Grade 8

Grade 8 Reading Standards and Component Skills

 

Standard	Skill	Standard	Skill
RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.	Analyze a Text Cite Strongest Textual Evidence to Support Analysis	RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.	Analyze a Text Cite Strongest Textual Evidence to Support Analysis
RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.	Analyze Development of Theme Provide an Objective Summary	RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.	Analyze Development of a Central Idea Provide an Objective Summary Provide an Objective Summary of a Narrative Text
RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.	Analyze the Impact of Dialogue on a Narrative Analyze the Impact of Incidents on a Narrative	RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).	Analyze How a Text Makes Connections and Distinctions
RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.	Define Words and Phrases as Used in a Text Analyze the Impact of Word Choices on Meaning and Tone	RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.	Define Words and Phrases as Used in a Text Analyze the Impact of Word Choices on Meaning and Tone
RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.	Compare and Contrast How Text Structures Contribute to Meaning and Style	RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.	Analyze How a Paragraph’s Structure and Sentences Develop Its Key Concepts
RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.	Analyze How Contrasting Points of View Create Literary Effect	RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.	Determine the Author’s Purpose and Point of View Analyze How an Author Responds to Conflicting Evidence or Viewpoints
RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.	Analyze and Evaluate the Performed Production of a Written Text	RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.	Evaluate the Advantages and Disadvantages of Different Mediums
		RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.	Evaluate Reasoning and Evidence in an Argument
RL.8.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.	Analyze the Use of Traditional Literary Material in Modern Fiction	RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.	Analyze Texts with Conflicting Information

Grade 8 Summary Table

Click the button to download a PDF of a summary table listing the reading standard, its component skills, and the reading lessons where the skills are taught.

RL.8.1

STANDARD

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Analyze a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.1: ANALYZE A TEXT
Step 1	Ask a question to analyze the text.
Step 2	Think where you will find details to answer the question. Brainstorm key words.
Step 3	Find details for your question related to: character. theme. language.
Step 4	Choose the strongest evidence to answer the question.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim that responds specifically to the prompt or question ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to explain meaning of the details…	What idea connects to this detail? What is the author showing us through this detail? How does this detail add meaning to the text?
answer the question without citing evidence…	What page/paragraph/sentence proves your point? Find a quote that supports your point.

RL.8.1

STANDARD

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Cite Strongest Textual Evidence to Support Analysis

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.1: CITE STRONGEST TEXTUAL EVIDENCE TO SUPPORT ANALYSIS
Step 1	Find several details to answer a question.
Step 2	Which details are strongest? Find evidence that: proves your point. is specific and detailed. may be repeated in different ways.
Step 3	If the details do not prove the point, find new evidence or analyze the question again.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ cites several pieces of textual evidence that support the analysis or claim ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cite minor details…	How does that detail relate to your analysis? Where else in the text does that detail or one like it appear? Is that detail important to the text’s central ideas?
submit insufficient details…	How do these details prove your ideas? What does Reading Thinking Step 3 say you should do if you don’t find very much evidence?

RI.8.1

STANDARD

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Analyze a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.1: ANALYZE A TEXT
Step 1	Ask a question to analyze the text.
Step 2	Think where you will find details to answer the question. Brainstorm related terms.
Step 3	Find relevant details to answer the question.
Step 4	Choose the strongest evidence to answer your question.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim that responds specifically to the prompt or question ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify relevant details…	What is this analysis about? Imagine a sentence that answers that question. What key words can you pull from that sentence?
answer the question without citing evidence…	What page/paragraph/text element proves your point? Find a quote that supports your point.

RI.8.1

STANDARD

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Cite Strongest Textual Evidence to Support Analysis

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.1: CITE STRONGEST TEXTUAL EVIDENCE TO SUPPORT ANALYSIS
Step 1	Find several details to answer the question.
Step 2	Which details are strongest? Find evidence that:   proves your point. is specific and detailed. repeats in the text.
Step 3	If the details do not prove the point, find new evidence or analyze the question again.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim that responds specifically to the prompt or question ▢ cites several pieces of textual evidence that supports the analysis or claim ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cite minor details…	How does that detail relate to your analysis? Where else in the text does that detail or one like it appear? Is that detail important to the text’s central ideas?
submit insufficient details….	How do these details prove your ideas? What does Reading Thinking Step 3 say you should do if you don’t find very much evidence?

RL.8.2

STANDARD

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

SKILL

Analyze Development of Theme

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.2 ANALYZE DEVELOPMENT OF THEME
Step 1	Choose a theme in the text.
Step 2	Study how the thematic topic is introduced in: character’s thoughts, speech, or actions. description. symbols or repeated language.
Step 3	Find evidence for the theme throughout the text. Notice when details repeat or change.
Step 4	How does the theme develop from the beginning to the end? When is it introduced? How is detail added? When is the message revealed?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ states a theme ▢ explains how the characters, descriptions, and language introduced the theme ▢ explains how the theme develops from beginning to end ▢ cites accurate evidence from throughout the text to support explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find evidence throughout the test…	Where is the theme introduced? What do you understand about the theme at this point? Is there a place where more of the theme becomes clear, such as during the main conflict?
do not understand how characters, description, or symbols convey theme…	Did the characters or descriptive words used suggest an important idea or tone?   Do characters show patterns of thought, feeling or reactions? Did they change or grow? Are there repeating symbols or language that suggest theme? What was the conflict and how was it resolved?

RL.8.2

STANDARD

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

SKILL

Provide an Objective Summary

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.2 PROVIDE AN OBJECTIVE SUMMARY
Step 1	What type of text is this?
Step 2	Identify important events and details: characters. setting. problem and solution.
Step 3	Summarize the text. Try this order. somebody wanted/didn’t want but so then
Step 4	Check that the summary doesn’t include: minor details. your opinion.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes only important events and details about key story elements ▢ is organized logically ▢ is objective ▢ identifies text and type

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to organize the summary logically…	How is the text organized? What details make sense to present first? Next? Last? Try the “Somebody Wanted But So Then” template to order your ideas.
give too many details…	What do readers need to know about the character(s)? The setting? The problem and solution? What information is just for interest

RI.8.2

STANDARD

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

SKILL

Analyze Development of a Central Idea

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.2: ANALYZE DEVELOPMENT OF A CENTRAL IDEA
Step 1	Choose a central idea.
Step 2	Find where the idea is introduced.
Step 3	Trace the evidence the author includes for the idea.
Step 4	Analyze how the idea develops through the text. What details or questions are added to the idea? What relationship do these details have to the main idea? What kind of evidence is provided? How does the idea change or become more complex?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ presents a central idea ▢ explains where and how the central idea was developed with details and evidence ▢ explains how the central idea connects to supporting ideas ▢ cites accurate evidence from throughout the text to supports explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to explain how related details develop central idea…	What did you learn about the central idea from each detail provided? Why did the author include these details?
struggle to find related details…	What key words are related to this central idea? Which text features can help you find related details?

RI.8.2

STANDARD

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

SKILL

Provide an Objective Summary

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.2: PROVIDE AN OBJECTIVE SUMMARY
Step 1	Identify the text and topic.
Step 2	Identify the central ideas
Step 3	Identify key details for each central idea
Step 4	Summarize the main ideas and details in an order that makes sense: sequentially compare and contrast Cause and effect
Step 5	Check that the summary doesn’t include: your opinion Minor details

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ states central idea(s) and key details for each idea ▢ includes only important ideas and details about the topic ▢ organizes information logically ▢ does not include the student’s opinion ▢ identifies text and type

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
give too many details…	How does that detail relate to the central idea? Pick just the most important details.
struggle to organize the summary logically…	Write your main details down. What connects them? Are they connected by sequence, cause and effect, comparative details or by topic and detail. Organize according to the connections you see. Remember that you can organize chronologically, but still include details explaining cause and effect or comparison.

RI.8.2

STANDARD

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

SKILL

Provide an Objective Summary of a Narrative Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.2 PROVIDE AN OBJECTIVE SUMMARY OF A NARRATIVE TEXT
Step 1	Identify topic of the text.
Step 2	Identify main events, people, and details.
Step 3	Summarize them in a way that makes sense. Try this order. who did what when and where how why it is important
Step 4	Check that the summary doesn’t include: minor details. your opinion.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes only important events and details about main events, people, and details ▢ is organized logically ▢ is objective

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to organize the summary logically…	How is the text organized? What details make sense to present first? Next? Last? Try the “Somebody Wanted But So Then” template to order your ideas.
give too many details…	What do readers need to know about the character(s)? The setting? The problem and solution? What information is just for interest?

RL.8.3

STANDARD

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

SKILL

Analyze the Impact of Dialogue on a Narrative

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.3: ANALYZE THE IMPACT OF DIALOGUE ON A NARRATIVE
Step 1	Summarize the context. setting characters What do the characters want?
Step 2	Analyze dialogue and word choice for: characters’ thoughts, feelings, opinions.
Step 3	Analyze how the dialogue impacts the plot. Look for:  decisions and actions. changes in feeling. development of the story arc.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim statement that describes how dialogue reveals aspects of the character ▢ includes a claim statement that describes how the dialogue propels action ▢ includes a claim statement that describes how the dialogue provokes a decision ▢ includes an elaboration that references specific text evidence and explains how it reinforces the claim

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to understand how particular lines of dialogue reveal aspects of a character…	What is happening with the characters? What words in the dialogue might reveal a character’s feelings or thoughts? If the character has these thoughts or feelings, what does this mean about him/her?
struggle to understand how particular lines of dialogue impact the plot…	What is happening with the characters? Does the dialogue show any evidence of decisions and actions? Conflicts or resolutions? Changes in any character’s motivations or feelings? If so, what words reveal this? How exactly is the plot impacted? How does the story arc change or develop?

RL.8.3

STANDARD

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

SKILL

Analyze the Impact of Incidents on a Narrative

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.3 ANALYZE THE IMPACT OF INCIDENTS ON A NARRATIVE
Step 1	How does the event impact characters’: thoughts? feelings? actions?
Step 2	Where does the event occur in the story arc? rising action climax resolution falling action
Step 3	How does the event affect other events in the story? What opportunities does it create? What challenges or limitations does it create? How does it move the story along its arc?
Step 4	Analyze how this event affects characters and plot.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim statement that describes how the event reveals aspects of the the character/propels action or progress on story arc/provokes a decision ▢ cites accurate evidence from the text that supports claim

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to understand how particular events reveal aspects of a character…	What is something new you have learned about the character from his or her behavior and words during this event? How is the character different after this event?
struggle to understand how particular events impact the plot…	How did this event change the rest of the story? What do the characters do differently because of this event? What happens in the story because of it? How does this event impact the story’s conflict and resolution?

RI.8.3

STANDARD

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

SKILL

Analyze How a Text Makes Connections and Distinctions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.3 ANALYZE HOW A TEXT MAKES CONNECTIONS AND DISTINCTIONS
Step 1	Identify two related individuals, events, or ideas.
Step 2	What is the connection between them?
Step 3	What distinctions does the text draw between them?
Step 4	Which techniques does the author use to show this relationship? comparisons analogies transitional words charts or visual organizers

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies an interaction between individuals, events, and ideas ▢ explains how events influence individuals or ideas/ideas influence individuals or events/individuals influence events or idea ▢ explains the technique the author used to show the relationship ▢ cites evidence to support the analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to notice the technique the author used to show the connection…	Has the author compared how two examples are the same or different? Has the author compared two unlike examples to show or describe something about them? Has the author used groups to show something similar about several examples?
struggle to notice the influence of X on Y…	Choose the relevant question(s) to ask: How does [specific individual, event, or idea] influence or change [another individual, event, or idea]? What does [person] do, say, or think because of [specific individual, event, or idea]? What events happen or change because of [specific individual, event, or idea]? What ideas only make sense because of [specific individual, event, or idea]?

RL.8.4

STANDARD

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SKILL

Define Words and Phrases as Used in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.4 DEFINE WORDS AND PHRASES AS USED IN A TEXT
Step 1	Look inside the word for clues. prefixes and suffixes word roots part of speech
Step 2	Look outside the word for context clues.
Step 3	For figurative language, think. What does it make you visualize? What is the feeling of the visualization?
Step 4	Put all the clues together to guess the definition.
Step 5	Check your definition in the original sentence.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains literal meaning ▢ explains figurative meaning ▢ cites accurate textual evidence that supports definition

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find context clues to meaning …	What is this sentence about? What is the gist of nearby sentences on the same subject?
struggle to find word clues to meaning…	Is this word a/an: noun that names? verb that shows action? adjective/adverb that describes? Are there any parts inside of the word that are familiar? Look for prefixes, suffixes, or word endings. Look for common word roots.

RL.8.4

STANDARD

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SKILL

Analyze the Impact of Word Choices on Meaning and Tone

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.4 ANALYZE THE IMPACT OF WORD CHOICES ON MEANING AND TONE
Step 1	Identify interesting or important word choices. nuanced words unusual or strong phrasing figurative language
Step 2	Change the wording to analyze the impact. Remove figurative language. Replace specifics with generalities. Replace nuanced or unusual words with ordinary ones.
Step 3	What tone does the word choice suggest?
Step 4	Analyze why the author chose these words. What is the impact on meaning, tone, and sound?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains how the word or phrase conveys meaning ▢ explains how the word or phrase conveys tone ▢ cites accurate text evidence that supports the explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify tone…	What is tone? What are different words we could use to describe tone? In this text, what does the author think or feel about the topic? What words could you use to describe the author’s tone of voice?
struggle to understand how word choice conveys meaning…	What mood or feeling does this word evoke for you? What ideas does this word evoke for you? Does the word have a figurative meaning? What is the author conveying about the character, setting, or events by choosing this word or phrase?

RI.8.4

STANDARD

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SKILL

Define Words and Phrases as Used in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.4 DEFINE WORDS AND PHRASES AS USED IN A TEXT
Step 1	Look inside the word for clues. prefixes and suffixes word roots part of speech
Step 2	Look outside the word for context clues.
Step 3	For figurative language, think. What does it make you visualize? What is the feeling of the visualization?
Step 4	Put all the clues together to guess the definition.
Step 5	Check your definition in the original sentence.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains literal meaning ▢ explains figurative meaning ▢ cites accurate textual evidence that supports definition

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find context clues to meaning…	What is this sentence about? What is the gist of nearby sentences on the same subject?
struggle to find word clues to meaning…	Is this word a/an: noun that names? verb that shows action? adjective/adverb that describes? Are there any parts inside of the word that are familiar? Look for prefixes, suffixes, or word endings. Look for common word roots.

RI.8.4

STANDARD

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SKILL

Analyze the Impact of Word Choices on Meaning and Tone

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.4 ANALYZE THE IMPACT OF WORD CHOICES ON MEANING AND TONE
Step 1	Identify interesting or important word choices. nuanced words unusual or strong phrasing figurative language specific language
Step 2	Change the wording to analyze the impact. Remove figurative language. Replace specifics with generalities. Replace nuanced or unusual words with ordinary ones.
Step 3	What tone does the word choice suggest?
Step 4	Analyze why the author chose those words. What is the impact on meaning and tone?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains how the word or phrase conveys meaning ▢ explains how the word or phrase conveys tone ▢ cites accurate evidence that supports the explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify tone…	What is tone? What are different words we could use to describe tone? In this text, what does the author think or feel about the topic? What words could you use to describe the author’s tone of voice?
struggle to understand how word choice conveys meaning…	What mood or feeling does this word evoke for you? What ideas does this word evoke for you? Does the word have a figurative meaning? What is the author conveying about the topic, people, or event by choosing this word or phrase?

RL.8.5

STANDARD

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

SKILL

Compare and Contrast How Text Structures Contribute to Meaning and Style

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.5 COMPARE AND CONTRAST HOW TEXT STRUCTURES CONTRIBUTE TO MEANING AND STYLE
Step 1	Analyze how each text is structured. POETRY: sound schemes, line length or patterns FICTION: repeating motifs, narration, changes in time, embedded formats DRAMA: soliloquy, dialogue, narration, repeating motifs, embedded formats
Step 2	How does the structure contribute to the style and tone?
Step 3	How does each structure contribute to the meaning or theme of the texts?
Step 4	Compare and contrast the way structural elements contribute to style and meaning.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes the structure of each text ▢ explains similarities in the way the two structures affect the plot, meaning, theme, or style ▢ explains differences in the way the two structures affect the plot, meaning, theme, or style ▢ cites accurate textual evidence to support analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to understand how each structure contributes to meaning…	How would the text be different if it didn’t have these structural elements? How would that change your understanding or experience?
struggle to describe each structure…	Is this poetry, prose, or drama? Use the items after a colon as prompts.

RI.8.5

STANDARD

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

SKILL

Analyze How a Paragraph’s Structure and Sentences Develop Its Key Concepts

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.5 ANALYZE HOW A PARAGRAPH’S STRUCTURE AND SENTENCES DEVELOP ITS KEY CONCEPTS
Step 1	Identify the main ideas of the paragraph.
Step 2	Analyze the role each sentence plays in the paragraph.   claim or topic sentence evidence elaboration transitions and distinctions
Step 3	Analyze how information is organized. chronologically compare and contrast question and answer
Step 4	Explain how the paragraph’s structure develops its key ideas. Why did the author organize the paragraph this way?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes the organization of the paragraph ▢ explains the role of each sentence in the paragraph ▢ describes how each sentence in the paragraph connects to the main ideas ▢ cites accurate textual evidence to support analysis.

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify the role of each sentence…	What ideas or details does this sentence express? Why did the author include it in this paragraph? How is this sentence similar to other sentences in the paragraph? What does this sentence add to your understanding of the author’s ideas? What would the paragraph be like without it? How does the paragraph’s structure help convey the author’s ideas? How does this organization of ideas help you learn more about the topic?
struggle to describe the organization of the paragraph…	Consult the Text Structure entry in the TEACHER RESOURCE GUIDE for support. Prompt with Reading Thinking Steps 2 and 3: Where is the main idea presented? Where are the details?

 Reference this Text Structure Clues document for supporting students with this skill.

RL.8.6

STANDARD

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

SKILL

Analyze How Contrasting Points of View Create Literary Effect

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.6: ANALYZE HOW CONTRASTING POINTS OF VIEW CREATE LITERARY EFFECT
Step 1	Identify contrasting points of view amongst narrator, characters, and/or reader.
Step 2	Describe two points of view, using clues from: thoughts and feelings. dialogue. actions and responses.
Step 3	Analyze the effects of having different points of view. Do they: create humor, suspense, or another mood? advance the story?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes the contrasting points of view between the characters, narrator, or audience/reader ▢ explains the effect on mood and/or meaning of the contrasting points of view ▢ cites textual evidence to support all parts of analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to explain the effects of the contrasting points of view…	Does the contrast make you want to read more and find out what happens next? Does it make you feel worried or concerned? Is it silly?
struggle to notice or explain the contrast in points of view…	Do the characters, narrator, and audience or reader all have the same information? Do certain people know more than others? Do certain people have different feelings, thoughts, or ideas? How does each character/narrator feel about a topic, character, events, situation, etc.?   What words did the author use to show you these feelings? When are the feelings different? Do you see signal words (for her part, on the other hand, even though)? Does the author show this through juxtaposition (showing two points of view side by side)?

RI.8.6

STANDARD

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SKILL

Determine the Author’s Purpose and Point of View

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.6: DETERMINE THE AUTHOR’S PURPOSE AND POINT OF VIEW
Step 1	What do the format and audience tell you about the text’s purpose?
Step 2	What are the main ideas of the text? Is there a call to action?
Step 3	What is the author’s purpose for writing for this audience?   to persuade or argue to WHOM about WHAT? to inform or explain WHAT?
Step 4	What is the author’s point of view? Notice:  author’s role or perspective. opinion or evaluative words. imagery or strong language. omissions or emphasis.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies the format and audience ▢ includes a claim about the author’s purpose ▢ includes a claim about the author’s point of view ▢ cites textual evidence and explains how it supports the claim

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify point of view…	Define point of view as the author’s opinion, feeling, or belief. What is the author’s opinion, feeling, or belief? Whose/what part of the story is being told? Whose/what part of the story is not told? Which facts are emphasized or minimized? What evaluative words (something is better/worse than something else), opinion words (I like/think), or connotative language does the author use?
struggle to identify author’s purpose…	Is this text written for a specific group, individual, or kind of reader? Is it trying to persuade or just to teach? What is the text trying to persuade or teach readers?

RI.8.6

STANDARD

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SKILL

Analyze How an Author Responds to Conflicting Evidence or Viewpoints

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.6: ANALYZE HOW AN AUTHOR RESPONDS TO CONFLICTING EVIDENCE OR VIEWPOINTS
Step 1	What is the author’s point of view about the main topic? Notice: author’s perspective. language, imagery, opinions.
Step 2	What does supporting evidence show about the author’s point of view?
Step 3	Where does the author relate other points of view? Notice: transition words and phrases. contrasting evidence. contrasting quotes.
Step 4	How does the author respond to other points of view? Notice: statements of opinion or value. conclusions.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ states the position of the author ▢ states the other point of view the author presents ▢ states how the author responds ▢ Includes evidence from the text to support analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify what the author expresses about the conflicting view…	Does the author agree with any aspects of the other views presented? How do you know? What kind of language does the author use to describe conflicting views? For example, does the author use words that show emotion or opinion? What kind of evidence does the author present in response to conflicting views? Does that evidence contradict the view, argue against it, or respond to it in another way?
struggle to identify the author’s position or the position of others…	Author’s position: What evaluative or opinion words does the author use? What evidence does the author include or exclude? What does the author think, believe, or feel about the main topic? Position of others: Who disagrees with the author in this text? How do you know? How are their feelings different from the author’s?

RL.8.7

STANDARD

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

SKILL

Analyze and Evaluate the Performed Production of a Written Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.7 ANALYZE AND EVALUATE THE PERFORMED PRODUCTION OF A WRITTEN TEXT
Step 1	Summarize the plot, setting, and characters in the written text.
Step 2	Retell the gist of the performed production.
Step 3	Notice where the production departs from the written text. added or changed details of tone, setting, or content omitted language, characters, or actions changes in sequence or emphasis
Step 4	Analyze the choices made in the production. What changes were made? What was kept the same? How do the choices affect your experience? Are the choices successful?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains important similarities in the production’s presentation of the text ▢ explains important differences in the production’s presentation of the text ▢ identifies choices made by the director or actors ▢ evaluates the success and impact of the choices made ▢ cites evidence from both versions to support analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to evaluate the choices made by the director and actors…	Which choices in the produced version helped you understand the written text? Which choices made your experience as a reader or viewer better or worse? How? Why?
evaluate content only and fail to recognize the choices made by the director and actors..	Use the ideas in Reading Thinking Step 3 to think about the kinds of choices directors and actors might make. How do these choices affect the audience experience?

RI.8.7

STANDARD

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

SKILL

Evaluate the Advantages and Disadvantages of Different Mediums

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.7 EVALUATE THE ADVANTAGES AND DISADVANTAGES OF DIFFERENT MEDIUMS
Step 1	How is the topic presented in each medium? Notice: VIDEO: area of focus, lighting, expressions. MULTIMEDIA: layout,organization, colors, fonts, embedded widgets. AUDIO: sound, music, expression. PERFORMANCE: tone of voice, eye focus, movements, or gesture. TEXT: organization, detail, text features.
Step 2	Analyze each medium for: ease of use or access. impact on understanding. impact on engagement.
Step 3	Evaluate the advantages and disadvantages of each medium for presenting the material.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains advantages and disadvantages of each medium’s presentation of the topic ▢ argues which version is more accessible, engaging, or clear ▢ cites textual evidence to support evaluation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to evaluate each medium…	Which medium did you like better? Why? Which medium helped you understand the content better? Which medium is more accessible? Clearer? More engaging?
analyze content only without considering qualities of each medium…	Use the ideas in Reading Thinking Step 2 to think about the different techniques and qualities each medium includes. How do these choices affect the audience experience?

RI.8.8

STANDARD

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

SKILL

Evaluate Reasoning and Evidence in an Argument

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.8: EVALUATE REASONING AND EVIDENCE IN AN ARGUMENT
Step 1	What is the main idea of the text?
Step 2	Trace the argument for: claims. reasons. evidence.
Step 3	Evaluate the argument and specific claims. Are the reasons sound and convincing? Are the reasons supported with relevant and sufficient evidence? Is there any irrelevant evidence?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ states the claims, reason, and evidence ▢ evaluates the reasons for soundness ▢ evaluates the evidence for relevance and sufficiency ▢ identifies irrelevant evidence ▢ cites textual evidence to support evaluation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot decide if the evidence is sufficient or irrelevant…	What do you learn from the evidence? Does the evidence show the claim or reason is true? Is there enough evidence to prove the claim? Can you remove this evidence without weakening the claim?
cannot decide if the reasons are sound…	Do the reasons strongly relate to the main point? Are they logical? Do they make sense? Are these reasons enough to support the claim?

RL.8.9

STANDARD

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

SKILL

Analyze the Use of Traditional Literary Material in Modern Fiction

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.8.9 ANALYZE THE USE OF TRADITIONAL LITERARY MATERIAL IN MODERN FICTION
Step 1	Identify a reference or similarity to a traditional text. Notice: names of other texts or outside characters. familiar character types, symbols, or patterns of events. religious ideas or traditions.
Step 2	Relate the gist of the text.
Step 3	What do you know about the source text or idea?
Step 4	Analyze how the author uses or changes the traditional material. similarities of character type, symbols or patterns of events ways the source material is changed in the modern text impact of using source material in new text

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains how the author used the traditional material ▢ explains how the author changed the traditional material ▢ explains impact of using traditional material in a modern text ▢ cites accurate textual evidence to support analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to analyze how the author uses the historical reference …	What is the referenced text or idea? What meaning does it add to the modern text? How is it different from the modern text? How does the author change it so it can fit in this text?
struggle to identify a reference…	How can you learn more about this reference? What resources can you use to help?

RI.8.9

STANDARD

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

SKILL

Analyze Texts with Conflicting Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.8.9: ANALYZE TEXTS WITH CONFLICTING INFORMATION
Step 1	What conflicting information do the texts present? What facts or details are different? What facts or details disagree?
Step 2	What conflicting interpretations do the texts present? Notice: explanations, descriptions of cause. language showing point of view.
Step 3	How and why do the texts present conflicting:   facts? interpretations?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes the conflicting information in two texts ▢ explains whether the conflicting information is about a fact or interpretation ▢ cites textual evidence and explains how it supports the claim

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to explain what the difference shows about the authors…	Why do the authors present conflicting information? What inferences can you draw about each author’s thoughts, feelings, or beliefs based on this difference What perspective does each author have on the events? Are they first-hand observers or second-hand observers