READING ENGLISH/LANGUAGE ARTS 8

Transcription

1 Curriculum Strand One: Word Analysis, Fluency, and Systematic Vocabulary Development: use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of gradelevel-appropriate words. Vocabulary and Concept Development 1.1 analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases explain the intended meaning of different forms of figurative language? 2. identify a direct comparison (metaphor)? 3. identify a comparison using like or as (simile)? 4. identify personification? 5. distinguish the difference between an idiom (e.g., laugh your head off ) from other forms of figurative language? *Some idioms may also be similes, metaphors, or hyperbole. 1.1 answer questions in HLLA, Vocabulary Development, pp. 362, 377, 388, 393, 506 (definition reference in glossary). 1.2 understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings recognize that English words originate from a variety of sources (e.g., squash-american Indian, Wednesday-Norse)? 1.2 complete assessment from Progress Assessment: Reading, Vocabulary, and Literature, pp ,

2 *1.3 use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast define the term context clue? 2. recognize there are different types of context clues to clarify meaning? 1.3 complete practice questions from HLLA, Vocabulary Development, pp. 166, 176, 190, 203. Elk Grove Unified School District s Additional Standard for 8 th Grade 1.4 infer word meanings through identification and analysis of analogies and other word relationships identify the analogy format? 2. define what an analogy is? 3. determine the relationship between words/pairs (e.g., action to object, object to action, antonyms, sequence)? 4. apply the relationship between one set of words to another set of words? 1.4 complete exercises in the Holt Daily Language Activities, Analogy section and Vocabulary section. *1.5 use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes (prefixes and suffixes) to understand content-area vocabulary recognize the structure of words (i.e., placement of prefixes, roots, suffixes)? 2. recognize the prefixes, roots, and suffixes referenced in the district s adopted anthology? 3. apply knowledge of morphology (study of words as meaningful units) to determine word meaning? 1.5 complete exercises in Holt Spelling Lessons and Activities, p. 10 (Latin roots); pp (Greek roots); pp (Latin roots); pp. 44, 56 (prefixes); p. 58 (Greek); pp (Latin roots); Holt Daily Language Activities, Vocabulary section. Note: Refer to ELA 2000 Appendix binder s prefix, suffix, and roots sheet. See your department chair for Appendix.

3 Curriculum Strand Two: Reading Comprehension (Focus on Information ): read and understand grade level-appropriate material. They will describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. Note: The goal is for students to read one million words annually on their own, including a good representation of expository text including magazines, newspapers, and online information. Structural Features of Informational Materials *2.1 compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, produce information, instruction manuals) distinguish similarities and differences between various consumer texts and use that information to understand them? 2.1 complete Test Practice in HLLA, Reading Informational Materials, p *2.2 analyze text that uses proposition and support patterns define proposition? 2. recognize where the proposition is in the text and explain why it is located there? 3. recognize how the type of reasoning and evidence (inductive, deductive) affects the success of the argument? 2.2 complete Test Practice in HLLA, Reading Informational Materials, pp. 21, 59 and complete Progress Assessment: Reading, Vocabulary, and Literature, p. 4 and p. 9. 3

4 Comprehension and Analysis of Grade- Level-Appropriate Text 2.3 find similarities and differences between texts in the treatment, scope, or organization of ideas. 2.4 compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning identify bias and stereotyping, scope (adequacy), and organization of ideas (sequence, description, listing, cause-effect, propositionsupport)? 1. define and identify an accurate main idea? 2. define and identify supporting details that are concise, precise, and significant to the main idea? 3. define and identify accurate closing statements? 2.3 read and analyze in HLLA, Memory a Matter of Brains and Brawn, pp ; Union Pacific Railroad Poster and Home, Sweet Soddie, pp ; Edgar Allen Poe: His Life Revealed in His Work, pp and complete Progress Assessment: Reading, Vocabulary, and Literature, pp complete in HLLA, Test Practice, p. 436 and Progress Assessment: Reading, Vocabulary, and Literature, p *2.5 understand and explain the use of a complex mechanical device by following technical directions identify and understand key words in directions? 2. recognize and follow the sequence in directions? 2.5 read in HLLA, How to Fly a 747, pp ; complete Test Practice, p. 556 and Progress Assessment: Reading, Vocabulary, and Literature, pp

5 *2.6 use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem identify relevant evidence from a variety of expository and informational sources to support their explanation of a situation or solution to a problem? 2.6 read in HLLA, pp , Skateboard Park Documents, then complete Writing a Letter Practice, p Expository Critique 2.7 evaluate the unity, coherence, logic, internal consistency and structural patterns of text recognize digressions or information not logically related to the thesis? 2. recognize vague, unlikely, or implausible assertions or support in informational text? 3. recognize structural patterns in informational text (e.g., sequence, description, listing, cause-effect, proposition-support)? 4. understand the necessity of citing evidence from the text to defend their evaluation? 2.7 complete in HLLA, Getting to the Point, pp ; Little Walter, pp Complete in Interactive Reading, Interact with an Informational Text, pp. 273,

6 Curriculum Strand Three: Literary Response and Analysis: read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Elk Grove Unified School District s approved core, supplementary, and extended reading lists illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature 3.1 determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet) articulate the expressed purposes and characteristics of different forms of prose? 3.1 pp Narrative Analysis of Grade-Level- Appropriate Text *3.2 evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot s development, and the way in which conflicts are (or are not) addressed and resolved. 3.3 compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts identify the more sophisticated components of plot? 2. identify internal and external conflicts? 1. recognize how motivation relates to character? 2. recognize certain timeless motivations, such as fear, love, ambition, etc.? 3.2 pp pp

7 *3.4 analyze the relevance of the setting (i.e., place, time, customs) to the mood, tone, and meaning of the text. *3.5 identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works define setting, mood, and tone? 2. distinguish the difference between tone (author s attitude toward the audience, subject, or character) and mood (emotional atmosphere of a work)? 1. understand the term theme based on the following suggested definition...a generalization about human behavior or an insight into life the writer reveals through the text? 2. recognize that clues to a theme can be found in the title, through direct statement by the author, through what a character learns, etc.? 3. distinguish the difference between traditional (classic) and contemporary (modern) works? 3.4 pp pp

8 3.6 identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer s style and use those elements to interpret the work. Literary Criticism 3.7 analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach) recognize that writers have a style? 2. recognize the aspects of style? 1. recognize author bias? 2. recognize that not all situations in a work of literature are autobiographical in nature? 3.6 pp Complete in Interactive Reading, Interact with a Literary Text, pp. 198, 200, 202, pp

9 Curriculum Strand Four: Fluency: The program prepares students of all ages and levels of English development to become fluent readers by focusing on the various stages of the reading process.* Elk Grove Unified School District s Additional Standard for 8 th Grade 4.1 demonstrate the ability to read aloud with fluency read orally an excerpt from gradelevel text. 4.1 take Oral Reading Assessments on pp. 6-8 in Holt Diagnostic and Summative Assessments. *Students reading at 160+ words per minute, with acceptable error rates, are considered fluent. Note: Refer to ELA 2000 Appendix binder for a fluency rubric, a recording form, and information regarding fluency checks. See your department chair for Appendix. 9

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