GRADE+8+ELA+STANDARDS

=**NEW YORK STATE GRADE 8 LANGUAGE ARTS STANDARDS:**=




 * New York Language Arts Standards for Grade 8 **
 * NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
 * 1.1. Locate and use school and public library resources independently to acquire information
 * 1.2. Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts
 * 1.3. Read and follow written multistep directions or procedures to accomplish a task or complete an assignment
 * 1.4. Preview informational texts to assess content and organization and select texts useful for the task
 * 1.5. Use indexes to locate information and glossaries to define terms
 * 1.6. Use knowledge of structure, content, and vocabulary to understand informational text
 * 1.7. Distinguish between relevant and irrelevant information
 * 1.8. Identify missing, conflicting, or unclear information
 * 1.9. Formulate questions to be answered by reading informational text
 * 1.10. Compare and contrast information from a variety of different sources
 * 1.11. Condense, combine, or categorize new information from one or more sources
 * 1.12. Draw conclusions and make inferences on the basis of explicit and implied information
 * 1.13. Make, confirm, or revise predictions
 * NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
 * 2.1. Read silently and aloud from a variety of genres, authors, and themes
 * 2.2. Interpret characters, plot, setting, theme, and dialogue, using evidence from the text
 * 2.3. Identify the author's point of view, such as first-person narrator and omniscient narrator
 * 2.4. Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, illustration, personification, flashback, and foreshadowing, convey the author's message or intent
 * 2.5. Recognize how the author's use of language creates images or feelings
 * 2.6. Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry
 * 2.7. Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in own lives
 * 2.8. Identify social and cultural contexts and other characteristics of the time period in order to enhance understanding and appreciation of text
 * 2.9. Compare a film, video, or stage version of a literary work with the written version
 * NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
 * 3.1. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify conflicting information
 * 3.2. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, consider the background and qualifications of the writer
 * 3.3. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, question the writer's assumptions, beliefs, intentions, and biases
 * 3.4. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, evaluate examples, details, or reasons used to support ideas
 * 3.5. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify fallacies of logic that lead to unsupported conclusions
 * 3.6. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, discriminate between apparent messages and hidden agendas
 * 3.7. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify propaganda and evaluate its effectiveness
 * 3.8. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify techniques the author uses to persuade (e.g., emotional and ethical appeals)
 * 3.9. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify differing points of view in texts and presentations
 * 3.10. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify cultural and ethnic values and their impact on content
 * 3.11. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify multiple levels of meaning
 * 3.12. Judge a text by using evaluative criteria from a variety of perspectives, such as literary, political, and personal
 * 3.13. Suspend judgment until all information has been presented
 * NY.4. Reading: Students will read, write, listen, and speak for social interaction.
 * 4.1. Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups
 * 4.2. Consider the age, gender, social position, and traditions of the writer
 * 4.3. Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
 * NY.1. Writing: Students will read, write, listen, and speak for information and understanding.
 * 1.1. Use several sources of information, in addition to an encyclopedia, to develop research reports
 * 1.2. Identify appropriate format for sharing information with intended audience and comply with the accepted features of that format
 * 1.3. Take research notes, using a note-taking process
 * 1.4. Use outlines and graphic organizers, such as semantic webs, to plan reports
 * 1.5. Include relevant and exclude irrelevant information
 * 1.6. Use paraphrase and quotation correctly
 * 1.7. Connect, compare, and contrast ideas and information from one or more sources
 * 1.8. Support ideas with examples, definitions, analogies, and direct references to the text
 * 1.9. Cite sources in notes and bibliography, using correct form
 * 1.10. Write accurate and complete responses to questions about informational material
 * 1.11. Maintain a portfolio that includes informational writing
 * NY.2. Writing: Students will read, write, listen, and speak for literary response and expression.
 * 2.1. Write original literary texts to develop a narrative, using an organizational plan such as chronology or flashback
 * 2.2. Write original literary texts to sequence events to advance a plot; use action, conflict, climax, falling action, and resolution
 * 2.3. Write original literary texts to maintain a consistent point of view that enhances the message and/or establishes the mood
 * 2.4. Write original literary texts to select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme
 * 2.5. Write interpretive and responsive essays of approximately three pages to express opinions and support them through specific references to the text
 * 2.6. Write interpretive and responsive essays of approximately three pages to demonstrate an understanding of plot and theme
 * 2.7. Write interpretive and responsive essays of approximately three pages to identify and describe characters and their motivations
 * 2.8. Write interpretive and responsive essays of approximately three pages to analyze the importance of setting
 * 2.9. Write interpretive and responsive essays of approximately three pages to identify and interpret how the use of literary devices, such as symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing, affects meaning
 * 2.10. Write interpretive and responsive essays of approximately three pages to draw conclusions and provide reasons for the conclusions
 * 2.11. Write interpretive and responsive essays of approximately three pages to compare and contrast characters, setting, mood, and voice in more than one literary text or performance
 * 2.12. Maintain a writing portfolio that includes literary, interpretive, and responsive writing
 * NY.3. Writing: Students will read, write, listen, and speak for critical analysis and evaluation.
 * 3.1. Present clear analyses, using examples, details, and reasons from text
 * 3.2. Present a hypothesis and predict possible outcomes from one or more perspectives
 * 3.3. Select content and choose strategies for written presentation on the basis of audience, purpose, and content
 * 3.4. Explain connections between and among texts to extend the meaning of each individual text
 * 3.5. Compare and contrast the use of literary elements in more than one genre, by more than one author
 * 3.6. Maintain a writing portfolio that includes writing for critical analysis and evaluation
 * NY.4. Writing: Students will read, write, listen, and speak for social interaction.
 * 4.1. Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with a writing partner or in small groups
 * 4.2. Respect the age, gender, social position, and cultural traditions of the recipient
 * 4.3. Develop a personal voice that enables the reader to get to know the writer
 * 4.4. Write personal reactions to experiences, events, and observations, using a form of social communication
 * 4.5. Identify and model the social communication techniques of published writers
 * 4.6. Maintain a portfolio that includes writing for social communication
 * 4.7. Use the conventions of email
 * NY.1. Listening: Students will read, write, listen, and speak for information and understanding.
 * 1.1. Recall significant ideas and details and the relationships between and among them
 * 1.2. Identify missing, conflicting, or unclear information
 * 1.3. Draw conclusions and make inferences on the basis of explicit and implied information
 * 1.4. Recognize that the speaker's voice and delivery impact communication
 * NY.2. Listening: Students will read, write, listen, and speak for literary response and expression.
 * 2.1. Listen to class lectures, and small group and classroom discussions, to comprehend, interpret, and critique literary text
 * 2.2. Identify how the author's choice of words, use of characterization, and use of other literary devices affect the listener's interpretation of the oral text
 * 2.3. Identify how the poet's use of repetition, rhythm, and rhyming patterns affects the listener's interpretation of poetry
 * 2.4. Recognize social, historical, and cultural features in presentation of literary texts
 * NY.3. Listening: Students will read, write, listen, and speak for critical analysis and evaluation.
 * 3.1. Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, issues, themes, and experiences
 * 3.2. Recognize persuasive techniques, such as emotional and ethical appeals, in presentations
 * 3.3. Consider the experience, qualifications, and possible biases of speakers in analyzing and evaluating presentations
 * 3.4. Identify conflicting, missing, or unclear information
 * 3.5. Suspend judgment until all information has been presented
 * 3.6. Evaluate the quality of the speaker's presentation style by using criteria such as voice quality, enunciation, and delivery
 * NY.4. Listening: Students will read, write, listen, and speak for social interaction.
 * 4.1. Participate as a listener in social conversation with one or more people who are friends or acquaintances
 * 4.2. Respect the age, gender, social position, and cultural traditions of the speaker
 * 4.3. Listen for more than one level of meaning, articulated and unspoken
 * 4.4. Encourage the speaker with appropriate facial expressions and gestures
 * 4.5. Withhold judgment
 * 4.6. Appreciate the speaker's uniqueness
 * NY.1. Speaking: Students will read, write, listen, and speak for information and understanding.
 * 1.1. Prepare and give presentations on informational topics
 * 1.2. Contribute to group discussions by offering comments to clarify and interpret ideas and information
 * 1.3. Present information to address audience needs and to anticipate questions
 * 1.4. Present examples, definitions, analogies, and direct references to the text in support of ideas
 * 1.5. Connect, compare, and contrast ideas and information
 * 1.6. Use the conventions of the presentational format for panel discussions, debates, and mock trials
 * 1.7. Ask and respond to questions to clarify information
 * NY.2. Speaking: Students will read, write, listen, and speak for literary response and expression.
 * 2.1. Express interpretations and support them through specific references to the text
 * 2.2. Present original, literary texts, using language and text structures that are inventive; for example, use rhyme, rhythm, and repetition to create an emotional or aesthetic effect
 * 2.3. Ask and respond to questions to clarify an interpretation or response to literary texts and performances
 * NY.3. Speaking: Students will read, write, listen, and speak for critical analysis and evaluation.
 * 3.1. Express opinions or judgments about information, ideas, opinions, issues, themes, and experiences
 * 3.2. State a hypothesis and predict possible outcomes from one or more perspectives
 * 3.3. Present content, using strategies designed for the audience, purpose, and context
 * 3.4. Credit sources of information and opinions accurately in presentations and handouts
 * NY.4. Speaking: Students will read, write, listen, and speak for social interaction.
 * 4.1. Respect the age, gender, social position, and cultural traditions of the listener
 * 4.2. Provide feedback by asking questions designed to encourage further conversation
 * 4.3. Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting
 * 4.4. Use culture-specific language, jargon, colloquialisms, and gestures appropriate to the purpose, occasion, and listener
 * 4.5. Respond to the listener's interests, needs, and reactions to social conversation
 * 4.6. Adopt conventions of email to establish friendly tone in electronic-based social communication

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