• I Can Objectives 8th Language Arts Standards

    Reading Standards For Literature

    I can Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    I can Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

    I can Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

    I can Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

    I can Compare & contrast the structure of two or more texts & analyze how the differing structure of each text contributes to its meaning & style.

    I can Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

    I can Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

    I can Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

    I can read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity bands independently and proficiently.

    Reading Standards for Informational Text

    I can Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    I can Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

    I can Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

    I can Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

    I can Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

    I can Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

    I can Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

    I can Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

    I can Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

    I can read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

              Reading Foundational Skills

    I can Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

    I can Form and use verbs in the active and passive voice.

    I can Form & use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

    I can Recognize and correct inappropriate shifts in verb voice and mood

    I can Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

    I can Use an ellipsis to indicate an omission.

    I can Spell correctly.

    I can Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    I can Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

    I can Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

    I can Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

    I can Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

    I can Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

    I can Interpret figures of speech (e.g. verbal irony, puns) in context.

    I can Use the relationship between particular words to better understand each of the words.

    I can Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

    I can Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

          Speaking and Listening

    I can Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grade 8 topics, texts, & issues, building on others’ ideas & expressing their own clearly.

    I can Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

    I can Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

    I can Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

    I can Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

    I can Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

    I can Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

    I can Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

    I can Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

    I can Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Last Modified on September 10, 2010