Below are the literacy standards, or learning targets, that assignments, projects, assessments and lessons given in my 8th grade courses aim to address.
Read more at: Iowa Core Literacy Standards
Read more at: Iowa Core Literacy Standards
Writing, grade 8
1. I can write arguments to support claims with clear reasons and relevant evidence.
-I can introduce claim(s)
-I can acknowledge alternate or opposing claims
-I can organize reasons and evidence logically
-I can support claim(s) with logical reasoning and relevant evidence using accurate, credible sources
-I can demonstrate an understanding of the topic or text
-I can use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence
-I can establish and maintain a formal style
-I can provide a concluding statement or section that follows from and supports the argument presented
2. I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
-I can introduce a topic clearly, previewing what is to follow
-I can organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect
-I can include formatting (e.g. headings), graphics (e.g. charts, tables) and multimedia when useful to aiding comprehension
-I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples
-I can use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts
-I can use precise language and domain-specific vocabulary to inform about or explain the topic.
-I can establish and maintain a formal style
-I can provide a concluding statement or section that follows from and supports the information or explanation presented.
3. I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
-I can engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters
-I can organize an events sequence that unfolds naturally and logically
-I can use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters
-I can use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another
-I can use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events
-I can provide a conclusion that follows from and reflects on the narrated experiences or events
4. I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
5. With some guidance and support from peers and adults, I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
-I can focus on how well purpose and audience have been addressed
*Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.
6. I can use technology, including the Internet, to produce and publish writing
-I can link to and cite sources as well as to interact and collaborate with others
7. I can conduct short research projects to answer a question
-I can draw on several sources and generate additional, related, focused questions for further research and investigation.
8. I can gather relevant information from multiple print and digital sources, using search terms effectively
-I can assess the credibility and accuracy of each source
-I can quote or paraphrase the data and conclusions of others
-I can avoid plagiarism
-I can follow a standard format for citation
9. I can draw evidence from literary or informational texts to support analysis, reflection, and research.
-writing about literature standards
-writing about informative text standards
10. I can write routinely
-over extended time frames (time for research, reflection, and revision)
-over shorter time frames (a single sitting, or a day or two)
-for a range of discipline-specific tasks, purposes, and audiences.
-I can introduce claim(s)
-I can acknowledge alternate or opposing claims
-I can organize reasons and evidence logically
-I can support claim(s) with logical reasoning and relevant evidence using accurate, credible sources
-I can demonstrate an understanding of the topic or text
-I can use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence
-I can establish and maintain a formal style
-I can provide a concluding statement or section that follows from and supports the argument presented
2. I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
-I can introduce a topic clearly, previewing what is to follow
-I can organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect
-I can include formatting (e.g. headings), graphics (e.g. charts, tables) and multimedia when useful to aiding comprehension
-I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples
-I can use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts
-I can use precise language and domain-specific vocabulary to inform about or explain the topic.
-I can establish and maintain a formal style
-I can provide a concluding statement or section that follows from and supports the information or explanation presented.
3. I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
-I can engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters
-I can organize an events sequence that unfolds naturally and logically
-I can use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters
-I can use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another
-I can use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events
-I can provide a conclusion that follows from and reflects on the narrated experiences or events
4. I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
5. With some guidance and support from peers and adults, I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
-I can focus on how well purpose and audience have been addressed
*Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.
6. I can use technology, including the Internet, to produce and publish writing
-I can link to and cite sources as well as to interact and collaborate with others
7. I can conduct short research projects to answer a question
-I can draw on several sources and generate additional, related, focused questions for further research and investigation.
8. I can gather relevant information from multiple print and digital sources, using search terms effectively
-I can assess the credibility and accuracy of each source
-I can quote or paraphrase the data and conclusions of others
-I can avoid plagiarism
-I can follow a standard format for citation
9. I can draw evidence from literary or informational texts to support analysis, reflection, and research.
-writing about literature standards
-writing about informative text standards
10. I can write routinely
-over extended time frames (time for research, reflection, and revision)
-over shorter time frames (a single sitting, or a day or two)
-for a range of discipline-specific tasks, purposes, and audiences.
Language, grade 8
1. I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
-I can explain the function of phrases and clauses in general and their function in specific sentences.
-I can choose among simple, compound, complex and compound-complex sentences to signal differing relationships among ideas
-I can place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
2. I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
-I can use a comma to separate coordinate adjectives
-I can spell correctly
3. I can use knowledge of language and its conventions when writing, speaking, reading or listening.
-I can choose language that expresses ideas precisely and concisely
-I can recognize and eliminate wordiness and redundancy*
4. I can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies
-I can use context 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
-I can consult general and specialized reference materials, 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 (by checking the inferred meaning in context or in a dictionary)
5. I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-I can interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context
-I can use the relationship between particular words (e.g. synonym/antonym, analogy) to better understand each of the words.
-I can distinguish among the connotations (associations) of words with similar denotations (definitions)
6. I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
-I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
-I can explain the function of phrases and clauses in general and their function in specific sentences.
-I can choose among simple, compound, complex and compound-complex sentences to signal differing relationships among ideas
-I can place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
2. I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
-I can use a comma to separate coordinate adjectives
-I can spell correctly
3. I can use knowledge of language and its conventions when writing, speaking, reading or listening.
-I can choose language that expresses ideas precisely and concisely
-I can recognize and eliminate wordiness and redundancy*
4. I can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies
-I can use context 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
-I can consult general and specialized reference materials, 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 (by checking the inferred meaning in context or in a dictionary)
5. I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-I can interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context
-I can use the relationship between particular words (e.g. synonym/antonym, analogy) to better understand each of the words.
-I can distinguish among the connotations (associations) of words with similar denotations (definitions)
6. I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
-I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Reading Literature, grade 8
1. I can cite several pieces of textual evidence to support...
-analysis of what the text says explicitly
-inferences drawn from the text
2. I can determine a theme and central idea of a text
-I can analyze that theme or idea's development over the course of the text.
-I can provide an objective summary of the text.
3. I can analyze how particular elements of a story or drama interact.
(i.e. how setting shapes the characters or plot, etc.)
IA. 1. I can employ the full range of research-based comprehension strategies including:
-making connections
-determining importance
-questioning
-visualizing
-making inferences
-summarizing
-monitoring for comprehension
IA. 2. I can read on-level text...
-both silently and orally
-at an appropriate rate with accuracy and fluency
-to support comprehension
4. I can determine the meaning of words and phrases as they are used in poems, stories, and/or drama
-including figurative and connotative meanings
-I can analyze the impact of rhymes and other repetitions of sounds. (i.e. aliteration)
5. I can analyze how a drama’s or poem’s form or structure (soliloquy, sonnet, etc.) contributes to its meaning.
6. I can analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
7. I can compare and contrast a written story, drama, or poem to its audio, filmed staged, or multimedia version.
-I can analyze the effects of techniques unique to each medium (lighting, sound, color, camera focus, angles, etc.)
8. (N/A)
9. I can compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period to understand how authors of fiction use or alter history.
10. By the end of the year, I can read and comprehend literature including:
-stories
-dramas
-poems
...in the 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
-analysis of what the text says explicitly
-inferences drawn from the text
2. I can determine a theme and central idea of a text
-I can analyze that theme or idea's development over the course of the text.
-I can provide an objective summary of the text.
3. I can analyze how particular elements of a story or drama interact.
(i.e. how setting shapes the characters or plot, etc.)
IA. 1. I can employ the full range of research-based comprehension strategies including:
-making connections
-determining importance
-questioning
-visualizing
-making inferences
-summarizing
-monitoring for comprehension
IA. 2. I can read on-level text...
-both silently and orally
-at an appropriate rate with accuracy and fluency
-to support comprehension
4. I can determine the meaning of words and phrases as they are used in poems, stories, and/or drama
-including figurative and connotative meanings
-I can analyze the impact of rhymes and other repetitions of sounds. (i.e. aliteration)
5. I can analyze how a drama’s or poem’s form or structure (soliloquy, sonnet, etc.) contributes to its meaning.
6. I can analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
7. I can compare and contrast a written story, drama, or poem to its audio, filmed staged, or multimedia version.
-I can analyze the effects of techniques unique to each medium (lighting, sound, color, camera focus, angles, etc.)
8. (N/A)
9. I can compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period to understand how authors of fiction use or alter history.
10. By the end of the year, I can read and comprehend literature including:
-stories
-dramas
-poems
...in the 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text, grade 8
1. I can cite several pieces of textual evidence to support...
-analysis of what the text says explicitly
-inferences drawn from the text
2. I can determine two or more central ideas in a text.
-I can analyze these ideas’ development over the course of the text.
-I can provide an objective summary of the text.
3. I can analyze the interactions between individuals, events, and ideas in a text.
(e.g. how ideas influence individuals or events, or how individuals influence ideas or events)
IA. 1 I can employ the full range of research-based comprehension strategies including:
-making connections
-determining importance
-questioning
-visualizing
-making inferences
-summarizing
-monitoring for comprehension
IA. 2 I can read on-level text...
-both silently and orally
-at an appropriate rate with accuracy and fluency
-to support comprehension
4. I can determine the meaning of words and phrases as they are used in a text including
-figurative meanings
-connotative meanings
-technical meanings
I can analyze the impact of a specific word choice on meaning and tone.
5. I can analyze the structure an author uses to organizes text
-including how the major sections contribute to the whole
-and to the development of the ideas
6. I can determine an author’s point of view or purpose in a text
-I can analyze how the author distinguishes his or her position from that of others.
7. I can compare and contrast a text to an audio, video, or multimedia version of the text
-I can analyze each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words.)
8. I can trace and evaluate the argument and specific claims in a text
-I can assess whether…
...the reasoning is sound
...evidence is relevant and sufficient to support the claims
9. I can analyze how two or more authors writing about the same topic shape their presentations of key information by
-emphasizing different evidence
-or advancing different interpretations of facts.
10. By the end of the year, I can read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
-analysis of what the text says explicitly
-inferences drawn from the text
2. I can determine two or more central ideas in a text.
-I can analyze these ideas’ development over the course of the text.
-I can provide an objective summary of the text.
3. I can analyze the interactions between individuals, events, and ideas in a text.
(e.g. how ideas influence individuals or events, or how individuals influence ideas or events)
IA. 1 I can employ the full range of research-based comprehension strategies including:
-making connections
-determining importance
-questioning
-visualizing
-making inferences
-summarizing
-monitoring for comprehension
IA. 2 I can read on-level text...
-both silently and orally
-at an appropriate rate with accuracy and fluency
-to support comprehension
4. I can determine the meaning of words and phrases as they are used in a text including
-figurative meanings
-connotative meanings
-technical meanings
I can analyze the impact of a specific word choice on meaning and tone.
5. I can analyze the structure an author uses to organizes text
-including how the major sections contribute to the whole
-and to the development of the ideas
6. I can determine an author’s point of view or purpose in a text
-I can analyze how the author distinguishes his or her position from that of others.
7. I can compare and contrast a text to an audio, video, or multimedia version of the text
-I can analyze each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words.)
8. I can trace and evaluate the argument and specific claims in a text
-I can assess whether…
...the reasoning is sound
...evidence is relevant and sufficient to support the claims
9. I can analyze how two or more authors writing about the same topic shape their presentations of key information by
-emphasizing different evidence
-or advancing different interpretations of facts.
10. By the end of the year, I can read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking & Listening, grade 8
1. I can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues
-I can build on others’ ideas and expressing my own clearly.
-I can come to discussions prepared, having read or researched material under study
-I can 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, track progress toward specific goals and deadlines
-I can define individual roles as needed
-I can pose questions that elicit elaboration
-I can respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed
-I can acknowledge new information expressed by others
-I can modify my own views when warranted
2. I can analyze main ideas and supporting details presented in diverse media and formats (e.g visually, quantitatively, orally)
-I can explain how the ideas clarify a topic, text of issue under study.
3. I can delineate a speaker’s argument and specific claims
-I can evaluate the soundness of the reasoning and the relevance and sufficiency of the evidence.
4. I can present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples
-I can use appropriate eye contact, adequate volume, and clear pronunciation.
5. I can include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
6. I can adapt speech to a variety of contexts and tasks
-I can demonstrate command of formal English when indicated or appropriate.
*See grade 8 Language standards 1 and 3 for specific expectations.
IA.5. I can prepare and conduct interviews.
IA.6. I can participate in public performances.
-I can build on others’ ideas and expressing my own clearly.
-I can come to discussions prepared, having read or researched material under study
-I can 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, track progress toward specific goals and deadlines
-I can define individual roles as needed
-I can pose questions that elicit elaboration
-I can respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed
-I can acknowledge new information expressed by others
-I can modify my own views when warranted
2. I can analyze main ideas and supporting details presented in diverse media and formats (e.g visually, quantitatively, orally)
-I can explain how the ideas clarify a topic, text of issue under study.
3. I can delineate a speaker’s argument and specific claims
-I can evaluate the soundness of the reasoning and the relevance and sufficiency of the evidence.
4. I can present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples
-I can use appropriate eye contact, adequate volume, and clear pronunciation.
5. I can include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
6. I can adapt speech to a variety of contexts and tasks
-I can demonstrate command of formal English when indicated or appropriate.
*See grade 8 Language standards 1 and 3 for specific expectations.
IA.5. I can prepare and conduct interviews.
IA.6. I can participate in public performances.