 219 / 221 / 222
Advanced / 197 / 207 / 214 / 221 / 225 / 228 / 232 / 234 / 235
MATH / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Basic / 174 / 185 / 194 / 202 / 208 / 214 / 222 / 229 / 231
Proficient / 185 / 196 / 205 / 213 / 219 / 225 / 233 / 240 / 242
Advanced / 201 / 212 / 221 / 229 / 235 / 241 / 249 / 256 / 258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.
· The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.
· The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.
· The student can perform skills or processes independently without any significant errors.
PROFICIENT: Meets Standards Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.
· The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.
· The student can perform skills or processes independently without any significant errors.
BASIC: Below Standards Back to Top
The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.
· The student has an incomplete knowledge of the topic and/or misconceptions about some information.
· The student requires assistance and coaching to complete tasks without errors.
BELOW BASIC: Critically Below Standards Back to Top
The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.
· The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.
· The student cannot complete any skill set without significant assistance and coaching.
State Standards: 8th Grade Reading
Return to Top
669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS.
01. Languages and Communications. Language, the gateway to learning, provides our most powerful and readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.