Ex. After shared reading of a story, select an illustration from the story that shows the character the story is about. of Reading and Level of Text Complexity. RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. EERL.8.10. Demonstrate understanding of text while actively engaged in reading or listening to stories, dramas, and poetry. Eighth Grade English Language Arts Standards: Reading (Informational Text) Alaska Grade-Level Standards Alaska-DLM Essential Elements Instructional Examples Key Ideas and Details. RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text EERI.8.1. Cite text to support inferences from informational text. EERI.8.1. Cite text to support analysis and inferences from informational text. Ex. Using a geography chapter, find the text that defines the climate near the ocean, analyze the climate, and make inferences about the weather.
says explicitly as well as inferences from the text. Ex. Using pictures of islands, cities, and farmland, and text about their climates, cite text to determine the climate and make inferences about the weather. EERI.8.1. Cite text to support inferences from informational text. Ex. Using a geography chapter with the text that defines the climate near the ocean highlighted, find information to support the inference that it is rainy near the ocean (e.g., The text says it rains more days than it is sunny.). Ex. Use a picture map to support inferences about directions (e.g., Asked, “How do we know what direction to go?,” the student responds, “This way – where the arrow is pointing.”). EERI.8.1. Identify text as a key idea or evidence in a text. Ex. Choose from a list of three or more citations from the text, one that is evidence that cars are faster than a horse and buggy. Ex. Identify the representation of rain on a weather map as evidence that it will rain today. EERI.8.1. Identify a type of informational text. Ex. Select from two choices, the one that has phone numbers (e.g., Point to phonebook when asked, “Where do you find a number to call on the phone?”). Ex. Select from two choices, the one that provides information about the weather (e.g., Point to a weather map when presented with a weather map and a storybook and asked, “What tells you about the weather?”).
RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). EERI.8.3. Recount events in the order they were presented in the text. EERI.8.3. Make connections and distinctions between key individuals and events in a text. Ex. Draw a timeline listing key events and make connections between them (e.g., storms and floods). Ex. After reading and discussing a historical text, make connections between key individuals given paired choices (e.g., Theodore “Teddy” Roosevelt and Franklin D. Roosevelt were President). EERI.8.3. Make connections between key individuals or events in a text. Ex. Pick out the and child in an informational text and identify the connection between them (e.g., the adult takes care of the child). Ex. Put events in an informational text in order and identify the connection between them (e.g., Someone started a campfire and the trees burned.). Ex. Use a story map to outline key individuals and key events in a text. EERI.8.3. Identify a character or event in a text and compare to another character or event. Ex. Identify a character in a newspaper article and compare to another individual in the paper (i.e., sports page – football player, soccer player). Ex. Given pictures of three familiar people (e.g., cook, principal, teacher) and then read three dialogues to them, match the person who said it and where it took place (e.g., cafeteria, classroom, intercom). Ex. Given pictures of two people, one from American History (e.g., Thomas Jefferson) and one from World History (e.g., Napoleon), compare their dress and appearance.
EERI.8.5. Indicate bold print or a highlighted word. Ex. Point to a bolded print word from a sentence. RI.8.6. Determine an author’s of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. EERI.8.6. Determine an author’s purpose or of view and identify examples from text to that describe or support it. EERI.8.6. Determine an author’s purpose and of view and identify an opposing point of view. Ex. When presented with two texts on the same topic but from different viewpoints, identify the authors’ different perspectives. EERI.8.6. Determine an author’s purpose or of view. Ex. After reading an informational text, state the author’s purpose (e.g., After reading about Africa, answer, “What is the author trying to tell you?,” say “About animals in Africa.”). Ex. watching a television commercial online (YouTube) or an advertisement printed in a magazine, identify the product and what the commercial wants you to do (e.g., What does the commercial say that convinces you about the product? What in the commercial makes you want to buy the product?). EERI.8.6. Identify a resource based on its purpose. Ex. Select text snakes from at least three different options. EERI.8.6. Request a resource. Ex. Ask for a resource by topic or purpose, (e.g., The teacher says, “What do you want to read about?,” and the student says, “tigers.”). Ex. Use a preprogrammed AAC device to request an informational text by topic or purpose.
W.8.1. arguments to support claims with clear reasons and relevant evidence. claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Introduce the claim and provide reasons or pieces of evidence to support it. Write reasons to support a claim about a topic or text. Ex. Write a claim about the class election (e.g., Joe is best) and an argument to support the claim (e.g., he is friend) and two or more reasons (e.g., he nice, smart). Ex. Write a claim (e.g., School uniforms are bad.) and an argument to support it (e.g., They are ugly.) with two or more reasons (e.g., Brown is ugly. White is ugly. Sweater ugly.). Ex. Write a claim about the school rules (e.g., No fighting at school.), an argument to support it (e.g., It is the rule.), and reasons why the rule exists (e.g., Someone hurt and mad. Not nice.). EEW.8.1.a-b. Write an argument to support claims with one clear reason or piece of evidence. Ex. Write a claim about the class election (e.g., Joe is best) and an argument to support the claim (e.g., he is friend) and a reason (e.g., he is good). Ex. Write a claim (e.g., School uniforms are bad.) and an argument to support it (e.g., too hard) with a reason (e.g., lots of buttons). Ex. Write a claim (e.g., No fighting at school.), an argument to support it (e.g., It is the rule.), and a reason (e.g., someone hurt). EEW.8.1.a-b. With teacher guidance and support, write a claim with one clear reason or piece of evidence. Ex. Write Joe is the best when asked to write about the upcoming class election, and after a teacher-led discussion of possible reasons, add an argument or reason to support it.
information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. [grilled cheese], mac n ches [macaroni and cheese]), and then add pictures of favorite foods on the printed document. Ex. Write about a topic assigned by the teacher clearly stating the topic, providing details about it, and selecting graphics from the Internet to support the final product. EEW.8.2.a-b. With guidance and support, write to convey ideas and information clearly including facts, details, and other information as well as graphics and multimedia as needed. Ex. Given a ready-made set-up in writing software with word and picture banks the teacher created about the student’s hobbies, select a hobby (e.g., cooking) and then select words from the word bank (e.g., pancakes, cereal, mac n cheese [macaroni and cheese]) and use spelling (e.g., I like to cook.) to write about the topic. Ex. Given a ready-made set-up in writing software with word and picture banks the teacher created about a class subject, write about a topic assigned by the teacher clearly stating the topic, providing details about it, and selecting graphics from the Internet to support the final product. EEW.8.2.a-b. With guidance and support, participate in shared writing to convey ideas and information clearly including facts, details, and other information as well as graphics and multimedia as needed. Ex. Work with who have chosen the same topic and make choices of facts, details, and/or graphics to add to the writing product. Ex. Work in a group with the teacher who offers choices and models use of voice output communication devices to encourage active participation
and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. writing and revise own writing. Ex. Given a topic and a sample brainstorming bubble, generate ideas and write them down, and, after getting feedback from peers, revise by adding additional ideas. Ex. Develop outline before beginning the writing process (topic - favorite animals: outline three reasons for each favorite animal listed), and after getting a peer’s feedback, revise by adding to the outline. EEW.8.5. With guidance and support from adults and plan by brainstorming and revise own writing by adding more information. Ex. After sharing writing with peers, work with peers to brainstorm ideas to add. Peers write all of the ideas in a list and give it to the student to use in revising and adding more information to improve the overall quality of the writing. Ex. Work with peers to plan a written report of their research project. Each takes turns reading what they have to one another and then the group works together to add ideas to a graphic organizer provided by the teacher. Finally, the student adds ideas from the graphic organizer to own writing to strengthen it. Ex. After reading a science text, work with a classmate to take notes in graphic organizer software, convert the graphic representation into an outline, and use word prediction software with a specific topic dictionary to complete the L column of a KWL chart, share it with another pair of classmates, and revise based on their feedback. EEW.8.5. With guidance and support from adults and peers, plan by brainstorming to strengthen own writing.
question (e.g., “Where is most of the water on earth?” Water in oshun [ocean].). W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. EEW.8.8. Select quotes providing relevant information about a topic from multiple print or digital sources. EEW.8.8. Select quotes from multiple print or digital sources that state conclusions about a topic. Ex. Given a collection of bookmarked websites, use a screen reader to read the sites and select quotes that state conclusions about the topic and write notes on the information they provide. Ex. Given a collection of books, search for quotes that state conclusions on an assigned topic and write notes on the information they provide. EEW.8.8. Select quotes from multiple print or digital sources that provide important information about a topic. Ex. Given a collection of articles on a social studies topic, read the articles and highlight quotes that provide important information on the topic and write notes about the information they provide. Ex. Given a series of bookmarked websites, navigate to each site, copy/paste quotes that provide important information, and add notes on the information they provide. EEW.8.8. Select quotes from print or digital sources that provide information about a topic. Ex. Highlight quotes from an informational text on a topic (e.g., Harriet Tubman was the conductor on the underground railroad.) and add notes on the information they provide.
an ellipsis to indicate an omission. EEL.8.2.b. N/A correctly. EEL.8.2.c. Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns. EEL.8.2.c. Spell two-syllable words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns. Ex. Write a short story, use correct spelling for most words, and use complete phonetic spellings for words with two or more syllables. EEL.8.2.c. Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns. Ex. Spell words phonetically when writing simple sentences. EEL.8.2.c. Student spells common sight words correctly. Ex. During shared writing the teacher asks, “Who can help me spell can?” and the student replies, c-a-n. Ex. In own writing, student spells common words correctly including words like: is, the, in, at, can, on. EEL.8.2.c. Demonstrate awareness of letters and Ex. Points to letters on a bulletin board in the hallway when asked, “Where are the letters?” Ex. Points to text when to show me the words to read in a book. Knowledge of Language. L.8.3. Use knowledge of language and its EEL.8.3. Use language to achieve desired outcomes when communicating. EEL.8.3.a. Use to-be verbs (am, are, is, was, were, be, become, became) accurately when writing and communicating. Ex. Shift from “I am” to “we are” when talking an upcoming event.
the relationship between particular words to better understand each of the words. EEL.8.5.b. Use knowledge of common words to understand the meaning of compound and complex words in which they appear (e.g., birdhouse, household). EEL.8.5.b. Use compound and complex when writing and communicating. Ex. Write a response to a reading selection that includes some compound or complex words. EEL.8.5.b. Use knowledge of common words to understand the meaning of compound and complex words in which they appear (e.g., birdhouse, household). Ex. Identify a picture that depicts the meaning of a compound or complex word. EEL.8.5.b. Use knowledge of common words to understand the meaning of compound words. Ex. Identify the common word(s) that is part of a compound word. EEL.8.5.b. Demonstrate understanding of single-syllable words that comprise compound words. Ex. Identify a picture or other symbolic representation of a bird or house. Ex. Demonstrate understanding of such words as walk (walkway), run (runway), and hand (handstand) using actions and gestures. Distinguish among the connotations (associations) of words with similar denotations EEL.8.5.c. Use descriptive words to add meaning when writing and communicating. EEL.8.5.c. Use a variety of descriptive words to add meaning when writing and communicating. Ex. Uses more than one adjective when providing a description of an event. Ex. Given an array of adjectives, select several to use in adding more meaning to a writing assignment that is being revised.
considering a word or phrase important to comprehension or expression. Ex. When asked questions like, “What do you learn in science?,” respond, “magnet.” Ex. In an end-of-day writing wrap-up, list and phrases learned during the day. EEL.8.6. Recognize an academic and domain-specific word. Ex. Use the word calculator or correctly. EEL.8.6. Respond to an academic or domain-specific word. Ex. Use switches or symbols to respond to words from science (e.g., plant, animal). Ex. After the teacher uses objects to teach new vocabulary to the class, respond to objects from science or social studies when asked.