School District of Springfield Township

A SNAPSHOT: GRADE 8 LANGUAGE ARTS

The Language Arts Standards in Action
Reading Standards
Writing and Grammar Standards
Speaking and Listening Standard
Research Standard

(A Pennsylvania State Standards-Based Curriculum)

A Snapshot of Grade 8 Language Arts Theme: The Individual In Society

Sample Essential Questions Explored Through The Literature Selections

How do others influence one’s sense of self? Is assimilation a natural progression towards establishing one’s identity? What can interfere with truly understanding oneself? What is the difference between things that happen to us and things that we make happen? What is the relationship between “fiction” and “truth”? History and literature: How can understanding of one aid understanding of the other? How can we determine when we are being manipulated?

Sample Texts—Classics, Contemporary Classics, Young Adult Fiction

A Raisin in the Sun, Julius Caesar or Othello, Animal Farm, independent novel selections, Literature Circles of contemporary novels and young adult novels, selected non-fiction, short stories, and poems with thematic connections to novels and plays.

Note: Students must complete pre-requisite reading—see current grade level lists on line at www.sdst.org/shs.

What goes on in the 8th grade classroom?

The Language Arts Standards in Action

Developing Reading Comprehension and Literature Interpretation

o Sadlier Oxford Vocabulary Study, Level C (e.g., Silent Survivor, charades, salad bowl, context sentences/stories, wordplay)
o Exercises and practice (e.g., recalling detail, making inferences, highlighting techniques, test-taking strategies)
o Guiding questions, double entry logs, extension readings, role play, simulated trial, small group collaborative tasks, performance of a scene, Literature Circles, jigsaw activities, read-alouds, multi-modal project, SSR
o PSSA Reading Assessment practice--Grade 8 PSSA Reading Coach

Developing Writing Skills/Improving Grammar, Usage, and Mechanics

o Frequent formal and informal writing assignments, process writing peer review and edit collaboration
o Introduction of expository format—thesis-driven, 5 paragraph essay
o Creative—e.g., monologue, poem
o PSSA Writing Assessment practice—(e.g., released test prompts)
o Targeted mini-lessons (Daily Oral Grammar, Elements of Language, Caught Ya’: Grammar with a Giggle): e.g., words often confused, active/passive verbs
o Differentiated instruction for individual needs

Developing Speaking and Listening Skills

o Collaborative learning assignments, small and large group discussion formats
o Performances, speech, monologue, multi-media presentations

Developing Research Skills

o Mini-lessons and practice: e.g., evaluating web sites for credibility, bias, and usefulness; note-taking; paraphrasing, using quotations, and documenting
o Controversial issue persuasive essay and speech
o Cross-curricular research project

Reading Standards

Student reads independently to understand, interpret, and respond to a wide range of texts.

Student reads informational texts critically to solve problems, make decisions, and draw conclusions.

Student analyzes and interprets literature across experiences, societies, eras.

Grade 8 Benchmarks: What is expected by the end of 8th grade

Uses reading strategies, vocabulary strategies, and demonstrates both fluency and comprehension
Uses, analyzes, and explains essential content of informational texts, documents, and media; produces a work in at least one type of informational text
Analyzes, interprets, and responds to works of literature in a variety of genres

Sample Indicators of Effective 8th Grade Reading Behaviors:

o Reads for various purposes (e.g., informational texts for essentia
o Uses metacognitive skills to monitor understanding
o Applies and practices reading skills across the curriculum
o Notes important names, places, details (who, what, when, where, how)
o Differentiates fact from opinion
o Distinguishes between essential and nonessential information
o Distinguishes general from specific
o Cites evidence to support views
o Analyzes different narrative voices and perspectives
o Discusses characteristics of literary forms and genres, devices, elements
o Analyzes literary elements, devices, language, and structures
o Evaluates author purpose
o Responds to texts from four stances: Initial Understanding, Develop Interpretation, Respond Personally, Respond Critically (See PSSA Reading Rubric)

Essential Learning Prompted by Reading Standards: Students learn strategies for comprehending a variety of texts of quality and complexity for practical, educational, and aesthetic purposes. These skills are reinforced across the district curriculum in that the Language Arts Reading Standards underpin all grade levels and disciplines. Through skill reinforcement and making connections across experiences, societies, eras, students enhance both their reading pleasure and skill.

Writing and Grammar Standards

Student writes effectively. Effective writing includes making writing choices appropriate to audience and purpose; using writing process (pre-write, draft, revise, proofread and edit, publish); and controlling focus, content, organization, style, and conventions.

Student increases grammatical competencies.

Grade 8 Benchmarks: What is expected by the end of 8th grade

Writes narrative/descriptive pieces, multi-paragraph informational pieces, and persuasive pieces of writing
Writes well-developed pieces using writing process
Identifies components of a sentence and their functions; uses components and functions correctly
Identifies and uses a variety of sentence structures
Uses mechanics appropriately

Sample Indicators of Effective 8th Grade Writing/Grammar Behaviors:

o Develops skill in writing narrative pieces that show evidence of varying organizational methods, sensory detail, concrete language, relevant dialogue, literary conflict, literary elements and devices
o Anticipates problems, mistakes, misunderstandings
o Orders information by various methods of organization (definition
o Creates multi-paragraph outline or diagram as guide for consistency in topic, purpose, point of view
o Uses writing terminology of PA Writing Assessment Domain Scoring Guide to discuss writing issues
o Uses, with help, basic expository format: introduction/thesis, body (
o Reflects upon and evaluates process and product
o Knows and uses parts of speech correctly
o Combines sentences: inserts words, phrases, coordinating conjunctions; creates compound subjects/predicates; subordinates clauses
o Punctuates correctly: comma, semicolon, parentheses, apostrophe, hyphen

Essential Learning Prompted by Writing and Grammar Standards:

Students understand that the process of writing is as important as the product itself. The awareness of the writer’s choices and how those choices affect the reader help students take greater care in both content and mechanics. Students and teachers use the PA Writing Assessment rubric domains for assessment and instruction. The Language Arts Writing Standards underpin the district curriculum so that instruction and assessment are consistent across grade levels and disciplines.

Speaking and Listening Standard

Student demonstrates speaking, listening, and discussion skills.

Grade 8 Benchmarks: What is expected by the end of 8th grade

Listens to others in formal speaking situations
Speaks using skills appropriate to formal speech and performance situations
Contributes to discussions
Participates in small and large group presentations

Sample Indicators of Effective 8th Grade Speaking/Listening Behaviors:

o Summarizes events and identifies significant points; identifies new words and concepts
o Develops ability to monitor own listening behaviors—awareness of under or over participation; sets goals for growth
o Responds to ideas of others by agreeing, furthering, questioning, validating, providing examples, etc.
o Organizes thoughts before speaking or discussing and has a clear beginning, middle, and end
o Selects, develops, and uses visual aids of different types
o Rehearses thoughtfully—practices pronunciation, pacing, etc.
o Engages audience using a variety of techniques including eye contact, voice inflection, visual aids, expressive language, and gestures
o Participates as a speaker and/or listener through everyday conversation, interviews, class discussions, small group discussions, informal debates, complex directions, and explanations
o Works effectively for group presentations—plans, shares workload equitably

Essential Learning Prompted By Speaking/Listening Standard:

Effective communication through speaking and listening is a life skill. Students learn to listen critically and to speak cogently, to respond to ideas and synthesize them in a discussion, to present ideas formally and informally, and to stand before a group and present information or artistic expression with confidence and clarity. The Language Arts Speaking and Listening Standard underpins the district curriculum so that instruction and assessment are consistent across grade levels and disciplines.

Research Standard

Student researches by gathering and synthesizing information from reference materials and communicating the knowledge gained (See also Reading Standards).

Grade 8 Benchmark: What is expected by the end of 8th grade

Completes cross-curricular projects that involve planning, gathering, organizing, documenting, and reflecting

In grade 8 students use research to support and strengthen a position. Mini-lessons and practice include: evaluating websites, note-taking, paraphrasing, summarizing, documenting.

(For details about the research process and documentation format, consult the School

District of Springfield Township Research Guide online at www.sdst.org/shs/library.)

Sample Indicators of Effective 8th Grade Research Behaviors:

o With assistance poses question or problem as focus
o Understands that research is a process of locating, weighing, synthesizing, and documenting information
o Uses effective strategies as instructed for locating valid information
o Weighs credibility, bias, and usefulness of information
o Collects, organizes, and stores information for later use
o With assistance generates ideas for further information (e.g., mind mapping, brainstorming, questioning, listing)
o Uses structured format to gather and arrange relevant notes
o Recombines information
o Practices paraphrasing and integrating supportive quotations
o Documents sources
o Uses technology skills in accessing, organizing, storing, analyzing, evaluating, and reporting information and conclusions (e.g., word processing, desktop publishing, search tools)
o Reflects upon the research steps and processes used and considers effectiveness of effort

Essential Learning prompted by the Research Standard:

Students learn and practice the lifelong tools and skills of effective inquiry: posing questions, locating and identifying reliable sources, note taking, organizing information, synthesizing, documenting sources, and reflecting on the effectiveness of the process. The Language Arts Research Standard forms the level of instruction, expectation, and assessment across the curriculum.

Most Frequently Asked Questions

What is the purpose of the pre-requisite reading all students must complete before the th grade course begins? Answer: The lists for grades 8-12 have been prepared to align to the theme of each course and are as balanced as possible in a purposefully limited list. We begin with pre-requisite reading to develop a community of learners quickly and to assess reading and writing strengths and weaknesses. We learn a lot about our students in these first few days as they interact with each other in small groups and during the assessment. We believe that it is important for students to read the selection(s) from our list as well as to read individual selections of their own choosing.

We periodically review and refine our lists; while the lists have not changed significantly over the last few years, we do make changes. Consult the current lists posted on our web page at www.sdst.org/shs. Additionally, a copy of each grade’s list is included with the report card sent home in June. It is important that you encourage your son/daughter to complete this requirement because s/he will be assessed on the reading during the first week of class. We encourage students to keep a reading log for a memory aid; students will be allowed to consult the log during assessment of their reading.

What can parents/caregivers do to help their children academically in grade 8?

Answer: There are several things that parents/caregivers can do to encourage and support learning:

1—Model reading as a pleasure activity and as critical to learning and decision-making.

2—Set clear expectations for completion of homework and long-range assignments. Help your child to develop a plan to schedule all of the demands on his/her time.

3—Encourage the ethical use of information in your child’s work.

4—Help your child by clarifying directions, encouraging him/her to think out loud, to brainstorm, to plan, and to be accurate and precise. Make sure that you draw the line at helping your child complete his/her own work.

5—Make sure that pre-requisite reading is completed and encourage your child to keep a reading log.

6—Maintain communication with your child’s teacher. Come to Meet the Teacher Night and parent/teacher conference days. Contact your child’s teacher if you need clarification of course expectations, assignment details, and/or to give the teacher any important information about your child. Make sure that your child understands that you and the teacher are working together for his/her best achievement.

Note: Beginning in 2004-2005, all students will take Integrated Language Arts 8 for a full year. (A pilot course was initiated in 2003-2004.) Integrated Language Arts combines and takes the place of one semester of Communication Arts and one semester of Language Arts.