8th Grade ELA Support - Iredell-Statesville Web viewFocus on First Lines: Increase Comprehension...

2013 Iredell-Statesville Schools—8th Grade ELA Strategies and Supports

Learning Targets Skill Strategies and Supports

Reading Literature: Key Ideas and Details

RL.8.1a I can determine supporting evidence to show I understand the meaning of the text.

I will closely read the text to understand its meaning.

TSI(Transactional Strategies Instruction)( p. 659, Core Teaching Reading Sourcebook)

Story Map (Foundations of Reading, Unit 8)

Guided Metacognition Routine (Foundations of Reading, Unit 8)

Story Summary (Foundations of Reading, Unit 8)

I will highlight repeated ideas, patterns and inferred meanings as I read.


Distinguishing Details (http://www.fcrr.org/studentactivities/c_016c.pdf)

Two Column Notes (Foundations of Reading, Unit 8)

Making Inferences (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_007.pdf)

Plot Line (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_001.pdf)

I will identify the author’s purpose.


Text Analysis, What’s the Author’s Purpose http://www.fcrr.org/studentactivities/c_030c.pdf

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I will identify the main idea of the text.


Detail Delight (http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf)

Main Idea Mania (http://www.fcrr.org/studentactivities/c_017c.pdf)

RL.8.1b. I can provide supporting evidence to justify logical inferences from the text.

From the highlighted text, I will choose evidence to make inferences.


Making Inferences (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_007.pdf)

More Incredible Inferences (http://www.fcrr.org/studentactivities/c_028c.pdf)

Think Aloud(http://www.fcrr.org/FAIR_Search_Tool/PDFs/Think%20Aloud.pdf)

RL.8.2a I can determine a theme/central idea of a text.

I will analyze the text and identify the theme/central idea of a text.

The Spider Map http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Spider%20Map.pdf

Story Summary (Foundations of Reading, Unit 8)


I will provide evidence to support the theme/central idea.

The Spider Map http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Spider%20Map.pdf

Guided Metacognition Routine (Foundations of Reading, Unit

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http://www.fcrr.org/FAIR_Search_Tool/PDFs/Think%20Aloud.pdf

http://www.fcrr.org/FAIR_Search_Tool/PDFs/Think%20Aloud.pdf

http://www.fcrr.org/studentactivities/c_028c.pdf

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RL.8.2b I can analyze the theme’s development throughout the text.

I will highlight and identify events that show how the theme is developed.

Plot Line http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_001.pdf

Plotting the Plot (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_004.pdf)

Plotting the Plot (http://www.fcrr.org/studentactivities/c_005c.pdf)

RL.8.2c I can interpret the theme’s relationship to character, setting, and plot throughout the text

I will highlight conflicts between theme, characters, changing settings and plot twists.

Two-Column Notes ( Foundations of Reading, Unit 8)


Character Connections (http://www.fcrr.org/studentactivities/c_002c.pdf)



I will reflect on how the writer used character, setting and plot to develop the theme.

Story Skeletons: Teaching Plot Structure with Picture Books http://www.readwritethink.org/search/index.html?page=3&sort_order=relevance&q=partner+reading&old_q=partner+reading&srchwhere=full-site&srchgo.x=22&srchgo.y=11



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RL.8.2d I can discuss an objective summary of the text.

I will use highlighted text to create a story map.


Story Maps (http://www.readingrockets.org/strategies/story_maps/)

I will use the story map to outline and summarize the development of the theme.

G.I.S.T http://www.fcrr.org/FAIR_Search_Tool/PDFs/GIST.pdf


Story Maps (http://www.readingrockets.org/strategies/story_maps/)



Summary Step-Up (http://www.fcrr.org/studentactivities/c_013c.pdf)

Retell Review (http://www.fcrr.org/studentactivities/c_012c.pdf)

Retell Recap (http://www.fcrr.org/studentactivities/c_011c.pdf)

Main Events (http://www.fcrr.org/studentactivities/c_004c.pdf)

RL.8.3a I can critique certain lines of dialogue or events in a story or drama to show how they move

I will highlight certain lines of dialogue or events that move the action in the plot.


Distinguishing Details

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the action in the plot. (http://www.fcrr.org/studentactivities/c_016c.pdf)

Types of Prompting (CROWD)(p.649, Core Teaching Reading Sourcebook)

I will identify internal and external conflicts in the story or drama.

Problem and Solution Map http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Problem%20and%20Solutions%20Map.pdf

I will identify the climax of the story or drama.

TSI(Transactional Strategies Instruction)( p. 659, Story

Skeletons: Teaching Plot Structure with Picture Books

http://www.readwritethink.org/search/index.html?page=3&sort_order=relevance&q=partner+reading&old_q=partner+reading&srchwhere=full-site&srchgo.x=22&srchgo.y=11



I will use the highlighted text to create a plot diagram.




RL.8.3b I can justify certain lines of dialogue or events in a story or drama to show how they reveal different traits of a character.

I will use highlighted text about characters to determine characters’ traits.

Character Connectionshttp://www.fcrr.org/studentactivities/c_002c.pdf

Character Considerations

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(http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf)

Check-A-Trait (http://www.fcrr.org/studentactivities/c_003c.pdf)

I will create a graphic organizer to demonstrate my understandingof a character’s traits.

Action is Character http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html?tab=4#tabs


Character Considerations (http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf)

Check-A-Trait (http://www.fcrr.org/studentactivities/c_003c.pdf)

RL.8.3c I can determine how certain lines of dialogue or events in a story or drama might cause a character to make a certain decision.

I will use highlighted text and a graphic organizer to explain whycharacters make certain decisions in the story or drama.

Character Considerationhttp://www.fcrr.org/studentactivities/c_001c.pdf

Reading Literature: Craft and Structure

RL.8.4a I can infer the meaning of words and phrases as they are used in a text.

I will use context clues, a dictionary, a thesaurus, or on-line resources to understand the meaning of words and phrases as they are used in a text.

Word Knowledge Template (Foundations of Reading, Unit 8)

Contextual Analysis (p. 541, Core Teaching Reading Sourcebook)

Word Map ( p.481, Core Teaching Reading Sourcebook)

Word Learning Strategies (p.506, Core Teaching Reading Sourcebook)

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Choice Meanings (http://www.fcrr.org/studentactivities/v_037c.pdf)

Meaning Extender (http://www.fcrr.org/studentactivities/v_038c.pdf)

Word Share (http://www.fcrr.org/studentactivities/v_039c.pdf)

Context Clues (http://www.fcrr.org/studentactivities/v_040c.pdf)

Get a Clue (http://www.fcrr.org/studentactivities/v_041c.pdf)

Looking for Meaning (http://www.fcrr.org/studentactivities/v_043c.pdf)

Word Winner (http://www.fcrr.org/studentactivities/v_044c.pdf)

I will use a high-yield strategy to determine the meaning of words and phrases.

Concept Sorthttp://www.readingrockets.org/strategies/concept_sort/

Frayer Model (Foundations for Reading, Unit 8)


Meaning Extender (http://www.fcrr.org/studentactivities/v_038c.pdf)


Context Clues (http://www.fcrr.org/studentactivities/v_040c.pdf)

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Get a Clue (http://www.fcrr.org/studentactivities/v_041c.pdf)

Looking for Meaning (http://www.fcrr.org/studentactivities/v_043c.pdf)

Word Winner (http://www.fcrr.org/studentactivities/v_044c.pdf)

RL.8.4b I can interpret figurative language in a text.

I will identify different kinds of figurative language in a text. Improve Comprehension: A Word Game Using Root Words and

Affixes

http://www.readwritethink.org/classroom-resources/lesson-plans/improve-comprehension-word-game-1042.html?tab=2#tabs

Words in Contexthttp://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8V_008.pdf

Proverbs: An Introductionhttp://www.readwritethink.org/classroom-resources/lesson-plans/proverbs-introduction-184.html?tab=2#tabs

Animal Idioms ( p. 580, CORE Teaching Reading Sourcebook)

Pun Fun (http://www.fcrr.org/studentactivities/v_034c.pdf)

Hink Pink Think (http://www.fcrr.org/studentactivities/v_035c.pdf)

I will examine the figurative meaning of a word or phrase and its affect on a text.



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RL.8.4c I can interpret the feelings associated with words.

I will examine the various connotations created by words and their meaning.

Using Word webs to teach synonyms for commonly used wordshttp://www.readwritethink.org/classroom-resources/lesson-plans/using-word-webs-teach-282.html?tab=2#tabs

Up With Words (http://www.fcrr.org/studentactivities/v_036c.pdf)

RL.8.4d I can determine how word choices affect the meaning and tone of a text.

I will identify words and phrases that create/reveal a variety of tones.

Uncover Meanings http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Word-by-Word http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

RL.8.4e I can interpret allegory and allusions to other texts and how they affect the meaning and tone of a text.

I will examine texts that use allusion or allegory.

Book Club: Writing in Response to Literature (p. 677, Core Teaching Reading Sourcebook)

Animal Idioms ( p. 580, Core Teaching Reading Sourcebook)

I will reflect on why the author chose to reference other textthrough allusion or allegory, and how it affects the text.

Book Club: Writing in Response to Literature (p. 677, Core Teaching Reading Sourcebook)

Side by Side Stories (http://www.fcrr.org/studentactivities/c_010c.pdf)

RL.8.5a I can distinguish the similarities and differences of two or more texts.

I will compare/contrast the characteristics of two or more texts.

Side by Side Stories (http://www.fcrr.org/studentactivities/c_010.pdf)

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Venn Diagram Graphic Organizer http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Printable%20Venn%20Diagram.pdf


RL.8.5b I can explore how various characteristics of texts contribute to the meaning and style.

I will explain how text characteristics such as pacing, flashbacks, cliffhangers, etc. add to its meaning and style.

Ask a Word http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

RL.8.6a I can compare/contrast the points of view of characters with that of the audience/reader.

I will use a graphic organizer (Venn diagram, T-chart, etc.) tocompare/contrast different perspectives.

Venn Diagram Graphic Organizer http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Printable%20Venn%20Diagram.p

RL.8.6b I can interpret how the differences in point of view between the characters and reader/audience can create effects such as suspense or humor.

I will examine one story from a variety of viewpoints (writer,reader/audience, characters).

Literature Circles http://www.fcrr.org/FAIR_Search_Tool/PDFs/Literature%20Circles.pdf

I will critique how writers purposefully choose points of view to create effects such as suspense or humor.


RL.8.6c I can evaluate the effects of dramatic irony in a text.

I will identify dramatic irony. Frayer Model (Foundations for Reading, Unit 8)

Words in Contexthttp://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8V_008.pd

I will evaluate the effects of dramatic irony.

Spider Maphttp://www.balancedreading.com/graphorg.pdf

Reading Literature: Integration of Knowledge and Ideas10

RL.8.7a I can evaluate a variety of media and text.

I will identify the similarities and differences between written and performed literature.

Venn Diagram Graphic Organizer http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Printable%20Venn%20Diagram.pdf

RL.8.7b I can critique the choices made by the director or actors to stay faithful to or depart from the original text or script.

I will examine the choices made by directors or actors to stay faithful to or depart from the original text or script.



I will explain the effects of the director’s or actors’ choices to stay faithful to or depart from the original text or script.



RL.8.9a I can analyze a modern work of fiction.

I will examine how a modern work of fiction relates to other more traditional genres (ie. Myths, traditional stories, religious/biblical works):Related themes

Story Structure (p. 651, CORE Teaching Reading Sourcebook)


Side by Side Stories (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_010.pdf)

I will examine how a modern work of fiction relates to other more traditional genres (ie. Myths, traditional stories, religious/biblicalworks): Patterns of events



Main Events (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_004.pdf)

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Plot Plan (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_006.pdf)

I will examine how a modern work of fiction relates to other more traditional genres (ie. Myths, traditional stories, religious/biblical works): Character types



Character Considerationhttp://www.fcrr.org/studentactivities/c_001c.pdf

RL.8.9b I can interpret the concept of allusion.

I will define allusion. Frayer Model (Foundations for Reading, Unit 8)

I will recognize the effects of allusion on a written work and how it is turned into something new.


Reading Literature: Range of Reading and Level of Text Complexity

RL.8.10 I can read and use upper grade-level text by the end of the year.

I will be able to read upper eighth grade level text on my own and understand it.


The Cluster Graphic Organizer http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/cluster%20map.pdf

Inquisitive Inquiries (http://www.fcrr.org/studentactivities/c_031c.pdf)


Reading Informational Text: Key Ideas and Details

RI.8.1a. I can analyze a text for I will read the text closely by Paragraph Shrinking (p. 712, CORE Teaching Reading

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central idea. marking up the text. Sourcebook)

Rule-Based Summary Strategy (p. 715, CORE Teaching Reading Sourcebook)



Main Idea Highlights (http://www.fcrr.org/studentactivities/c_015b.pdf)

I will read the text closely to determine author’s purpose.

C.021 Compare and Contrast (http://www.fcrr.org/Curriculum/PDF/G2-3/2-3comp_3.pdf)

C.023 Text Analysis: Persuade, Inform, and Entertain Sort (http://www.fcrr.org/Curriculum/PDF/G2-3/2-3comp_3.pdf)

C.030 Text Analysis: Persuade, Inform, Entertain, and Explain (http://www.fcrr.org/curriculum/pdf/g4-5/45cpartthree.pdf)

QtA (p. 733, CORE Teaching Reading Source book)

I will read the text closely to interpret the overall message of the text.

Story Mapping (Foundations of Reading, Unit 8)

Expository Text (Foundations of Reading, Unit 8)

Paragraph Shrinking (p. 712, CORE Teaching Reading Source book)

Detail Delight (http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf)

Main Idea Mania

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(http://www.fcrr.org/studentactivities/c_017c.pdf)

I will read the text closely using text features to take notes of repeated ideas.

Card Pyramid (Foundations of Reading, Unit 8)


Outlining from Text Structure (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Outlining%20from%20Text%20Structure.pdf)

Focus on First Lines: Increase Comprehension through Prediction Strategies (http://www.readwritethink.org/classroom-resources/lesson-plans/focus-first-lines-increasing-834.html)

Text Features (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_002.pdf Expository Text Structure: Text Feature Find (http://www.fcrr.org/studentactivities/c_014c.pdf)

RI.8.1b. I can evaluate the text to determine its strength.

I will distinguish between relevant and irrelevant details by using direct quotes and/or example.

QAR Question - Answer (p.702, CORE Teaching Reading)

Critical Reading: Two Stories, Two Authors, Same Plot?(http://www.readwritethink.org/classroom-resources/lesson-plans/critical-reading-stories-authors-213.htm)http://www.readwritethink.org/classroom-resources/lesson-plans/critical-reading-stories-authors-213.htm

Plotting the Plot(http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_004.pdf)

Think Aloud(http://www.fcrr.org/FAIR_Search_Tool/PDFs/Think

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http://www.readwritethink.org/classroom-resources/lesson-plans/critical-reading-stories-authors-213.htm

http://www.readwritethink.org/classroom-resources/lesson-plans/critical-reading-stories-authors-213.htm

%20Aloud.pdf)

Distinguishing Details (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_016.pdf)

I will distinguish between relevant and irrelevant details by determining author’s purpose.

Author’s Purpose (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_008.pdf)C.021

Compare and Contrast (http://www.fcrr.org/Curriculum/PDF/G2-3/2-3comp_3.pdf)

Author’s Purpose(http://www.fcrr.org/studentactivities/c_023b.pdf)

Author’s Purpose (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_008.pdf)

What’s the Purpose (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_030.pdf)

Inquisitive Inquiries (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_031.pdf)http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_008.pdf

I will distinguish between relevant and irrelevant details by using model think-alouds.

Rule-Based Summary Strategy (p. 715, CORE Teaching Reading Source book)


Think Alouds(http://www.readingrockets.org/strategies/think_alouds/)

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http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_008.pdf


RI.8.2a. I can determine the central idea of a text and analyze its development.

I will record repeated examples that support the central idea.

Text Features (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_002.pdf)http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_002.pdfText Feature Find (http://www.fcrr.org/studentactivities/c_014c.pdf)

Graphic Text Structures(http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_006.pdf)


Main Idea Mania (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_017.pdf)

RI.8.2b. I can interpret the central idea in order to develop a summary.

I will interpret the central idea in order to develop a summary by analyzing a writer’s structure.

Determining Details http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_003.pdf


Expository Text Structurehttp://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_005.pdf


Super Summary (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_020.pdf)

Sum-thing Special (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_040.pdf)

Strategies Game (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_041.pdf)

I will interpret the central idea in Determining Details

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order to develop a summary by analyzing a writer’s features.





I will interpret the central idea in order to develop a summary by analyzing a writer’s support.

Determining Details http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_003.pdf



Making Inferences(http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_007.pdf)


RI.8.3a. I can analyze how a text makes connections.

I will make connections by analyzing a writer’s style and text features.

Text Features (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_002.pdf

Text Feature Find (http://www.fcrr.org/studentactivities/c_014c.pdf)


Expository Text Structurehttp://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_005.pdf

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Informational Text Structure and Signal Words (p. 683, CORE Teaching Reading Source book)

I will make connections by analyzing graphic organizers.

Graphic Organizers ( p. 684, CORE Teaching Reading Sourcebook)


Expository Exploration (http://www.fcrr.org/studentactivities/c_014b.pdf)

Classic Classifying (http://www.fcrr.org/studentactivities/c_016b.pdf)

RI.8.3b. I can explore links between individuals, ideas, or events in a text.

I will evaluate links in the text by comparing.

Concept Mapping(http://www.fcrr.org/FAIR_Search_Tool/PDFs/Concept%20Mapping.pdf)

Semantic Maps (p. 470, CORE Teaching Reading Sourcebook)

Semantic Feature Analysis (Lop-sided T-chart; Foundations of Reading, Unit 7)

Concept Mapping (http://www.readingrockets.org/strategies/concept_maps/)

Concept Sort (http://www.readingrockets.org/strategies/concept_sort/)

Spider Map (http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Spider%20Map.pdf)

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Venn Diagram (http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Venn%20Diagram.pdf)

Compare/Contrast Graphic Organizer (http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Compare%20Contrast%20Map.pdf)

I will evaluate links in the text by creating analogies.

Analogy Soccer http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5V_033.pdf

Analogy Basketballhttp://www.fcrr.org/studentactivities/v_028b.pdf

I will evaluate links in the text by categorizing.

Comparing Meaning http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8V_006.pdf

Word Sorts(http://www.fcrr.org/FAIR_Search_Tool/PDFs/Word%20Sorts.pdf)

Cluster Maphttp://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/cluster%20map.pdf

Reading Informational Text--Craft and Structure

RI.8.4a I can determine the meaning of specific words.

I will examine text for Figurative language



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I will examine text for Connotative Language

Web Word Web (p.592, CORE Teaching Reading Sourcebook)

Vocabulary Development (Foundations of Reading, Unit7)

PAVE Procedure ( p. 511, CORE Teaching Reading Sourcebook)



I will examine text for Technical Language

Latin and Greek Number Words (p. 584, CORE Teaching Reading Sourcebook)

Frayer Model (Foundations of Reading, Unit 7)

Semantic Maps (Foundations of Reading, Unit 7)


Semantic Maps (p. 470, CORE Teaching Reading Sourcebook)


Concept Mapping

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(http://www.readingrockets.org/strategies/concept_maps/)

Concept Sort (http://www.readingrockets.org/strategies/concept_sort/)

Spider Map (http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Spider%20Map.pdf)

RI.8.4b I can support the impact of specific word choice on meaning and tone.

I will debate how a word affects the text’s tone.

Poetry as Word Play ( pg. 598, CORE Teaching Reading Sourcebook)

Up With Words (http://www.fcrr.org/studentactivities/v_036c.pdf)

I will analyze the use of analogies and allusions to understand the impact of the word choice.

Analogy Soccer http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5V_033.pdf

Analogy Basketballhttp://www.fcrr.org/studentactivities/v_028b.pdf

RI.8.5 I can analyze the structure of a paragraph.

I will examine topic sentences and elaboration to create meaning in a paragraph.

Expository Text Structurehttp://www.fcrr.org/Curriculum/pdf/G2-3/2-3Comp_2.pdf

Paragraph Shrinking ( p. 711, Core Teaching Reading Sourcebook)

Rule-Based Summary Strategy ( p. 715, Core Teaching Reading Sourcebook)

Framed Paragraphs http://www.readingrockets.org/strategies/framed_paragraphs/

I will outline a paragraph to Text Feature Find http://www.fcrr.org/curriculum/PDF/G4-

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create the best meaning and understand the pattern.

5/45CPartTwo.pdf

Detail Delight (http://www.fcrr.org/studentactivities/c_015c.pdf)

Super Summary (http://www.fcrr.org/studentactivities/c_020c.pdf)

Text Structure Reflection (http://www.fcrr.org/studentactivities/c_023c.pdf)

RI.8.6a I can determine an author’s point of view and/or purpose.

I will recognize an author’s perspective by:● Determining author’s

point of view● Examining the overall

purpose● Exploring personal bias

C.021 Compare and Contrast (http://www.fcrr.org/Curriculum/PDF/G2-3/2-3comp_3.pdf)

C.023 Text Analysis: Persuade, Inform, and Entertain Sort (http://www.fcrr.org/Curriculum/PDF/G2-3/2-3comp_3.pdf)

Author’s Purpose(http://www.fcrr.org/studentactivities/c_023b.pdf)

Author’s Purpose (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_008.pdf)

What’s the Purpose (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_030.pdf)

Inquisitive Inquiries (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_031.pdf)

RI.8.6b I can analyze how the author represents conflicting viewpoints.

I will outline the author’s key ideas.

Expository Text Structure: Text feature Findhttp://www.fcrr.org/Curriculum/pdf/G2-3/2-3Comp_2.pdf

Detail Delight (www.fcrr.org/studentactivities/ c _ 015c .pdf )

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Inquisitive Inquiries (http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_031.pdf)

I will outline the author’s supporting details.

Expository Text Structure: Text feature Findhttp://www.fcrr.org/Curriculum/pdf/G2-3/2-3Comp_2.pdf

Detail Delight (www.fcrr.org/studentactivities/ c _ 015c .pdf )


I will outline the author’s counter-arguments

QtA (Questioning the Author; p..733 CORE Teaching Reading Sourcebook)


I will outline the author’s tone. QtA (Questioning the Author; p..733 CORE Teaching Reading Sourcebook)



I will outline the author’s word choice.




Looking for Meaning

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(http://www.fcrr.org/studentactivities/v_043c.pdf)

I will outline the author’s persuasive language.


What’s the Purpose (http://www.fcrr.org/studentactivities/c_030c.pdf)

Persuade, Inform, Entertain Sort (http://www.fcrr.org/studentactivities/c_023b.pdf)

Comprehension Instructional Routine: Identify and Discuss the Author’s Purpose(http://www.fcrr.org/assessment/et/routines/pdf/instRoutines_3CIDAP.pdf)

Reading Informational Text--Integration of Knowledge and Ideas

RI.8.7 I can evaluate the advantages/disadvantages of different presentation types.

I will know the benefits and problems of all presentation types.

Compare and Contrast Electronic Text with Traditionally Printed Text (http://www.readwritethink.org/classroom-resources/lesson-plans/compare-contrast-electronic-text-90.html?tab=4#tabs)

I will identify the appropriate audience for each presentation.

C.030 Text Analysis: Persuade, Inform, Entertain, and Explain (http://www.fcrr.org/curriculum/pdf/g4-5/45cpartthree.pdf)

QtA (p. 733, CORE Teaching Reading Source book)

RI.8.8 I can dissect an argument and analyze its support.

I will critique arguments for relevant and irrelevant details.


I will identify patterns in how an argument is arranged and supported.

Persuasion Map Planning Sheethttp://readwritethink.org/files/resources/lesson_images/lesson875PersuasionMapPlanning.pdf

RI.8.9a I can analyze conflicting I will cite disagreements and Persuasion Map Planning Sheet

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information between texts. find discrepancies. http://readwritethink.org/files/resources/lesson_images/lesson875PersuasionMapPlanning.pdf

I will evaluate the argument and the source for credibility.

QtA (Questioning the Author)( pg.733 CORE Teaching Reading Sourcebook)

RI.8.9b I can distinguish where different texts disagree in fact and/or interpretation.

I will evaluate how the details sensationalize. Lesson Plan: Propaganda Techniques in Literature and Online

Political Adshttp://www.readwritethink.org/classroom-resources/lesson-plans/propaganda-techniques-literature-online-405.html?tab=1#tabs

I will evaluate how the details address the counter-argument.

Press Conference for Bud, Not Buddyhttp://www.readwritethink.org/classroom-resources/lesson-plans/press-conference-buddy-303.html

I will evaluate how the details inform the reader to support the overall message.

I’ve Got It Covered http://www.readwritethink.org/classroom-resources/lesson-plans/covered-creating-magazine-covers-1092.html?tab=4#tabs

Reading Informational Text--Range of Reading and Level of Text Complexity

RI.8.10a I can read text at the 8th grade level.

I will use appropriate strategies to ensure comprehension.

Monitoring for Understandinghttp://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_044.pdf

Partner Readinghttp://www.readingrockets.org/strategies/partner reading/

Question Generation (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_009.pdf)

Read and Repair (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_010.pdf)

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Concept Mapping (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Concept%20Mapping.pdf)

Exit Pass (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Exit%20Pass.pdf)

KWL (http://www.fcrr.org/FAIR_Search_Tool/PDFs/KWL.pdf)

Literature Circles (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Literature%20Circles.pdf)

Think Aloud (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Think%20Aloud.pdf)


RI.8.10b I can identify the sub-genres of informational text.

I will read and understand complex text on my own.

CRS (Collaborative Strategic Reading) (pg. 720, CORE Teaching Reading Sourebook)

Monitoring for Understandinghttp://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_044.pdf

Partner Readinghttp://www.readingrockets.org/strategies/partner reading/

Question Generation (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_009.pdf)

Read and Repair (http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_010.pdf)

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Concept Mapping (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Concept%20Mapping.pdf)

Exit Pass (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Exit%20Pass.pdf)

KWL (http://www.fcrr.org/FAIR_Search_Tool/PDFs/KWL.pdf)

Literature Circles (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Literature%20Circles.pdf)

Think Aloud (http://www.fcrr.org/FAIR_Search_Tool/PDFs/Think%20Aloud.pdf)


RI.8.10c As the year progresses, I can show growth in confidence to evaluate text.

I will show growth in making connections.


I will show growth in finding textual evidence.

QAR Question - Answer (p.702, CORE Teaching Reading

I will show growth in determining text strength.


Writing: Text Types and Purposes

W.8.1 I can devise arguments with clear, concise details and supporting evidence.

I will write a formal paper that includes stated argument, alternate points of view, organized reasons, and logic evidence.

Show Me Sentences http://www.readwritethink.org/classroom-resources/lesson-plans/show-sentences-30780.html?tab=4#tabs

Persuasian Map Planning Sheet

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http://www.readwritethink.org/files/resources/lesson_images/lesson875/PersuasionMapPlanning.pdf


i3: RAFT http://www.readingrockets.org/strategies/raft/

I will apply words, phrases, transitions to create cohesion within a formal writing style.

Transition Words `http://www.readingrockets.org/strategies/transition_words/

Phrased-Cued Reading ( p. 391, CORE Teaching Reading Sourcebook)

Transition Words and Phraseshttp://www.readingrockets.org/content/pdfs/transition%20words.pdf

I will formulate a concluding statement and paragraph.

Paragraph Frames (http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/paragraph-frames.doc

Framed Paragraphshttp://www.readingrockets.org/strategies/framed_paragraphs/

W.8.1a I can introduce claim, acknowledge, and distinguish the claim from alternate or opposing claims, and organize the reasons and evidence logically.

I will introduce claim, acknowledge, distinguish the claim from alternate or opposing claims, and organize the reasons and evidence logically.

Story Board / Chain of Events Map (modeled and blank)http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/Storyboard%20Chain%20of%20Events.pdf

C.032 What do you know? (http://www.fcrr.org/curriculum/PDF/G4-5/45CPartFour.pdf)

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Writing Conferencehttp://www.readingrockets.org/strategies/writing_conferences/

W.8.1b I can support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

I will support claims with logical reasoning and relevant evidence,using accurate, credible sources and demonstrating an understanding of the topic or text.

Research Roundup http://www.fcrr.org/studentactivities/C_024c.pdf

Intervention Central: Integrated Writing Instructionhttp://www.interventioncentral.org/academic-interventions/writing/writing-skills

W.8.1c I can use words, phrases, and clauses to create cohesion and clarify the relationships among claim, counterclaims, reasons, and evidence.

I will use transition words, phrases, and clauses to clarify the relationships among claim, counterclaims, reasons, and evidence.

Transition Words (http://www.readingrockets.org/strategies/transition_words/)

Sentence Combining http://www.readingrockets.org/strategies/sentence_combining/

W.8.1d I can establish and maintain a formal style.

I will establish and maintain a formal style.

Intervention Central: Sentence combining: teaching rules of sentence structure by doinghttp://www.interventioncentral.org/academic-interventions/writing/sentence-combining-teaching-rules-sentence-structure-doing

W.8.1e I can provide a concluding statement or section that followsfrom and supports the argument presented.

I will write a conclusion that supports the argument presented.

Persuasive Writing (http://www.readingrockets.org/strategies/persuasive_writing/)

W.8.2 I can write informative/expository products that examine a topic with ideas,

I will create a product (formal paper) that contains organized ideas, concepts, and

Paragraph Frames (http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/

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concepts, and information. information. Domain/53/paragraph-frames.doc

Book Look http://www.fcrr.org/Curriculum/pdf/G2-3/2-3Comp_2.pdf

Expository Text Lesson Plan ( Foundations of Reading, Unit 8)

I will utilize transitions to create cohesion within ideas and concepts.


W.8.2a I can introduce a topic clearly, previewing what is to follow: organize ideas, concepts, and information through the selection, organization, and analysis of relevant content.

I will include an introduction in my writing.

Story Sequence Organizer-graphic organizer: (http://www.fcrr.org/studentactivities/c_010a.pdf)


W.8.2b I can develop the topic with relevant, well-chosen facts,definitions, concrete details, quotations, or other information

I will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information.

intervention central: school wide strategies for managing writinghttp://www.interventioncentral.org/academic-interventions/writing/school-wide-strategies-managing-writing

Word Knowledge Checklist ( Foundations of Reading, Unit 8)

W.8.2c I can use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

I will use transitions in my writing.


W.8.2d I can use precise language and domain-specific

I will use precise language in my writing.

Choice Meanings http://www.fcrr.org/studentactivities/v_037c.pd

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vocabulary to inform about or explain the topic

f http://www.readingrockets.org/strategies/ framed_paragraphs/

W.8.2e I can establish and maintain a formal style.

I will establish and maintain a formal style.

intervention central: school wide strategies for managing writinghttp://www.interventioncentral.org/academic-interventions/writing/school-wide-strategies-managing-writing

W.8.2f I can provide a concluding statement or section that follows from and supports the information or explanation presented.

I will use a conclusion in my writing.

Framed Paragraphs http://www.readingrockets.org/strategies/framed_paragraphs/

W.8.3a I can develop narratives based on real or imaginaryexperiences/events.

I will define a narrative. Frayer Model (Foundations for Reading, Unit 8)


Narrative Text Lesson Plan ( Foundations of Reading, Unit 8)

I will create a narrative. Monitoring for Understandinghttp://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_4.pdf



W.8.3b I can write narratives using correct technique, descriptive details, and chronological sequences.

I will integrate a narrative writing dialogue, pacing, description, sensory details, and reflection to develop a narrative piece.

Monitoring for Understandinghttp://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_4.pdf

Story Sequence I3http://www.readingrockets.org/strategies/story_sequence/

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http://www.readingrockets.org/strategies/framed_paragraphs/


W.8.3c I can use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

I will use a variety of transition words, phrases, and clauses in my writing.


Story Sequencehttp://www.readingrockets.org/strategies/story_sequence/

W.8.3d I can use precise words and phrases, relevant descriptivedetails, and sensory language to capture the action and convey experiences and events.

I will use choose precise words and phrases and use descriptivedetails, and sensory language in my writing.

Sentence Expansion I3 http://iss.schoolwires.com/Page/44426

Choice Meanings http://www.fcrr.org/studentactivities/v_037c.pdf

W.8.3e I can provide a conclusion that follows from and reflects on the narrated experiences or events.

I will use a conclusion in my writing.

Framed Paragraphshttp://www.readingrockets.org/strategies/framed_paragraphs/


W.8.3f I can engage and orient the reader by establishing a content and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

I will establish point of view and characters; and organize an event sequence that unfolds naturally and logically.

RAFT http://www.readingrockets.org/strategies/raft/

Story Sequence http://www.readingrockets.org/strategies/story_sequence/

Writing: Production and Distribution of Writing

W.8.4a I can write clearly and coherently on expository, narrative, and informative selection.

I will create a graphic organizer for pre-writing

Exository Text Structurehttp://www.fcrr.org/studentactivities/c_016b.pdf


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W.8.4b I can design a writing that reflects appropriate task, purpose, and audience.

I will develop and publish an expository, narrative, and informative piece of writing that represents appropriate task, purpose, and audience.

i3: Revisionhttp://www.readingrockets.org/strategies/revision/

W.8.5a I can use the writing process as an individual, with peers, or in cooperative groups.

I will apply the writing process whether individually, in pairs, orgroups to create ideas, draft, edit, and publish.


Proofreading :Use Selective Proofreading with Highting Errorhttp://www.jimwrightonline.com/php/interventionista/interventionista_random.php?intv_ID=143

W.8.5b I can effectively “craft” a piece of writing that targets appropriate audience and purpose.

I will create, publish, and model an expository, informative, and narrative work that addresses audience and purpose.


W.8.5c I can demonstrate “technology best practices” with writing process.

I will utilize technology to research, generate ideas, edit, draft, and publish writings.

Coming Soon...

W.8.6a I can use technology, including the internet, to produce and publish writing.

I will use technology (including internet) to create/produce a piece of writing.

All About Our Town: Using Brochures To Teach Informational Writing: http://www.readwritethink.org/classroom-resources/lesson-plans/about-town-using-brochures-856.html?tab=3#tabs

W.8.6b I can use technology, including the internet, to present the relationships between information and ideas efficiently.

I will use technology (including internet) to show the relationships between information and ideas.

Coming Soon...

W.8.6c I can use technology, including the internet, to interact and collaborate with others

I will use technology (including internet) to contact and work with others.

Coming Soon...

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Writing: Research to Build and Present Knowledge

W.8.7a I can conduct short research projects to answer a question (teacher-made or self-made) and use several sources.

I will conduct short research projects and use several resources to find the answers to a question.


In My Own Words http://www.fcrr.org/studentactivities/c_019c.pdf

W.8.7b I can conduct short research projects to answer a question (teacher-made or self-made), and create even more questions from it to explore several other avenues.

I will conduct short research projects and use several resources to answer a question, which will lead to the creation of even more questions.



W.8.8a I can gather relevant information from print and digital resources.

I will locate and archive relevant information.


W.8.8b I can accurately locate resources by using advanced searches.

I will determine and use accurate sources to create an expository, informative, and narrative.

Expository Text Structurehttp://www.fcrr.org/studentactivities/c_018a.pdf

Monitoring for Understandinghttp://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_4.pdf

W.8.8c I can quote and paraphrase information accurately to avoid plagiarism.

I will correctly use three direct quotes and paraphrase two pieces of information within a writing.


W.8.9a I can construct supporting evidence from literary and informational texts.

I will write about literary nonfiction texts.

i3: RAFT http://www.readingrockets.org/strategies/raft/

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W.8.9b I can model the writing process.

I will use the 6 steps of the writing process.

Coming Soon...

I will develop and publish expository, narrative, and informative writing that represent appropriate task, purpose, and audience.

Exository Text Structurehttp://www.fcrr.org/studentactivities/c_016b.pdf


I will apply the six steps (brainstorming, prewriting, drafting, editing, revising, & publishing) of the writing process as an individual

Integrated Writing Instruction http://www.interventioncentral.org/academic-interventions/writing/writing-skills

School-wide Stategies for Managing WRITING http://www.interventioncentral.org/academic-interventions/writing/school-wide-strategies-managing-writing

I will apply the six steps of the writing process with peers.

Integrated Writing Instruction http://www.interventioncentral.org/academic-interventions/writing/writing-skills

School-wide Stategies for Managing WRITING http://www.interventioncentral.org/academic-interventions/writing/school-wide-strategies-managing-writing

I will apply the six steps of the writing process in a cooperative group.

Intervention Central: Integrated writing instructionhttp://www.interventioncentral.org/academic-interventions/writing/writing-skills

Writing- Range of Writing

W.8.10a I can write routinely over an extended period of time (time for research, reflection,

I will write regularly for extended periods of time (as with research, reflection,

Interactive Writing I3http://iss.schoolwires.com/Page/44426

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revision) for certain tasks, purposes and audiences

revision) to complete certain tasks, and identify purposes and audiences.

Writing Conferencehttp://www.readingrockets.org/strategies/writing_conferences/

W.8.10b I can write routinely for short time frames (a single sitting or a day or two) for certain tasks

I will write regularly for a short period of time (a single sitting or a day or two) to complete certain tasks, and identify purposes and audiences.

i3: RAFT http://www.readingrockets.org/strategies/raft/Intervention Central: Integrated writing instructionhttp://www.interventioncentral.org/academic-interventions/writing/writing-skills

Speaking and Listening- Comprehension and Collaboration

SL.8.1a I can communicate effectively in a collaborative discussion.

I will be prepared with ideas and opinions about a topic or text.

Intervention Central: Integrated writing instructionhttp://www.interventioncentral.org/academic-interventions/writing/writing-skills

Think-Pair-Share http://www.readingrockets.org/strategies/think-pair-share/

I will communicate my thoughts and ideas effectively.

QtA Discussion Moves (pg. 735, CORE Teaching Reading Sourcebook)

Think-Pair-Share http://www.readingrockets.org/strategies/think-pair-share/

Partner Reading http://www.readingrockets.org/strategies/partner_reading/

SL.8.1b I can be an active participant in a collaborative discussion.

I will be an active listener Two Column Notes (Foundations of Reading, Unit 8)

Guided notes/Intervention Central (http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-)

Listen-Read-Discuss

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http://www.readingrockets.org/strategies/listen_read_discuss/

I will ask clarifying questions. Question Generation http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_009.pdf

Inquiry Chart http://www.readingrockets.org/strategies/inquiry_chart/

Question-Answer Relationship http://www.readingrockets.org/strategies/question_answer_relationship/

I will respect others’ ideas. Think, Pair, Sharehttp://www.readingrockets.org/strategies/think-pair-share/

Listen-Read-Discusshttp://www.readingrockets.org/strategies/listen_read_discuss/

Writing Conferenceshttp://www.readingrockets.org/strategies/writing_conferences/

I will reflect and re-evaluate my stance based on the discussion.

Think, Pair, Sharehttp://www.readingrockets.org/strategies/think-pair-share/

QtA Discussion Moves (pg. 735, CORE Teaching Reading Sourcebook)

SL.8.2 I can justify the purpose of information presented in different media.

I will determine if information is presented for a certain audience or age group.

Author’s Purpose http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_008.pdf

I will explain the use of Two Column Notes (Foundations of Reading, Unit 8)

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propaganda.C.020 Super Summary (http://www.fcrr.org/studentactivities/c_020c.pdf)

Just the Factshttp://www.fcrr.org/studentactivities/c_012b.pdf

I will examine the motive behind the media (social, commercial,political)


SL.8.3 I can evaluate a speaker’s argument.

I will identify factual evidence. Just the Factshttp://www.fcrr.org/studentactivities/c_012b.pdf

C.020 Fact vs. Opinion (http://www.fcrr.org/studentactivities/c_020a.pdf)

I will recognize information unrelated to the topic.

Defining Details http://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8C_003.pdf



I will distinguish evidence that supports the speaker’s claims.

Just the Factshttp://www.fcrr.org/studentactivities/c_012b.pdfC.017 Main Idea Mania (http://www.fcrr.org/studentactivities/c_017c.pdf)

Rule-Based Summary Strategy (p. 715, CORE Teaching Reading Source book)

Speaking and a Listening - Presentation of Knowledge and Ideas

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SL.8.4 I can present my position effectively.

I will present important points using good speaking skills.

C.017 Main Idea Mania (http://www.fcrr.org/studentactivities/c_017c.pdf) Interactive Writing: http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/interactive-writing.doc

SL.8.5 I can use multimedia aids appropriately to make my presentation more clear.

I will choose appropriate multimedia aids to illustrate my points.

Coming Soon...

SL.8.6 I can determine the appropriate tone/word choice for my audience.

I will choose the language and formality appropriate for myaudience.

RAFT: (http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/SIOPstrategiesActivities.pdf)


Interactive Writing: http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/interactive-writing.doc

Language-Conventions of Standard English

L.8.1 I can correctly demonstrate the proper use of the English language when I write or speak.

I will recognize verbals and determine their role in a sentence.

Possible Sentences ( p. 478, CORE Teaching Reading Sourcebook)

Keyword Method ( p. 484, CORE Teaching Reading Sourcebook)

I will recognize and use verbs in active and passive voice

Introducing Function Words ( p. 462, CORE Teaching Reading Sourcebook)

I will identify and form verbs and verb phrases.


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I will recognize and correct inappropriate voice and mood in verb usage.

Semantic Map (p. 470, CORE Teaching Reading Sourcebook)

L.8.2 I can demonstrate correct capitalization, punctuation, andspelling when I write.

I will correctly use commas, ellipsis, and dashes.

Revision http://www.readingrockets.org/strategies/revision/Interactive Writing: http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/53/interactive-writing.doc

I will use an ellipsis to show that words or phrases have been leftout.

Coming Soon.....

I will spell words correctly. Intervention Central: Cover, Copy and Comparehttp://www.interventioncentral.org/academic-interventions/writing/spelling-cover-copy-compare

Intervention Central: Self -Correction with Verbal Cueshttp://www.interventioncentral.org/academic-interventions/writing/spelling-self-correction-verbal-cues

Language-Knowledge of Language

L.8.3 I can apply what I know about language and its conventions to writing, speaking, reading, and/or listening.

I will use verb tenses correctly (past, present, and future).


Language - Vocabulary Acquistion and Use

L.8.4 I can clearly understand unknown and multiple-meaning words or phrases.

I will use context, position of a word, and function of a word to help determine meaning.

Words in Contexthttp://www.fcrr.org/studentactivities/v_037b.pdf

FCRR: Get a Clue!http://www.fcrr.org/studentactivities/v_041c.pdf

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I will use Greek and Latin affixes and roots to help determinemeaning.

Latin Roots ( Foundations of Reading, Unit 4)

Latin and Greek Number Words (p. 584, CORE Teaching Reading Sourcebook)

I will refer to dictionaries, glossaries, and thesauruses (print and digital) to determine pronunciation, meaning, and part of speech.

Pave Map ( p. 785, CORE Teaching Reading Sourcebook)

Predictions Worksheet ( p. 786, CORE Teaching Reading Sourcebook)

FCRR: Dictionary Digshttp://www.fcrr.org/studentactivities/v_019c.pdf

I will predict word meaning and check my prediction with a print or digital resource.

Predictions Worksheet ( p. 786, CORE Teaching Reading Sourcebook)

FCRR: Get a Clue!http://www.fcrr.org/studentactivities/v_041c.pdf

L.8.5a I can show my understanding of figurative language.

I will interpret figures of speech. Figurative Language ( Foundations of Reading, Unit 4)

Animal Idioms (p. 580, CORE Teaching Reading Sourcebook)

Hink Pink Thinkhttp://www.fcrr.org/studentactivities/v_035c.pdf

L.8.5b I can show my understanding of word relationships.

I will examine relationships between words to understand those words better.

Semantic Map (p. 470, CORE Teaching Reading Sourcebook)

Semantic Feature Analysis (p. 474 CORE Teaching ReadingSourcebook)

Word Clues http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

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Word Map (p.481 CORE Teaching Reading Sourcebook)

L.8.5c I can show that I understand the subtle differences in word meanings.

I will distinguish the words or feelings associated with a word and that word’s dictionary definition. (connotation vs. denotation)

Word Knowledge ( Foundations of Reading, Unit 7)

Frayel Model ( Foundations of Reading, Unit 7)

Using a Dictionaryhttp://www.fcrr.org/FAIR_Search_Tool/PDFs/6-8V_003.pdf

L.8.6a I can correctly use academic vocabulary specific to my ELA class.

I will use literacy (academic) vocabulary.

Dictionary Cube http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Dictionary Digs http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Word Knowledge ( Foundations of Reading, Unit 7)

Word Knowledge Checklist ( Foundations of Reading, Unit 8)

L.8.6b I can use vocabulary strategies to determine if I shouldincorporate a certain word or phrase into my writing.

I will break down different types of text in order to analyze context, roots/stems, and grammar

Dictionary Cube http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Dictionary Digshttp://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Words in Contexthttp://www.fcrr.org/studentactivities/v_037b.pdf

Common, Useful Suffixes ( Foundations of Reading, Unit 8)

Common Prefixes ( Foundations of Reading, Unit 8)

Word Stemshttp://www.fcrr.org/FAIR_Search_Tool/PDFs/Word%20Stems.pdf

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8th Grade ELA Support - Iredell-Statesville Web viewFocus on First Lines: Increase Comprehension...

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