Vermont State Standards for Language Arts: Grade 8
VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.
R8.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:
R8.3.1. Identifying multisyllabic words by using knowledge of sounds, syllables, and derivational roots (Greek, Latin, Anglo-Saxon).
R8.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:
R8.4.1. Demonstrating the use of syntax/language structure (e.g., passive voice, pronoun referents), semantics/meaning, or other context cues to predict, adjust/self-correct as necessary, and confirm what is being read.
R8.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:
R8.5.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; context clues; other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge).
R8.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:
R8.6.1. Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, or word origins, including words from other languages that have been adopted into our language).
R8.6.2. Selecting appropriate words or explaining the use of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary.
R8.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.
R8.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support).
R8.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:
R8.8.1. Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing, consulting resources, questioning, flexible note taking/ mapping systems, skimming, scanning, etc.).
VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.
R8.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:
R8.9.1. Accuracy: reading material appropriate for grade 8 with at least 90-94% accuracy (See Appendix for sample titles.).
R8.9.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading (See Appendix for suggested rates.).
R8.9.3. Fluency: reading with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue.
VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.
R8.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary text by:
R8.10.1. Identifying, describing, or making logical predictions about character, setting, problem/solution, or plots/subplots, as appropriate to text; identifying any significant changes in character or setting over time; identifying rising action, climax, or falling action.
R8.10.2. Paraphrasing or summarizing, with major events sequenced, as appropriate to text.
R8.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics [poems, novels, dramas]).
R8.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:
R8.11.1. Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, repetition, personification, or hyperbole.
R8.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R8.12.1. Obtaining information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, graphic organizers, charts and graphs, illustrations, or subheadings).
R8.12.2. Using information from the text to answer questions or to state the central idea or provide supporting details.
R8.12.3. Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/ contrasting, or outlining).
R8.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: reports, magazines, textbooks, newspapers, public documents and discourse, technical manuals, Internet Web sites, biographies, autobiographies, essays, articles, thesauruses; and practical/functional texts: procedures, instructions, recipes, menus, announcements, invitations, advertisements, pamphlets, schedules).
R8.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R8.13.1. Explaining or supporting logical predictions.
R8.13.2. Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters' personalities or their changes over time.
R8.13.3. Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among subplots).
R8.13.4. Explaining how the narrator's point of view affects the reader's interpretation.
R8.13.5. Explaining how the author's message or theme (which may include universal themes) is supported within the text.
R8.14. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret author's craft (citing evidence where appropriate) by:
R8.14.1. Demonstrating knowledge of use of author's style or use of literary elements and devices (i.e., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze literary works.
R8.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded personal response to what is read through a variety of means and through:
R8.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas.
R8.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R8.16.1. Explaining connections about information within a text, across texts, or to related ideas.
R8.16.2. Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).
R8.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message, explaining how purpose may affect the interpretation of the text; or forming and supporting warranted opinions/ judgments and assertions about the text that are relevant.
R8.16.4. Distinguishing fact from opinion, identifying possible bias/ propaganda or conflicting information within or across texts.
R8.16.5. Evaluating the accuracy of information presented in text.
R8.16.6. Making inferences about causes or effects.
VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
R8.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:
R8.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.
R8.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:
R8.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, science fiction, mysteries, short stories, legends, myths, epics (poems, novels, dramas); informational: biography, autobiography, reports, magazines, newspapers, Internet Web sites, public documents and discourse, essays, articles, textbooks, technical manuals; and practical/ functional texts: procedures, instructions, recipes, menus, announcements, invitations, advertisements, pamphlets, schedules).
R8.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.
R8.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:
R8.19.1. Self-selecting reading materials in line with reading ability and personal interests.
R8.19.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.
VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:
W8.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.
VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics..
W8.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:
W8.2.1. Applying rules of standard English usage to correct grammatical errors.
W8.2.2. Applying capitalization rules.
W8.2.3. Applying appropriate punctuation rules to various sentence patterns to enhance meaning (e.g., hyphens, dashes, brackets).
W8.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:
W8.3.1. Independently applying spelling knowledge in proofreading and editing of writing.
W8.3.2. Correctly spelling grade-appropriate, high-frequency words, including homonyms, homophones, and homographs.
W8.3.3. Correctly spelling grade-appropriate word groups that share a common root (e.g., 'inspire,' 'respiration,' 'conspire,' 'perspire').
W8.3.4. Recognizing spelling-meaning connections.
W8.3.5. Applying conventional and word-derivative spelling patterns/ rules, including syllable division, stressed/unstressed syllable (schwa) vowel patterns.
W8.3.6. Using resources to correct spelling.
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
W8.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:
W8.5.1. Selecting and summarizing key ideas to set context.
W8.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas.
W8.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
W8.6.1. Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question.
W8.6.2. Using specific details and references to text or relevant citations to support focus or judgment.
W8.6.3. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft.
W8.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W8.7.1. Organizing ideas using transition words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrating a connection to the broader world of ideas).
W8.7.2. Addressing the reader's possible questions.
W8.7.3. Using effective voice and tone (word choice and sentence patterns) for desired effect on reader, if appropriate.
W8.7.4. Excluding loosely related or extraneous information.
VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.
W8.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:
W8.8.1. Using an organizational text structure appropriate to focus/ controlling idea.
W8.8.2. Selecting appropriate information to set context, which may include a lead/hook.
W8.8.3. Using transition words or phrases appropriate to organizational text structure.
W8.8.4. Drawing a conclusion by synthesizing information from the report (i.e., 'aha!' 'so what?').
W8.8.5. Obtaining information from multiple locations or sources when appropriate.
W8.8.6. Listing and citing sources, using accepted format, if appropriate.
W8.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:
W8.9.1. Stating and maintaining a focus/controlling idea/thesis (purpose).
W8.9.2. Writing with a sense of audience, if appropriate.
W8.9.3. Establishing an authoritative stance, when appropriate.
W8.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:
W8.10.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information.
W8.10.2. Including sufficient details or facts for appropriate depth: naming, describing, explaining, comparing, use of visual images.
W8.10.3. Addressing readers' concerns.
W8.10.4. Commenting on the significance of the information, when appropriate.
VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.
W8.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:
W8.11.1. Creating a clear and coherent (logically consistent) story line.
W8.11.2. Using a variety of effective transitional devices to enhance meaning.
W8.11.3. Establishing context, character motivation, problem/conflict/ challenge, and resolution, and maintaining point of view.
W8.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:
W8.12.1. Creating images, using relevant and descriptive details and sensory language to advance the story line (purpose).
W8.12.2. Using dialogue to advance action.
W8.12.3. Developing characters through description, speech and actions, and relationships with other characters, when appropriate.
W8.12.4. Using voice appropriate to purpose.
W8.12.5. Maintaining focus.
W8.12.6. Controlling the pace of the story.
VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.
W8.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:
W8.13.1. Providing a purpose by giving context to let the reader know when the procedure is appropriate.
W8.13.2. Using a variety of transitions to arrange the steps in a logical manner.
W8.13.3. Using details and examples to help the reader understand and visualize the process.
W8.13.4. Providing a list of specific materials, if appropriate.
W8.13.5. Providing a conclusion that advances the reader's understanding or appreciation of the process.
W8.14. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students anticipate the readers' needs by:
W8.14.1. Addressing problems that might arise for the reader.
W8.14.2. Creating a format that is easy to follow.
VT.1.11. Writing: Persuasive Writing: In persuasive writing, students judge, propose, and persuade.
W8.15. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students define a significant problem, issue, topic, or concern by:
W8.15.1. Establishing necessary context, taking audience into account, as needed.
W8.15.2. Stating and maintaining a clear position on the problem or issue (purpose).
W8.16. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students present and coherently support judgments or solution(s) by:
W8.16.1. Arranging supporting evidence persuasively.
W8.16.2. Providing and elaborating on with convincing and appropriate facts and details.
W8.16.3. Addressing the reader's potential concerns or counterarguments.
W8.16.4. Drawing a conclusion by synthesizing the persuasive argument.
VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.
W8.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:
W8.17.1. Using concrete details and sensory language to establish context (purpose).
W8.17.2. Establishing or evolving focus.
W8.17.3. Establishing individual voice.
W8.17.4. Using a variety of techniques for reflecting on thoughts and feelings: questioning, comparing, connecting, interpreting the experience, analyzing, or using figurative language.
W8.17.5. Having coherent organization through a natural progression of ideas.
W8.17.6. Leaving reader with something to think about.
VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).
VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.
W8.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:
W8.18.1. Writing poems in a variety of voices for a variety of audiences (purpose).
W8.18.2. Writing poems that express mood, thought, or feeling.
W8.18.3. Choosing conventional or alternative text structures to achieve impact.
W8.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:
W8.19.1. Selecting vocabulary according to purpose or for effect on audience.
W8.19.2. Using rhyme, rhythm, or figurative language.
W8.19.3. Selecting and manipulating words, phrases, or clauses, for their shades of meaning and impact.
W8.19.4. Using a variety of poetic forms.
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).
W8.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:
W8.4.1. Using varied sentence length and structure to enhance meaning (e.g., phrases and clauses).
W8.4.2. Using the paragraph form: indenting, main idea, supporting details.
W8.4.3. Identifying organizational structures within paragraphs or within texts.
W8.4.4. Using a format and text structure appropriate to the purpose of the writing.