NECAP/GLE Power
Standards — Grade 8 Reading
R–3
Shows breadth of vocabulary knowledge through demonstrating understanding of
word meanings and relationships by…
R–7–3.1 Identifying
synonyms, antonyms, homonyms/homophones, or shades of meaning or word origins,
including words from other languages that have been adopted into our language.
R–7–3.2 Selecting
appropriate words or explaining the use of words in context, including content
specific vocabulary, words with multiple meanings, or precise vocabulary
R–5
Analyze and interpret elements of literary texts, citing evidence where
appropriate by…
R–8–5.1 Explaining
or supporting logical predictions
R–8–5.2 Describing
characterization (e.g. stereotype, antagonist, protagonist) motivation, or
interaction, citing thoughts, words, or actions that reveal character’s traits,
motivations, or their changes over time.
R–8–5.3 Making
inferences about cause/effect internal or external conflicts (e.g. person
versus self, person versus person, persn versus
nature/society/fate) or the relationship among elements within text.
R–8–5.4 Explaining
how the narrator’s point of view affects the reader’s interpretation
R–8–5.5 Explaining
how the author’s message or theme (which may include universal themes) is
supported within the text.
R–10–7.1 Obtaining information from text features
[e.g., table of contents, glossary, index, transition words/phrases,
transitional devices (including use of white space), bold or italicized
text, headings, subheadings, graphic organizers, charts, graphs, or
illustrations] (State)
R–10–7.2 Using
information from the text to
answer questions; to state the main/central ideas; to provide supporting details;
to explain visual components supporting the text; or, to interpret maps,
charts, timelines, tables, or diagrams.
(State)
R–10–7.3 Organizing information to show
understanding or relationships among facts, ideas, and events e.g. representing
main/central ideas or details within text through charting, mapping,
paraphrasing, summarizing, comparing/contrasting or outlining.
R-10-7.4 Generating questions before, during, and
after reading to enhance understanding and recall; expand understanding and/or gain
new information (Local)
R-10-7.5
Identifying the characteristics of a variety of types of text (e.g., reference - See Appendix A for
suggestions), public documents (drivers’ manuals) and discourse,
essays (including literary criticisms), articles, technical manuals, editorials/commentaries,
primary source documents, periodicals, job-related materials, speeches,
on-line reading, documentaries; and practical/functional
R–10–8.1 Explaining connections about information
within a text, across texts, or to related ideas (State) EXAMPLE:
Students are asked to compare information presented in two textual excerpts.
R–10–8.2 Synthesizing and evaluating information
within or across text(s) (e.g.,
constructing appropriate titles; or formulating assertions or controlling
ideas) (State) EXAMPLE: How does the title of the article reflect the author’s
perspective?
R–10–8.3 Drawing inferences about text, including
author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or
explaining how purpose may affect the interpretation of the text; or using
supporting evidence to form or evaluate opinions/judgments and assertions about
central ideas that are relevant (State)
R–10–8.4 Distinguishing fact from opinion, and
evaluating possible bias/propaganda or conflicting information within or across
texts (State)
R–10–8.5 Making inferences about causes and/or
effects (State)
R-10-8.6 Evaluating the clarity
and accuracy of information (e.g. consistency, effectiveness of
organizational pattern, or logic of arguments) (State)
NECAP/GLE Power
Standards — Grade 8 Writing
W–2 In response to literary or informational text, students
show understanding of plot/ideas/concepts by…
W–8–2.1 Selecting and summarizing key ideas to
set context
W–8–2.3 Connecting what has been read
(plots/ideas/concepts) to prior knowledge, other texts, or the broader world of
ideas by referring to and explaining relevant ideas or themes.
W–3 In response to literary or
informational text, students make and support analytical judgments about text
by…
W–8–3.1 Stating and maintaining a focus (purpose), a
firm judgment, or point of view when responding to a given question (Local)
W–8–3.2 Making inferences about the relationship(s)
among content, events, characters, setting, theme, or author’s craft (Local)
W–8–3.3 Using specific details and references to text
or relevant citations to support focus or judgment (Local)
W–8–3.4 Organizing ideas, using transitional words/phrases
and drawing a conclusion by synthesizing information (e.g., demonstrate a
connection to the broader world of ideas) (Local)
W–6 In informational writing, students
organize ideas/concepts by …
W–8–6.1
Using an organizational text structure appropriate to focus/controlling idea
(Local)
W–8–6.2
Selecting appropriate information to set context, which may include a lead/hook
(Local)
W–7 In
informational writing, students effectively convey purpose by…
W–10–7.1 Establishing a topic (State)
W–10–7.2
Stating and maintaining a focus/controlling idea/thesis (State)
W–10–7.3 Writing with a sense of audience, when appropriate
(State)
W–10–7.4 Establishing an authoritative voice (State)
W-10-7.5 Using
precise and descriptive language that clarifies and supports intent (State)
W–9 In independent writing, students
demonstrate command of appropriate English conventions by…
W–8–9.1 Applying rules of standard English usage to correct
grammatical errors (Local)EXAMPLES: subject-verb
agreement, pronoun-antecedent, consistency of verb tense, case of
pronouns
W–8–9.2 Applying capitalization rules (Local)
W–8–9.4 Applying appropriate punctuation to various sentence
patterns to enhance meaning (Local)EXAMPLES: hyphens,
dashes, parentheses
W–8–9.5 Applying conventional and word-derivative spelling
patterns/rules (Local)