Kansas State Standards for Language Arts: Grade 8

KS.1. Reading: The student reads and comprehends text across the curriculum.

1.1. The student uses skills in alphabetics to construct meaning from text.

1.2. The student reads fluently.

1.2.1. The student uses knowledge of conventions and text features to read fluently at instructional or independent reading levels.

1.2.2. The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech.

1.2.3. The student uses knowledge of complex sentence structure to read fluently at instructional or independent reading levels.

1.2.4. The student uses a variety of word-recognition strategies (e.g., orthographic patterns, reading and writing text) to read fluently.

1.2.5. The student adjusts reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts.

1.3. The student expands vocabulary.

1.3.1. The student determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or paragraphs.

1.3.2. The student locates and uses reference materials available in the classroom, school, and public libraries (e.g., dictionaries, thesauri, encyclopedias, internet) that are appropriate to the task.

1.3.3. The student determines meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies.

1.3.4. The student identifies and determines the meaning of figurative language including similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism.

1.3.5. The student distinguishes between connotative and denotative meanings.

1.4. The student comprehends a variety of texts (narrative, expository, technical, and persuasive)

1.4.1. The student identifies characteristics of narrative, expository, technical, and persuasive texts.

1.4.2. The student understands the purpose of text features (e.g., title, graphs/charts and maps, table of contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists) and uses such features to locate information in and to gain meaning from appropriate-level texts.

1.4.3. The student uses prior knowledge, content, and text type features to make, to revise, and to confirm predictions.

1.4.4. The student generates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text.

1.4.5. The student uses information from the text to make inferences and draw conclusions.

1.4.6. The student analyzes how text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect) helps support comprehension of text.

1.4.7. The student compares and contrasts varying aspects (e.g., characters' traits and motives, themes, problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, authors' purposes, persuasive techniques) in one or more appropriate-level texts.

1.4.8. The student explains cause-effect relationships in appropriate-level narrative, expository, technical, and persuasive texts.

1.4.9. The student uses paraphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, important details) from appropriate-level narrative, expository, technical, and persuasive texts in logical order.

1.4.10. The student identifies the topic, main idea(s), supporting details, and theme(s) in text across the content areas and from a variety of sources in appropriate-level texts.

1.4.11. The student explains the relationship between an author's use of literary devices in a text (e.g., foreshadowing, flashback, irony, symbolism, tone, mood) and his or her purpose for writing the text.

1.4.12. The student establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow directions, to be entertained, to solve problems).

1.4.13. The student follows directions explained in technical text.

1.4.14. The student identifies the author's position in a persuasive text and describes techniques the author uses to support that position (e.g., bandwagon approach, glittering generalities, testimonials, citing statistics, other techniques that appeal to reason or emotion).

1.4.15. The student distinguishes between fact and opinion, and recognizes propaganda (e.g., advertising, media, politics, warfare), bias, and stereotypes in various types of appropriate-level texts.

KS.2. Literature: The student responds to a variety of text.

2.1. The student uses literary concepts to interpret and respond to text.

2.1.1. The student describes different aspects of characters (e.g., their physical traits, personality traits, feelings, actions, motives) and analyzes how major characters are developed (e.g., through their thoughts, words, speech patterns, actions) and how they change over time.

2.1.2. The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) and analyzes connections between the setting and other story elements (e.g., character, plot).

2.1.3. The student identifies major and minor elements of the plot (e.g., problem or conflict, climax, resolution, rising action, falling action, subplots, parallel episodes) and explains how these elements relate to one another.

2.1.4. The student recognizes aspects of theme (e.g., moral, lesson, meaning, message, author's ideas about the subject) and recurring themes across works (e.g., bravery, loneliness, loyalty, friendship).

2.1.5. The student identifies the use of literary devices (e.g., foreshadowing, flashback, figurative language, imagery, symbolism) in a text and explains how the author uses such devices to help establish tone and mood.

2.2. The student understands the significance of literature and its contributions to various cultures.

2.2.1. The student identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures.

2.2.2. The student compares and contrasts customs and ideas within literature representing a variety of cultures.

2.2.3. The student analyzes distinctive and shared characteristics of cultures through a variety of texts.

1.1.1. The student understands and develops a focused written piece that includes plot elements (e.g. initiating event, rising and falling action, climax, conflict, setting, character development, resolution (Ideas and Content: prewriting, drafting, revising: N, E, T, P) .

1.1.2. The student uses (1) personal experience (2) observations (3) prior knowledge in written text (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.1.3. The student clearly defines the main idea with selection of relevant details from a variety of sources (Ideas and Content: prewriting, drafting, revising: N, E, T, P) .

1.1.4. The student analyzes and understands implications of plagiarism (e.g. ethical, legal (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.1.5. The student understands and independently uses appropriate strategies to generate narrative text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources (Organization: prewriting, drafting, revising: N, E, T, P) .

1.1.6. The student writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution (Organization: prewriting, drafting, revising: N, E, T, P) .

1.1.7. The student selects transitions to connect ideas within and between paragraphs (Organization: prewriting, drafting, revising: N, E, T, P) .

1.1.8. The student selects original and compelling vocabulary and/or figurative language appropriate for the purpose and audience (Voice: prewriting, drafting, revising: N, E, T, P).

1.1.9. The student selects words that are suitable and precise that create appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers) (Word Choice: prewriting, drafting, revising: N, E, T, P) .

1.1.10. The student includes vocabulary particular to the topic and provides ease of understanding (Word Choice: prewriting, drafting, revising: N, E, T, P).

1.1.11. The student varies sentence structures and lengths (e.g. simple, compound, complex, compound-complex (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.1.12. The student creates a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.1.13. The student discriminates between the effective and ineffective use of sentence fragments (Sentence Fluency: prewriting, drafting, revising: N, E, T, P).

1.1.14. The student writes using dialogue effectively, sounding conversational and natural (Sentence Fluency: prewriting, drafting, revising: N, E, T, P).

1.1.16. The student uses correct mechanics and punctuation (e.g. use of hyphens, dashes, ellipsis (Conventions: prewriting, drafting, revising: N, E, T, P).

1.1.17. The student uses correct grammar and usage, which may be manipulated for stylistic effect that contributes to clarity (Conventions: prewriting, drafting, revising: N, E, T, P).

1.1.18. The student spells familiar and most unfamiliar words correctly utilizing available resources (e.g. dictionary, spell check (Conventions: prewriting, drafting, revising: N, E, T, P).

1.1.19. The student uses correct paragraph division to reinforce the organizational structure of the text (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.2.6. The student cites references for all information used or reproduced from any source (Ideas and Content: prewriting, drafting, revising: N, E, T, P) .

1.2.7. The student constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date (Ideas and Content: prewriting, drafting, revising: N, E, T, P) .

1.2.8. The student understands and independently uses appropriate strategies to generate expository text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources (Organization: prewriting, drafting, revising: N, E, T, P).

1.2.9. The student develops a cohesive piece that contains an engaging introduction, a body that provides information, and a conclusion that reinforces the thesis statement and leaves the reader with a sense of completion (Organization: prewriting, drafting, revising: N, E, T, P).

1.2.10. The student arranges information within each paragraph in a logical and effective sequence to meet the informational needs of the reader (typically 5-8 sentences (Organization: prewriting, drafting, revising: N, E, T, P).

1.2.11. The student selects appropriate transitions to connect ideas within and between paragraphs (Organization: prewriting, drafting, revising: N, E, T, P) .

1.2.12. The student selects original and compelling vocabulary and/or figurative language to inform the reader (Voice: prewriting, drafting, revising: N, E, T, P) .

1.2.13. The student selects words that are suitable and precise creating appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers (Word Choice: prewriting, drafting, revising: (N, E, T, P).

1.2.14. The student defines and uses specialized vocabulary particular to the subject/topic providing ease of understanding (Word Choice: prewriting, drafting, revising: N, E, T, P) .

1.2.15. The student varies sentence structures and lengths making the reading pleasant and natural (e.g. simple, compound, complex, compound-complex (Sentence Fluency: prewriting, drafting, revising: N, E, T, P).

1.2.16. The student creates a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another (Sentence Fluency: prewriting, drafting, revising: N, E, T, P).

1.2.17. The student discriminates between the effective and ineffective use of sentence fragments (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.2.19. The student uses correct mechanics and punctuation (e.g. hyphens, dashes, ellipsis (Conventions: prewriting, drafting, revising: N, E, T, P).

1.2.20. The student uses correct grammar and usage, which may be manipulated for stylistic effect, contributing to clarity (Conventions: prewriting, drafting, revising: N, E, T, P).

1.2.21. The student spells familiar and most unfamiliar word correctly utilizing available resources (e.g. dictionary, spell check) (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.2.22. The student uses correct paragraph division to reinforce the organizational structure of the text (Conventions: prewriting, drafting, revising: N, E, T, P).

1.3.15. The student constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.3.6. The student understands and independently uses appropriate strategies to generate technical text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources (Organization: prewriting, drafting, revising: N, E, T, P) .

1.3.7. The student organizes information within in each section, paragraph, list, or graphic in a logical and effective sequence to meet the reader's informational needs (Organization: prewriting, drafting, revising: N, E, T, P).

1.3.8. The student writes a complete piece with a useful introduction, a relevant or sequential body, and an appropriate conclusion (Organization: prewriting, drafting, revising: N, E, T, P).

1.3.9. The student selects appropriate transitions to connect ideas within the piece (e.g. enumerated list, bullets, headings, subheadings, complex outlining elements (Organization: prewriting, drafting, revising: N, E, T, P).

1.3.10. The student writes with an awareness of purpose and audience (e.g. letters, reports, directions, graphics, charts, maps, tables, brochures, electronic presentation, newsletters, job searches, memos, fliers, e-mails (Voice: prewriting, drafting, revising: N, E, T, P).

1.3.11. The student writes with authority so the voice is not distracting (Voice: prewriting, drafting, revising: N, E, T, P).

1.3.12. The student selects words that convey the writer's message plainly and concisely (e.g. technical terms, jargon (Word Choice: prewriting, drafting, revising: N, E, T, P).

1.3.13. The student selects words appropriate for the intended task/format (e.g. persuasive, if persuading; informational, if informing, etc. (Word Choice: prewriting, drafting, revising: N, E, T, P).

1.3.14. The student writes compact sentences or phrases that make the point clear (Sentence Fluency: prewriting, drafting, revising: N, E, T, P).

1.3.16. The student uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to clarity (Conventions: prewriting, drafting, revising: N, E, T, P).

1.3.17. The student spells words correctly and uses available resources (e.g. dictionary, spell check (Conventions: prewriting, drafting, revising: N, E, T, P).

1.3.18. The student uses graphic devices that are clear, helpful, visually appealing, and supportive of the text (e.g. charts, graphs, illustrations (Conventions: prewriting, drafting, revising: T).

1.4.16. The student discriminates between the effective and ineffective use of sentence fragments (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.4.17. The student includes convincing dialogue, if appropriate (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.4.18. The student punctuates accurately (e.g. hyphens, dashes, ellipsis (Conventions: prewriting, drafting, revising: N, E, T, P).

1.4.19. The student uses correct grammar and usage, which may be manipulated for stylistic effect, which contributes to clarity (Conventions: prewriting, drafting, revising: N, E, T, P).

1.4.20. The student spells familiar and most unfamiliar words correctly utilizing available resources (e.g. dictionary, spell check (Conventions: prewriting, drafting, revising: N, E, T, P).

1.4.21. The student indents paragraphs to reinforce the organizational structure of the text (Conventions: prewriting, drafting, revising: N, E, T, P).

2.1.6. The student categorizes relevant information from multiple sources into major components (e.g., topics, subtopics).

2.1.7. The student documents sources of information using standard format.

2.2.4. The student constructs a bibliography with author, title, publisher, year, website name and address, and copyright date.

1.5. The effective listener analyzes/evaluates the message.

1.5.1. The students identify and interpret multiple messages and purposes intended by the speaker.

1.5.2. The students distinguish between fact and opinion.

1.5.3. The students distinguish between supported and unsupported statements.

1.5.4. The students recognize motives of persuasive appeals.

1.5.5. The students recognize the strategies used in persuasive appeals.

1.5.6. The students follow the speaker's reasoning.

1.5.7. The students support personal evaluation of messages.

1.5.8. The students accept appropriate criticism, disagreement, suggestions, and compliments.

1.6. The effective listener participates appropriately in small groups.

1.6.1. The students pay attention when others are speaking.

1.6.2. The students avoid distracting or interrupting others.

1.6.3. The students maintain facial expressions, posture, and gestures that signal interest and respect for the speaker.

1.6.4. The students accurately summarize others' points of view, including those that conflict with their own.

1.6.5. The students ask questions for clarification.

2.3. The effective viewer understands visual messages.

2.3.1. The students describe and discuss visual messages.

2.3.2. The students generate questions related to visual messages.

2.3.3. The students integrate multiple viewing experiences to comprehend a single concept or topic.

2.3.4. The students derive literal and abstract meanings from visual message.

2.4. The effective viewer remembers and applies the content of visual messages.

2.4.1. The students complete extended viewing tasks.

2.4.2. The students assimilate knowledge from viewing and use this knowledge in new contexts.

2.4.3. The students use knowledge from visual messages to create new messages, such as video tapes, role playing, broadcasts, posters, computer-generated presentations, collages, and poems.

2.5. The effective viewer analyzes/evaluates visual messages.

2.5.1. The students predict various outcomes.

2.5.2. The students draw appropriate conclusions with supporting details.

2.5.3. The students identify and interpret multiple messages and intended purposes.

2.5.4. The students recognize motives of persuasive appeals.

2.5.5. The students recognize the strategies used in visual messages, such as the use of celebrities in persuasive appeals.

2.5.6. The students identify the techniques used in visual messages to affect the viewer, such as lighting, music, sound effects, and pacing.

2.5.7. The students distinguish between stated or implied facts.

2.5.8. The students distinguish between facts and opinions.

2.5.9. The students support personal evaluation of visual messages.

KS.3. Speaking: Learners speak effectively for a variety of audiences, purposes, occasions, and contexts.

3.1. The effective speaker considers variables in the speaking situation (audience, purpose, occasion, and context) that affect the composition of his/her message.

3.1.1. The students describe the characteristics of their audience.

3.1.2. The students describe different purposes for messages, such as to inform, persuade, and entertain.

3.1.3. The students describe context and the occasion of the message.

3.2. The effective speaker participates in a variety of communication opportunities.

3.2.1. The students initiate oral communication during appropriate times and situations using verbal and nonverbal behaviors, such as clarifying questions, comments, facial expressions, proximity, and raising a hand.

3.2.2. The students participate in oral presentations for defined purposes, such as impromptu speeches, informative speeches or reports, narrative speeches, demonstration speeches, and persuasive speeches.

3.3. The effective speaker produces a coherent message.

3.3.1. The students develop thoughts using increasing complexity.

3.3.2. The students develop a message with an introduction, supporting ideas, and conclusion.

3.3.3. The students organize details in logical order, such as general to specific, chronological order, or cause and effect.

3.3.4. The students use graphic organizers or outline to organize the message.

3.3.5. The students use transitions between parts of a message.

3.3.6. The students use appropriate language that is clear and specific to the topic.

3.4. The effective speaker uses appropriate content for purpose, audience, occasion, and context.

3.4.1. The students adapt information presented according to the purpose, audience, occasion and context.

3.4.2. The students maintain focus on purpose, audience, and situation.

3.4.3. The students extend or revise content as needed or directed, such as use of examples, AV aids, or technology.

3.4.4. The students adapt vocabulary for purpose, audience, and situation.

3.4.5. The students use creative language, such as analogies, similes, metaphors, and idioms.

3.4.6. The students use oral language style as opposed to written language style.

3.4.7. The students use authentic voice that shows their personalities.

3.4.8. The students use repetition and summary.

3.5. The effective speaker demonstrates control of delivery skills.

3.5.1. The students scan audience and make direct eye contact.

3.5.2. The students adjust vocal expression according to the situation, such as volume, pace, and inflection.

3.5.3. The students use appropriate pronunciation and clear articulation.

3.5.4. The students vary nonverbal behaviors (facial expressions, gestures, posture, and proximity) appropriate to the situation.

3.5.5. The students accept and use helpful criticism.

3.5.6. The students use an extemporaneous manner of speaking including the appropriate use of notes.

3.6. The effective speaker participates appropriately in small groups.

3.6.1. The students Contribute relevant information based on their role in the group, such as leader, recorder, evaluator.

3.6.2. The students Seek information or clarification through questions or dialogue.

3.6.3. The students Respond to and reinforce information.

3.6.4. The students Show sensitivity to the feelings and opinions of others.

3.6.5. The students Use appropriate means to communicate strong feelings and resolve conflict through negotiations and compromise.

KS.4. Information Retrieval: The communicator will retrieve information from a variety of appropriate sources.

4.1. The effective communicator is knowledgeable about available sources.

4.1.1. The students differentiate between types of reference materials for specific purposes, such as print, electronic, and expert sources.

4.2. The effective communicator uses sources from a variety of media and formats.

4.2.1. The students use appropriate sources for purposes, audiences, occasions, and contexts.

4.2.2. The students locate electronic, print, and expert sources of information.

4.2.3. The students perform information searches.

4.3. The effective communicator collects, sorts, and selects sources and information.

4.3.1. The students gather information from primary and secondary sources.

4.3.2. The students sort/select and narrow information using strategies, such as graphic organizers, note taking, and highlighting.

4.4. The effective communicator analyzes/ evaluates the sources and information.

4.4.1. The students analyze/evaluate the usefulness of sources for specific purposes, audiences, occasions, and contexts.

4.4.2. The students analyze/evaluate the credibility of sources and accuracy of the information.

KS.5. Media Products: Communicators effectively use a variety of media to create products to communicate for a variety of audiences, purposes, occasions, and contexts.

5.1. The effective communicator is knowledgeable about various methods that can be used to create aural and visual products.

5.1.1. The students know various methods to create media products, such as computer applications, video and audio tapes, recordings, live presentations, and props.

5.2. The effective communicator creates single media and multi-media products.

5.2.1. The students create products that communicate a message, such as commercials for a school event.

5.2.2. The students create products that support/enhance a message.

5.2.3. The students choose appropriate media for content, purpose, audience, occasion, and context.

5.3. The effective communicator uses appropriate content for purpose, audience, occasion, and context.

5.3.1. The students use content appropriate to the topic.

5.3.2. The students expand or limit content as appropriate.

5.3.3. The students adapt content for the purpose, audience, occasions, and context.

5.3.4. The students use symbolism, such as analogies, metaphors, icons, music, and color.