Tennessee Standards for Eighth Grade English Language Arts

Descriptive Text
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Modifiers-Adverbs
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Punctuation
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Titles and Authors
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TN.0801. English Language Arts (0801)

0801.1. Language

Checks for Understanding (Formative/Summative Assessment)
0801.1.1. Know and use appropriately the meaning, forms, and functions of nouns (including predicate nouns, appositives), pronouns (including use of proper pronoun case: objective, nominative, and possessive; pronoun-antecedent agreement), verbs (including agreement with the subject in person and number, verbs that take objects, linking verbs with predicate nouns and adjectives, verb phrases, consistency in verb tense, regular and irregular verb forms, correct use of both simple and perfect tenses, proper use of active and passive voice, subjunctive mood), adjectives (including correct comparative and superlative forms, predicate adjectives, adjective phrases and clauses), adverbs (including correct comparative and superlative forms, adverb phrases and clauses, conjunctive adverbs), conjunctions (including coordinating, correlative, and subordinating conjunctions to combine sentences and sentence elements), interjections, and prepositions (including recognizing them as adjective or adverb modifiers and place properly within the sentence).
Nouns
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Parts of Speech
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Verbs
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Prepositions, Conjunctions, and Interjections
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Regular and Irregular Verbs
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0801.1.10. Use printed and electronic dictionaries, thesauruses, and glossaries to determine word pronunciation, spelling, and part of speech; to clarify meaning and improve understanding of words (including connotation and denotation); and to distinguish among contextually appropriate synonyms and definitions.
Vocabulary
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Using References
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0801.1.11. Define and recognize synonyms, antonyms, and homonyms.
Vocabulary
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0801.1.12. Identify and define English words derived from Latin and Greek words that form common roots (e.g., audio, auto, mal) and recognize English words that are based on them (e.g., audible, autobiography, malice).
Structural Analysis
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Adding New Words to Our Language
FreeOne way that words are added to our language is by word borrowing. Words are "borrowed" from other countries and from other languages. Read more...iWorksheets :3Study Guides :1
Reading-Structural Analysis
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0801.1.13. Use roots and affixes to determine the meaning of unfamiliar words, to clarify the meaning of familiar words, and to make connections with word families (e.g., suffixes such as -phobia and -ology).
Structural Analysis
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Reading-Structural Analysis
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0801.1.17. Demonstrate understanding of common phrases and terms from other languages commonly used in English (e.g., RSVP, deja vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum).
Structural Analysis
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Adding New Words to Our Language
FreeOne way that words are added to our language is by word borrowing. Words are "borrowed" from other countries and from other languages. Read more...iWorksheets :3Study Guides :1
Reading-Structural Analysis
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0801.1.2. Recognize and correct usage errors (e.g., subject-verb agreement, pronoun case {with emphasis on who/whom}, double negatives, comparative and superlative forms, troublesome words {to/too/two, their/there/they're, its/it's, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery, where/were, which/that/who}).
Subject and Verb Agreement
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0801.1.3. Use capitalization correctly (e.g., titles, business letters, quotations, proper nouns and adjectives).
Capitalization
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Pronouns
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Capitalization
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0801.1.4. Demonstrate the correct use of commas (including after introductory words, phrases or clauses; setting off appositives and interrupters; before coordinating conjunction joining independent clauses to form compound sentences), colons (including in business letters, before a list of items in a series, before a long or formal quotation), semicolons (including combining sentences, between items in a series when the items already contain commas, before conjunctive adverbs), underlining and italicizing (including titles; certain words, letters, figures; foreign words), quotation marks (including with direct quotations, to set off dialogue, in titles, correct use with end marks), apostrophes (including both singular and plural possessives), hyphens, and end marks.
Compound and Complex Sentences
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0801.1.5. Spell correctly high frequency, misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.
Spelling
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Spelling
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0801.1.7. Distinguish between clauses (adjective, adverb, noun) and phrases (adjective, adverb, appositive, infinitive, prepositional, verb, verbal {including gerunds and participles}).
Gerunds, Infinitives, and Participles
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0801.1.8. Differentiate between independent and subordinate clauses.
Sentences
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0801.1.9. Recognize and differentiate among simple, compound, and complex sentences.
Compound and Complex Sentences
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Grade Level Expectations
GLE 0801.1.1. Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).
Capitalization
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Spelling
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Usage
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Capitalization
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Spelling
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Usage
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State Performance Indicators
SPI 0801.1.1. Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate nouns) and pronouns (i.e., reflexive, interrogative, demonstrative) within context.
Nouns
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Parts of Speech
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SPI 0801.1.10. Identify the correct use of appositives/appositive phrases and infinitives/infinitive phrases within context.
Gerunds, Infinitives, and Participles
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SPI 0801.1.12. Identify correctly or incorrectly spelled words in context.
Spelling
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Spelling
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SPI 0801.1.14. Recognize usage errors occurring within context (i.e., subject-verb agreement, pronoun case, double negatives, comparative/superlative forms, troublesome words: {to/too/two, their/there/they're, its/it's, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery, where/were, which/that/who}) within context.
Usage
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Usage
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SPI 0801.1.16. Use context clues and/or knowledge of roots and affixes to determine the meaning of unfamiliar words.
Structural Analysis
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Reading-Structural Analysis
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SPI 0801.1.17. Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym.
Vocabulary
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SPI 0801.1.19. Recognize and use grade appropriate and/or content specific vocabulary.
Vocabulary
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SPI 0801.1.2. Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.
Parts of Speech
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Verbs
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Regular and Irregular Verbs
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SPI 0801.1.3. Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative/superlative) within context.
Parts of Speech
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SPI 0801.1.4. Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context.
SPI 0801.1.5. Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context.
SPI 0801.1.6. Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.
Compound and Complex Sentences
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SPI 0801.1.9. Identify the appropriate use of gerund and participial phrases.
Structural Analysis
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Gerunds, Infinitives, and Participles
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Reading-Structural Analysis
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0801.2. Communication

Checks for Understanding (Formative/Summative Assessment)
0801.2.17. Speaking: Employ presentation skills such as good eye contact, clear enunciation, effective speaking rate/volume, and natural gestures.
Speaking
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0801.2.18. Speaking: Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below.
0801.2.18.1. Behavior of Individuals within the Group: Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group, are purposeful in moving the team toward its goal, and contribute to the topic of group discussion.
Conducting Interviews and Discussions
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0801.2.18.2. Behavior of Individuals within the Group: Consult and reference texts or other resources as sources for ideas or to support ideas under the group discussion.
Conducting Interviews and Discussions
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0801.2.18.3. Behavior of Individuals within the Group: Ask relevant questions that move the team toward its goals and contribute to the topic of discussion.
Conducting Interviews and Discussions
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0801.2.18.4. Behavior of Individuals within the Group: Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting).
Conducting Interviews and Discussions
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Grade Level Expectations
GLE 0801.2.6. Speaking: Deliver effective oral presentations.
Speaking
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GLE 0801.2.7. Speaking: Participate in work teams and group discussions.
Conducting Interviews and Discussions
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State Performance Indicators
SPI 0801.2.1. Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain).
Speaking
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SPI 0801.2.2. Identify the targeted audience of a speech.
Speaking
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SPI 0801.2.4. Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
Speaking
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0801.3. Writing

Checks for Understanding (Formative/Summative Assessment)
0801.3.1. Write in a variety of modes and genres, including description, narration, exposition, persuasion, literary response, personal expression, and imaginative.
Process Writing
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0801.3.13. Incorporate a variety of syntactic structures for effect when appropriate (e.g., modifying phrases, parenthetical expressions).
Sentences
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0801.3.16. When other sources are used or referenced (such as in research, informational essays, or literary essays) adhere to the list below.
0801.3.16.1. Acknowledge source material (e.g., list sources).
Writing a Research Report
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Grade Level Expectations
GLE 0801.3.1. Write in a variety of modes for different audiences and purposes.
Process Writing
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State Performance Indicators
SPI 0801.3.1. Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain).
Process Writing
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0801.4. Research

Checks for Understanding (Formative/Summative Assessment)
0801.4.3. Focus on relevant information and/or theories.
Thinking Skills
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0801.4.9. Analyze and interpret data in multiple forms (e.g., a bar or circle graph) on a familiar topic.
Reading Graphics
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Text Features
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State Performance Indicators
SPI 0801.4.5. Discern irrelevant research material from written text.
Thinking Skills
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0801.5. Logic

Checks for Understanding (Formative / Summative Assessment)
0801.5.10. Identify a variety of false premises, including those involving categorical claims (e.g., all mammals are human beings).
Persuasive Text
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0801.5.11. Identify and analyze the persuasive devices used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).
Persuasive Text
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0801.5.12. Continue to explore logical fallacies (e.g., appeal to fear, personal attack, false dilemma, false analogy) in a variety of texts.
Persuasive Text
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0801.5.13. Analyze examples of stereotyping and bias in text.
Persuasive Text
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0801.5.3. Construct and complete analogies using synonyms, antonyms, homonyms, categories/subcategories, whole/part, functions, verb forms, rhymes, scrambled words, and homophones.
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
0801.5.6. Determine the relevance and quality of evidence given to support or oppose an argument.
Persuasive Text
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0801.5.7. Compare and contrast evidence and conclusions between/among two or more arguments on the same topic.
Persuasive Text
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0801.5.8. Identify and analyze examples of deductive and inductive reasoning in text.
Persuasive Text
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0801.5.9. Identify and describe the structure of an argument, including its main claim and supporting premises.
Persuasive Text
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Grade Level Expectations
GLE 0801.5.1. Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
Thinking Skills
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GLE 0801.5.2. Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.
Expository Text
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Thinking Skills
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GLE 0801.5.3. Distinguish between inductive and deductive reasoning.
Persuasive Text
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GLE 0801.5.4. Analyze written and oral communication for persuasive devices.
Persuasive Text
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GLE 0801.5.5. Identify and analyze premises, including false premises.
Persuasive Text
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GLE 0801.5.6. Continue to explore logical fallacies.
Persuasive Text
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State Performance Indicators
SPI 0801.5.4. Identify examples of persuasive devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).
Persuasive Text
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SPI 0801.5.5. Choose a logical word to complete an analogy, using synonyms, antonyms, homonyms, categories/subcategories, whole/part, functions, verb forms, rhymes, scrambled words, and homophones.
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
SPI 0801.5.6. Identify an example of deductive or inductive reasoning in text.
Persuasive Text
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SPI 0801.5.7. Identify a false premise in text.
Persuasive Text
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SPI 0801.5.8. Identify instances of bias and stereotyping in print and non-print texts.
Persuasive Text
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SPI 0801.5.9. Make inferences and draw conclusions based on evidence in text.
Thinking Skills
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0801.6. Informational Text

Checks for Understanding (Formative/Summative Assessments)
0801.6.1. Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize, predict, identify the writer's purpose).
Author's Purpose
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Reading Process
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0801.6.10. Recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspapers/magazines, letters, dramas, technical manuals, textbooks).
Reading-Drama
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0801.6.11. Use text features to locate information and make meaning from text (e.g., headings, key words, captions, tables of contents, footnotes, illustrations).
Reading Graphics
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Text Features
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0801.6.12. Comprehend and interpret factual, quantitative, technical, or mathematical information presented in maps, charts, graphs, time lines, tables, and diagrams.
Reading Graphics
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Text Features
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0801.6.14. Use previously learned strategies to comprehend informational texts (e.g., formulating questions, visualizing, predicting, identifying the author's purpose).
Author's Purpose
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Reading Process
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0801.6.2. Identify/infer the stated or implied main idea of an informational text and identify the details supporting it.
Expository Text
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0801.6.4. Make inferences and draw conclusions.
Thinking Skills
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0801.6.5. Summarize succinctly the main idea and supporting details (presented as text and/or visuals) in informational texts.
Expository Text
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0801.6.7. Synthesize information across two or more informational texts and technical sources.
Thinking Skills
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Grade Level Expectations
GLE 0801.6.1. Comprehend and summarize the main ideas and supporting details of informational texts.
Expository Text
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GLE 0801.6.3. Read, interpret, and analyze text features that support informational texts.
Text Features
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State Performance Indicators
SPI 0801.6.2. Identify the main idea and supporting details in text.
Expository Text
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SPI 0801.6.3. Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes).
Text Features
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0801.7. Media

Checks for Understanding (Formative/Summative Assessment)
0801.7.1. Interpret how the sounds, images, and words used in television, radio, film, and the Internet are used to support the purpose of the production and evaluate the effectiveness of the techniques.
Listening and Viewing
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0801.7.2. Identify, analyze, and discuss the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media and explain how the elements support or conflict with each other.
Listening and Viewing
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0801.7.3. Identify visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television/film or layout, pictures, and typeface in print materials) in various media, and explain how they carry or influence messages.
Listening and Viewing
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Grade Level Expectations
GLE 0801.7.1. Analyze media for their ability to inform, persuade, and entertain.
Listening and Viewing
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GLE 0801.7.2. Examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.
Listening and Viewing
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GLE 0801.7.3. Recognize how visual and sound techniques and design elements (e.g., special effects, camera angles, music) carry or influence messages in various media.
Listening and Viewing
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State Performance Indicators
SPI 0801.7.2. Select a visual image that best reinforces a viewpoint or enhances a presentation.
Speaking
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SPI 0801.7.3. Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).
Listening and Viewing
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SPI 0801.7.4. Draw an inference from a non-print medium.
Listening and Viewing
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0801.8. Literature

Checks for Understanding (Formative/Summative Assessment)
0801.8.1. Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize; predict; identify the writer's purpose).
Author's Purpose
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Reading Process
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0801.8.10. Identify how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).
Narrative Text
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0801.8.12. Consider how forms and conventions within genres (e.g., poetry, drama, essays, short stories) affect meaning.
Reading-Drama
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0801.8.13. Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun).
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
0801.8.15. Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed.
Reading-Drama
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0801.8.16. Identify and explain the theme of a literary text, distinguishing theme from topic.
Narrative Text
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0801.8.18. Distinguish among the types of literary plot conflicts (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology, person vs. society).
Narrative Text
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0801.8.4. Identify and describe character (major/minor, antagonists/protagonists) features and relationships in literary texts.
Narrative Text
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0801.8.6. Differentiate between internal and external conflict.
Narrative Text
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0801.8.7. Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) present in literary plots.
Narrative Text
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0801.8.9. Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts.
Narrative Text
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Grade Level Expectations
GLE 0801.8.1. Read and comprehend a variety of works from different forms of literature.
Thinking Skills
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GLE 0801.8.2. Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).
Reading-Drama
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GLE 0801.8.5. Identify and analyze common literary terms (e.g., personification, conflict, theme).
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
Narrative Text
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State Performance Indicators
SPI 0801.8.1. Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement.
Narrative Text
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SPI 0801.8.10. Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).
Narrative Text
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SPI 0801.8.14. Identify the author's purpose for writing.
Author's Purpose
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SPI 0801.8.4. Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics.
Reading-Drama
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SPI 0801.8.5. Analyze the development of similar themes across two or more literary texts.
Narrative Text
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SPI 0801.8.6. Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).
Narrative Text
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SPI 0801.8.7. Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone).
Narrative Text
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SPI 0801.8.8. Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context.
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
SPI 0801.8.9. Analyze examples of sound devices within context (i.e., rhyme scheme, alliteration, free verse, repetition, internal rhyme, slant rhyme).
Reading-Figurative Language
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TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.

Accomplishments:

8.1.01. Continue to develop oral language and listening skills.
8.1.01.a. Continue to model active listening in both formal and informal settings.
Conducting Interviews and Discussions
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8.1.01.d. Continue to organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.
Conducting Interviews and Discussions
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8.1.01.f. Deliver a focused, well-organized oral presentation, using multiple sources of information from any content area utilizing visual aids for contextual support.
Speaking
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8.1.01.g. Incorporate into oral reading, discussions, and presentations the use of correct stress, pitch, and juncture.
Speaking
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8.1.02. Develop an understanding of the concepts of print.
8.1.02.a. Recognize the defining characteristics of a variety of texts (e.g., identify differences between poetry and narration, between plays and essays, between biography and historical fiction).
Narrative Text
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Reading-Drama
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8.1.02.b. Approach texts according to their type using appropriate skills and prior knowledge (e.g., read poetry aloud, bring knowledge of history to a reading of biography, provide ''between the lines'' information in drama, determine how the form/genre informs me
Reading-Drama
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8.1.02.c. Recognize the structure and organization of various text features to locate information (e.g., sidebars, questions at the end of chapter/unit, footnotes, endnotes).
Text Features
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8.1.03. Expand reading skills through phonemic awareness.
8.1.03.b. Evaluate patterns of rhyme and rhythm and how they affect understanding.
Reading-Figurative Language
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8.1.03.c. Evaluate the effects of sound in language (e.g., alliteration , onomatopoeia, slant rhyme, internal rhyme, accent, repetition).
Reading-Figurative Language
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8.1.04. Use decoding strategies.
8.1.04.a. Recognize and identify the base/root word from words having affixes.
Structural Analysis
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Reading-Structural Analysis
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8.1.04.b. Determine the meaning of prefixes and suffixes through identification and usage.
Structural Analysis
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Reading-Structural Analysis
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8.1.04.d. Decode unknown grade level words utilizing previous learned strategies and verify the word's meaning within the context of the selection.
Vocabulary
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8.1.05. Read to develop fluency, expression, accuracy, and confidence.
8.1.05.c. Continue to read using appropriate pronunciation, expression, and rate.
Speaking
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8.1.05.d. Continue to adjust speed based on the purpose for reading.
Reading Rate
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8.1.06. Expand reading vocabulary.
8.1.06.c. Analyze word meanings using roots, prefixes, and suffixes.
Structural Analysis
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Reading-Structural Analysis
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8.1.06.d. Continue to determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.
Dictionary Skills
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Vocabulary
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Using References
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8.1.06.e. Evaluate the use of synonyms, antonyms, homonyms, and multiple meaning words, and determine how they assist with understanding.
Vocabulary
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8.1.06.g. Analyze and use useful mnemonic devices (e.g., rhyming words, vocabulary cartoons, kinesthetic) to acquire new vocabulary.
Reading-Figurative Language
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8.1.06.h. Select the correct word or phrase to complete an analogy.
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
8.1.06.j. Consider word etymology and semantic change as part of vocabulary study.
Structural Analysis
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Adding New Words to Our Language
FreeOne way that words are added to our language is by word borrowing. Words are "borrowed" from other countries and from other languages. Read more...iWorksheets :3Study Guides :1
Reading-Structural Analysis
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8.1.06.k. Recognize and interpret widely used foreign phrases (e.g., e pluribus unum, c'est la vie).
Structural Analysis
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Adding New Words to Our Language
FreeOne way that words are added to our language is by word borrowing. Words are "borrowed" from other countries and from other languages. Read more...iWorksheets :3Study Guides :1
Reading-Structural Analysis
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8.1.06.l. Use connotation and denotation for vocabulary studies.
Vocabulary
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8.1.06.m. Recognize that word choices create a mood to set a tone.
Narrative Text
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8.1.07. Develop independent pre-reading strategies to facilitate comprehension.
8.1.07.a. Continue to establish a purpose for reading and viewing (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to discover information/facts, to discover models of writing).
Reading Process
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8.1.07.b. Continue to utilize reference sources to build background knowledge for reading.
Dictionary Skills
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Using References
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8.1.07.d. Preview text, using supports such as illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes.
Reading Graphics
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Text Features
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8.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
8.1.08.a. Derive meaning while reading by
8.1.08.a.3. Continuing to predict outcomes, state reasonable generalizations, and draw conclusions based on prior knowledge and information gained while reading.
Thinking Skills
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8.1.08.a.4. Using metacognitive and self-monitoring strategies while reading (e.g. pausing, rereading, consulting other sources, reading ahead, asking for help).
Reading Process
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8.1.08.a.5. Engaging in reading between the lines (i.e., changing perspective among characters to determine thoughts, imagining parallel events, stating implied information).
Thinking Skills
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8.1.08.a.8. Making inferences and recognizing unstated assumptions.
Thinking Skills
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8.1.08.a.9. Verifying or modifying pre-reading purpose as additional information is obtained.
Reading Process
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8.1.08.b. Derive meaning after reading by
8.1.08.b.10. Analyzing themes, whether stated or implied.
Narrative Text
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8.1.08.b.11. Evaluating and reflecting upon comprehension strategies utilized to make meaning from texts.
Reading Process
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8.1.08.b.2. Recognizing and stating the main idea/central element in a given reading selection, noting details that support the main idea/central element.
Expository Text
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8.1.08.b.3. Identifying the author's purpose and analyzing to determine if purpose is met.
Author's Purpose
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8.1.08.b.5. Analyzing and evaluating the text to find contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses.
Expository Text
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8.1.08.b.6. Assessing the accuracy and appropriateness of an author's details to support claims and assertions, noting instances of bias and stereotyping.
Persuasive Text
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8.1.08.b.9. Analyzing the use of figurative language (idioms, similes, metaphors, personification, imagery, puns).
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
Reading-Figurative Language
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8.1.09. Refine study skills and develop methods of research to enhance learning.
8.1.09.a. Determine appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
Using References
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8.1.09.b. Use media (e.g., films, video, the visual and performing arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROMs, references, Internet) to view, read, and represent information.
Reading and the Internet
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8.1.09.d. Analyze a variety of reference sources (e.g., biographical sketches, letters, diaries, encyclopedias, periodicals).
Using References
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8.1.09.h. Retrieve, organize, represent, analyze, and evaluate information to demonstrate knowledge effectively acquired.
Thinking Skills
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8.1.09.i. Develop and use notes that include important concepts, summaries, and identification of reference sources.
Writing a Research Report
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8.1.09.j. Investigate and evaluate the impact of bias/persuasive devices on daily life.
Persuasive Text
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8.1.09.k. Recognize and identify a statement as an example of persuasive and/or propaganda techniques (e.g., false generalizations, loaded words, snob appeal, name-calling, bandwagon, testimonials, and inconsistencies of logic).
Persuasive Text
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8.1.09.m. Define and apply internal (subjective) and external (objective) criteria in making critical evaluations of given statements.
Thinking Skills
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8.1.10. Apply vocabulary development and comprehension skill to facilitate reading to learn in content areas.
8.1.10.b. Continue to locate information using available text features (e.g., maps, charts, timelines, graphics, indexes, glossaries, footnotes, author's biography, and tables of content).
Reading Graphics
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Text Features
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8.1.10.c. Apply, analyze, and evaluate comprehension skills and strategies used to obtain meaning from informational text in the content areas.
Reading Process
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8.1.10.d. Continue to use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources,).
Reading Process
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8.1.10.e. Continue to interact with the text and analyze its effectiveness.
Persuasive Text
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8.1.10.f. Determine the reliability of sources by exploring the author's background, intentions and motives.
Author's Purpose
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8.1.11. Read independently for a variety of purposes.
8.1.11.a. Read for literary experience.
Reading Process
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8.1.11.b. Read to gain information.
Reading Process
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8.1.12. Experience and explore the elements of various literary and media genres.
8.1.12.a. Continue to read, view, and recognize various literary (e.g. novels, science fictions, plays, suspense, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g., music, films, videos, documentaries, the visual and performing arts
Reading-Drama
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8.1.12.b. Recognize and analyze the elements of various literary and media genres.
Listening and Viewing
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8.1.12.c. Explore the elements that determine types of fiction (e.g., suspense/mystery, comedy/humor, drama, historical fiction, romance, legends and myths).
Reading-Drama
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8.1.12.d. Identify and evaluate stated or implied themes and connect recurring themes to previously read materials and current readings.
Narrative Text
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8.1.12.e. Evaluate how the author develops characters (e.g., through words, speech, action, thoughts, narrator, interaction, motivation) and evaluate whether the characters are stereotypical or realistic.
Narrative Text
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8.1.12.f. Evaluate words, phrases, and other devices used by authors to create mood to establish a tone.
Narrative Text
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8.1.12.h. Distinguish among varying types of conflict (i.e., man v. man, man v. nature, man v. himself).
Narrative Text
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8.1.12.j. Compare and contrast between or among stories/events the elements of the plot.
Thinking Skills
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8.1.12.n. Make inferences about print and non-print text.
Thinking Skills
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8.1.12.o. Use deductive reasoning to facilitate and to extend understanding of texts.
Thinking Skills
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8.1.12.q. Demonstrate knowledge of similes, metaphors, personification, symbolism, idioms, puns, hyperbole, flashback, foreshadowing, and irony.
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
8.1.13. Develop and sustain a motivation for reading.
8.1.13.a. Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.
Library Skills
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Learning Expectations:

1.01. Continue to develop oral language and listening skills.
Speaking
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Conducting Interviews and Discussions
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1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
Reading Process
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1.09. Refine study skills and develop methods of research to enhance learning.
Study Skills
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1.11. Read independently for a variety of purposes.
Reading Process
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1.12. Experience and explore the elements of various literary and media genres.
Reading Process
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Thinking Skills
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1.13. Develop and sustain a motivation for reading.
Reading Process
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Performance Indicators State:

At Level 1, the student is able to
8.1.spi. 7. Determine inferences from selected passages.
Thinking Skills
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8.1.spi. 9. Select information using keywords and headings.
Text Features
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8.1.spi.3. Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, tables of contents, and appendices).
Reading Graphics
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Text Features
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At Level 2, the student is able to
8.1.spi.11. Determine an author's purpose for writing or a student's purpose for reading.
Author's Purpose
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8.1.spi.12. Identify an implied theme from a selection or related selections.
Narrative Text
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8.1.spi.13. Use text features (e.g., sidebars, footnotes, and endnotes) to determine meaning.
Text Features
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8.1.spi.14. Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics.
Reading-Drama
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8.1.spi.15. Identify examples within context of similes, metaphors, alliteration, onomatopoeia, personification, and hyperbole.
Reading-Figurative Language
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8.1.spi.16. Choose a logical word or phrase to complete an analogy, using scrambled words and homophones in addition to previously learned analogies.
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
8.1.spi.17. Recognize and identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials).
Persuasive Text
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8.1.spi.21. Identify examples of sound devices within context (e.g. rhyme, alliteration, assonance, slant rhyme, repetition, internal rhyme).
Reading-Figurative Language
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At Level 3, the student is able to
8.1.spi.24. Identify how the author reveals character (e.g., physical characteristics, dialog, what others say about him, what he does).
Narrative Text
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8.1.spi.25. Recognize literary elements that shape meaning within context (e.g., symbolism, foreshadowing, flashback, irony, mood and tone).
Narrative Text
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8.1.spi.26. Identify instances of bias and stereotyping in print and non-print contexts.
Persuasive Text
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