comprehension
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Grade 8 ELA Curriculum Map: p. 1 comprehension General Comprehension Strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Goal 1C: Students who meet the standard can comprehend a broad range of reading materials Best Practices ♦ Comprehension instruction in a Reading Workshop engages students in 3‐5 weeks of in‐depth units of study focusing on each of the 7 comprehension strategies. ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading experience. ♦ Students are given time to practice each strategy during independent reading. Evidence of their thinking includes response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confers with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors Preview reading materials using pre‐reading strategies (e.g., skimming, scanning, predicting, SQ3R) 1B.1. Relate literature selections and informational text to self, world, and other texts. 1B.2 (MAKING CONNECTIONS) Identify text structure and create a mental/visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 1B.3 Identify how different content areas require different organizational structures (e.g., lists/sequence, comparison, cause/effect, problem/solution, classification). 1B.7 Apply self‐monitoring and self‐correcting strategies continuously to clarify understanding (e.g., in addition to previous skills, draw comparisons to other readings). 1B.4 (SELF‐MONITORING) Demonstrate an accurate understanding of important information in the text by focusing on the key ideas presented explicitly or implicitly. 1B.5 (DETERMINING IMPORTANCE) Build, evaluate, and extend text interpretations through collaboration with others. 1B.6 (SYNTHESIS) Select and read books for recreation. 1B.9 Use information from text to form, explain, and support questions and predictions. 1C.1 (INFERRING) Generate and respond to questions that reflect higher level thinking skills (e.g., analysis, synthesis, evaluation). 1C.2 (QUESTIONING) Ask open‐ended questions to improve critical thinking skills. 1C.3 (QUESTIONING) Summarize and make generalizations from content and relate them to the purpose of the material. 1C.4 (SYNTHESIS) Explain how the story elements, point of view, and theme contribute to reader understanding of the text. 1C.5 (SYNTHESIS) Select reading strategies for text appropriate to the readerʹs purpose. 1C.6 (SELF‐MONITORING) Interpret concepts or make connections through analysis, evaluation, inference, and/or comparison. 1C.7 (SYNTHESIS) Compare story elements. 1C.8 (SYNTHESIS) Analyze and evaluate authorʹs word choice. 1C.9 (SYNTHESIS) Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 2 Connect, relate, interpret, and integrate information from various sources and genres (e.g., content area textbooks, novels, newspapers, magazines, poetry, drama, reference materials). 1C.10 (SYNTHESIS) Synthesize key points and supporting details to form conclusions. 1C.11 (SYNTHESIS) Recognize how illustrations reflect, interpret and enhance the text. 1C.12 (SYNTHESIS) Draw conclusions based on information found in visual information and data. 1C.13 (SYNTHESIS) Explain how visual information and data support written text. 1C.14 (SYNTHESIS) Apply appropriate reading strategies to fiction and non‐fiction texts within and across content areas. 1C.15 (SELF‐MONITORING) Charleston Community School District No. 1 Revised 03/09 Instructional Elements/Teacher Resources & Anchor Text ‐ Think Aloud/Model during Read Alouds ‐ Allow Opportunities for Discussion ‐ Marking Text ‐ 7 Comprehension Strategies (before/during/after reading) o See below for essential elements of comp. strategies o Make class anchor charts for each strategy ‐ Text Structure ‐ Features of Text ‐ Create culture of “Reading Is Thinking” Reading Strategies • Teach visualization using Chapter 8 from Strategies that Work by Harvey & Goudvis • Teach visualization use pg. 19‐21 from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic) • Teach making mental pictures pg. 289‐290 from A Complete Resource for Teaching Reading by Laura Robb • DRTA, SPAWN, PORPE, Text Highlighting, ReQuest, and REAP reading strategies from Tools For Teaching Literacy by Janet Allen • Teach seven key reading strategies pg. 14‐16 from Teaching Reading in Middle School by Laura Robb • Utilize Literature Circles: Defining literature circles from Literature Circle Role Sheets by Christine Boardman Moen pg. 6‐14 • Scope magazine (Scholastic)‐utilize class sets for discussion topics and read aloud practice • Class Discussion: utilize Say Something pg. 30‐31 from Revisit, Reflect, Retell by Hoyt • Book Clubs Charleston Community School District No. 1 Grade 8 ELA Curriculum Map: p. 3 Student Products & Informal Assessments: ‐ Response Journals ‐ Reading Logs ‐ Post It Notes ‐ Graphic Organizers that support multiple strategies: o T‐Chart o 2 Column Notes Reading Strategies • Use Scene Sketcher pg. 22 Picture Perfect pg. 23, Making Movies pg. 24 to enhance visualization strategies from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic) • Utilize role sheets to aide comprehension during literature circles from Literature Circle Role Sheets by Christine Boardman Moen. Recommended sheets: Literature Circle Overview, pg. 22; Observation‐ Feedback Chart, pg. 26; Character Sketcher, pg. 27; Scene Setter, pg. 34; Story Tree Teller, pg. 40; Conflict Connector, pg. 43; Quality Questions, pg. 20; and Connection Conductor, pg. 53. • Use graphic organizer Discussion Web pg. 36‐37 from 50 Graphic Organizers for Reading, Writing, and More (Scholastic) • Turn scene from book into script to be performed by group • Use graphic organizer for narrative text pattern from website “Writingfix.com” • Book Bag project‐decorate brown paper lunch bag with title, author, and appropriate decoration. Inside include artifacts from the Revised 03/09 Visualization ‐ Mental images/”movie in my mind” ‐ Using schema to visualize ‐ Images from all senses and emotions ‐ Powerful language Anchor Text: Twilight Saturdays and Teacakes (picture book) Making Connections/Schema ‐ T‐S, T‐T, T‐W ‐ Activate Prior Knowledge (Schema) ‐ Previewing/Predicting Anchor Text: The Outsiders Making Connections/Schema – Teacher Resources • May use personal connections pg. 7‐9 Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic) • Teach 3 different types of connections: text to text, text to self, and text to world, Chapter 6 Making Connections from Strategies That Work by Harvey and Goudvis • Making Connections strategy lesson pg. 164‐166 from Teaching Reading in the Middle School by Laura Robb Charleston Community School District No. 1 • Grade 8 ELA Curriculum Map: p. 4 book and write description of why each item is important to the book. See appendix for guidelines and rubric. Book review broadcast (write a book review that includes: brief synopsis, description of main characters, favorite part, why liked/disliked book). Deliver to your classmates as your “studio audience” Visualization ‐ Drawing pictures ‐ Sketch to Stretch Making Connections/Schema Making Connections/Schema – Teacher Resources • Making Personal Connections pg. 10 from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic) • Connections and Reflections pg. 11 from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic) • What’s the Message pg. 12 from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic) • Utilize Have‐in‐Common Connector role Revised 03/09 Questioning ‐ Thick and Thin Questions ‐ QAR Anchor Text: Daniel’s Story A Soldier’s Heart Questioning Strategies – Teacher Resources • Teach A Different Kind of Questioning pg. 93‐94 from Yellow Brick Roads by Janet Allen • Teach the following strategies: Concept Ladder, Questions Game, Cornell Note‐ Taking, and QAR from Tools for Teaching Content Literacy by Janet Allen • Teach “I Wonder” questions pg. 16 from Snapshots by Hoyt • Teach Question the Text pg. 3‐11 from The Comprehension Toolkit; Ask Questions by Harvey and Goudvis • Teach Read to Discover Answers pg. 12‐21 and use short text sample “The Eagle has Landed” pg. 19 from The Comprehension Toolkit; Ask Questions by Harvey and Goudvis Charleston Community School District No. 1 • • • Grade 8 ELA Curriculum Map: p. 5 sheet pg. 46 from 25 Reproducible Literature Circle Role Sheets by Moen Utilize Connection Conductor role sheet pg. 53 from 25 Reproducible Literature Circle Role Sheets by Moen Text‐to‐Self Connections pg. 125, Text Connections pg. 126, and Connect To pg. 131 from I Read It, but I Don’t Get It by Tovani Questioning ‐ KWL Chart ‐ DRTA ‐ Questioning Web ‐ Anticipation Guide Questioning Strategies – Teacher Resources • Use Quality Questions role sheet from 25 Reproducible Literature Circle Role Sheets by Moen • Interview activity: Student writes questions for a character and another student answers them as the character from the book • Utilize “I Wonder” question sheet before, during, and after reading pg. 17 from Snapshots by Hoyt • Use question sheet pg. 43 to go with Question the Text from The Comprehension Toolkit; Ask Questions by Harvey and Goudvis • Use this graphic organizer pg. 44 to go with Read to Discover the Answers from The Comprehension Toolkit; Ask Questions by Harvey and Goudvis • Use Quality Questions from 25 Fun and Fabulous Literature Response Activities and Rubrics by Scholastic Professional Books Revised 03/09 Grade 8 ELA Curriculum Map: p. 6 Inferences Inferences ‐ Reading between the lines ‐ 2‐column notes/T‐Chart ‐ Infer to predict ‐ Anticipation Guide ‐ Characterization and story elements ‐ Theme, mood ‐ Drawing conclusions ‐ Cause/effect ‐ Context clues Anchor Text: The Outsiders Twilight The Watsons Go to Birmingham Infer and Interpret – Teacher Resources Infer and Interpret – Teacher Resources • Teach students to make inferences pg. 61‐72 • Use inferring a character’s personality sheet from When Kids Can’t Read by Kylene Beers pg. 299 from Teaching Reading in Middle • Teach reading between the lines pg. 160‐165 School by Laura Robb from Yellow Brick Roads by Janet Allen • Use fleshing out a character and looking at • Explore implied meaning pg. 164‐176 from our options pg. 270‐271 from Yellow Brick Teaching Reading in Middle School by Laura Roads by Janet Allen Robb • Assess understanding pg. 190‐193 from • Teach inference pg. 23‐24 from Strategies that Strategies that Work by Harvey & Goudvis Work by Harvey & Goudvis • Use inferential thinking and inferring • Provide anchor experiences for inference pg. themes pg. 277‐279 & 281 from Strategies that 35‐36 from Strategies that Work by Harvey & Work by Harvey & Goudvis Goudvis • Make inferences with fiction pg. 112‐113 • Provide inferential reading strategies pg. from A Complete Resource for Teaching 105‐115 from Strategies that Work by Harvey Reading by Laura Robb & Goudvis • Cause/effect/infer pg. 115‐117 & 171‐173 • Teach to infer with informational texts pg. from A Complete Resource for Teaching 114 & 165‐169 from A Complete Resource for Reading by Laura Robb Teaching Reading by Laura Robb • Make inferences pg. 191 from A Complete • Teach how you infer what others imply pg. Resource for Teaching Reading by Laura Robb 175‐179 from Reading Smarter by Osborn • Collect story details to make inferences pg. 211 from A Complete Resource for Teaching Reading by Laura Robb • Read between the lines pg. 219 from A Complete Resource for Teaching Reading by Laura Robb Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 7 Determining Importance in Text Determining Importance ‐ Summary ‐ V.I.P. ‐ Sequencing ‐ Point it Out ‐ V.I.P.s ‐ KWL ‐ Main Idea & Supporting Details Anchor Text: The Watsons Go to Birmingham Determining Importance – Teacher Resources Determining Importance – Teacher Resources • Teach summarization techniques pg. 20‐30 • Use 3‐2‐1 Strategy to find key ideas pg. 39‐ from Summarization in Any Subject by Rick 40 from Summarization in Any Subject by Wormeli Rick Wormeli • Teach Think‐Aloud strategy on finding • Use Backwards Summaries pg. 57‐59 from important information rather than just one Summarization in Any Subject by Rick main idea pg. 119‐132 from When Kids Can’t Wormeli Read by Kylene Beers • Use Bloom’s Taxonomy Summary Cubes • Teach story steps role sheet pg. 33 from pg. 60‐63 from Summarization in Any Subject Literature Circles‐Using Student Interaction to by Rick Wormeli Improve Reading Comprehension (Creative • Use Body Analogies pg. 64‐67 from Teaching Press) Summarization in Any Subject by Rick • Teach finding important information rather Wormeli than just one main idea pg. 131‐132 from • Use two word strategy pg. 5 from Revisit, Strategies That Work by Harvey and Goudvis Reflect, Retell by Hoyt • Teach two word strategy pg. 4 from Revisit, • Use novel reflections strategy pg. 10 from Reflect, Retell by Hoyt Revisit, Reflect, Retell by Hoyt • Teach very important points pg. 6‐7 from • Use what is important strategy pg. 12 from Revisit, Reflect, Retell by Hoyt Revisit, Reflect, Retell by Hoyt • Teach what is important pg. 11 from Revisit, • Use graphic organizer Understanding, Reflect, Retell by Hoyt Connecting, Explaining by Skowron, 2001 • Use graphic organizer Read/ Reflect/Connect by Skowron, 2003 • Use determining importance 282‐283 from Strategies that Work by Harvey & Goudvis Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 8 Synthesizing ‐ Theme ‐ Mood ‐ Author’s purpose ‐ Connecting all strategies to make deeper, personal meaning ‐ Extending meaning through discussion Anchor Text: The Diary of Anne Frank Twilight Self Monitoring ‐ Re‐reading ‐ Context clues ‐ Reading aloud to clarify meaning Anchor Text: Night Self‐Monitoring Strategies – Teacher Resources • Self‐Monitoring/Fix‐Up Strategies use model lesson from website “readwritethink.org” • Use strategy lesson: Read/Pause/Retell/Read and Reread pg. 143‐144 from Teaching Reading in Middle School by Laura Robb • Teach Pause and Reflect on: Self‐Monitoring strategy pg. 152 from Teaching Reading in Middle School by Laura Robb • Teach Reading Strategies Alive! pg. 9‐10 from Snapshots by Hoyt • Teach Personal Strategy List pg. 13‐14 from Snapshots by Hoyt • Teach Lessons That Show Students How to Self Monitor During Reading pg. 98‐109 from Teaching Reading: A Complete Resource for Grades 4 and up by Laura Robb Charleston Community School District No. 1 Synthesizing ‐ See Comprehension State Goal 2 Self‐Monitoring Self‐Monitoring Strategies–Teacher Resources • Use Think‐Aloud Self‐Assessment pg. 126 from When Kids Can’t Read by Beers • Good Reader Strategies list pg. 11‐12 from Snapshots by Hoyt • Personal Reading Strategies List pg. 15 from Snapshots by Hoyt • Use graphic organizers: cooperative learning rubric, cooperative learning roles, clunk pattern poster, KWL chart, clunks and clues chart, QAD chart, and question prompts with comprehension strategies lesson from “Read, Write, Think.org” Revised 03/09 Self‐Selection of Books • Lesson on Using Text pg. 156‐160 from Yellow Brick Roads by Janet Allen • Teach how to select books for recreation using book passes pg. 103‐106, 274 from Yellow Brick Roads by Janet Allen • Introduce students to literature to help select books for recreation pg. 431‐442 from A Complete Resource for Teaching Reading by Laura Robb • Have a Book Party in your classroom utilize pg. 32 from Revisit, Reflect, Retell by Hoyt • Talking About Books at Home pg. 38 from Revisit, Reflect, Retell by Hoyt Grade 8 ELA Curriculum Map: p. 9 Self‐Selection of Books • R.C. tests • Self‐selected reading bingo pg. 219 from Modifying Four Blocks for Upper Grades by Sigmon Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 10 comprehension General Comprehension Strategies Additional Teacher Resources Formal Assessments: • QRI • ThinkLink Notes: Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 11 comprehension Exploring Genre and Literary Elements State Goal 2: Read and understand literature representative of various societies, eras, and ideas. 2A: Students who meet the standard can understand how literary elements and techniques are used to convey meaning. 2B: Students who meet the standard can read and interpret a variety of literary works. Best Practices ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading experience. ♦ Students are given time to practice each strategy during independent reading. Evidence of their thinking includes response journals, post‐it notes, and graphic organizers. ♦ Evidence of their thinking includes response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confers with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors Read extensively. 2A.1 Determine which literacy elements/techniques are dominant and subordinate in text. 2A.2 (SYNTHESIS) Explain how an author uses specific techniques to achieve intended effect. 2A.3 (SYNTHESIS) Explain how specific elements and techniques (e.g., dialect, setting, vocabulary) enhance characterization. 2A.4 (SYNTHESIS) State how changes in technique might affect aspects of the story. 2A.5 (SYNTHESIS) Analyze nonfiction (e.g., 5 wʹs). 2A.6 (SYNTHESIS) Identify details that reveal the genre (e.g., short stories, novels, dramas, poetry, biographies). 2A.7 (SYNTHESIS) Use textual structure, word choice and style to identify detail that reveals the authorʹs viewpoint. 2A.8 (SYNTHESIS) Interpret the effect of authorsʹ decisions regarding word choice, content, and literary elements upon the text. 1A.6 Evaluate how a text reflects a culture, society, or historical period. 2A.9 (SYNTHESIS) Respond to text. 2B.1 Make connections from text to text, text to self, and text to world. 2B.2 (MAKING CONNECTIONS) Paraphrase, summarize, synthesize, and evaluate information from a variety of texts and genres. 2B.3 (SYNTHESIS) Make connections between text and its culture. 2B.4 (SYNTHESIS) Use literary themes to connect recurring problems over time and across cultures. 2B.5 (SYNTHESIS) Investigate how attitudes toward a situation or problem change in different periods of history or in different cultures. 2B.6 (SYNTHESIS) Engage in literary discussions (e.g., conflict, resolutions, relevance, background, effectiveness, realism). 2B.7 (SYNTHESIS) Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 12 Instructional Elements/Teacher Resources & Anchor Student Products & Informal Assessments: Text Read aloud/Think Aloud from a variety of genre Students read a variety of genre • Book Clubs/Literature Circles • Guided Reading Groups • Genre Studies Anchor Texts: Novel sets, informational articles, short stories, and content texts Read Extensively Read Extensively • Literature Circle: Role Sheets • Utilize Literature Circles: Defining literature circles pg. 6‐14 from Literature Circle Role Sheets by Christine Boardman Moen • Utilize Read‐Aloud method pg. 49‐57 from Yellow Brick Roads by Janet Allen • Utilize Shared Reading method pg. 58‐79 from Yellow Brick Roads by Janet Allen • Read Aloud: Reading Review pg. 57‐60 from Literature Response Activities and Rubrics by Christine Boardman Moen • Shared Reading: Mini Mind‐Map Scrapbook pg. 64‐67 from Literature Response Activities and Rubrics by Christine Boardman Moen • Utilize reading and interest surveys to encourage reading pg. 38‐39 from A Complete Resource for Teaching Reading by Laura Robb • Independent Reading: Book Pass pg. 274 • Encourage Independent Reading pg. 98‐113 from Yellow Brick Roads by Janet Allen from Yellow Brick Roads by Janet Allen • Independent Reading: RC Tests • Poetry: Theme Shape Poems pg. 43‐45 from Literature Response Activities and Rubrics by Christine Boardman Moen • Guided Reading: Quality Questions pg. • Utilize Guided Reading method pg. 82‐97 89‐93 from Literature Response Activities from Yellow Brick Roads by Janet Allen and Rubrics by Christine Boardman Moen Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 13 FICTION ESSENTIALS Synthesizing FICTION ESSENTIALS Synthesizing • Theme • Mood • Author’s purpose • Connecting all strategies to make deeper, personal meaning • Extending meaning through discussion Author’s Purpose Author’s Purpose • Analyze Poetic License pg. 101 from • Poetic License: Usage and creating pg. Figuratively Speaking by Heidrich 102‐103 from Figuratively Speaking by • Teach questioning of author’s style pg. 273 Heidrich from When Kids Can’t Read by Kylene Beers • Questioning Author’s Style: Questions • Teach the hunt for author’s purpose pg. 165‐ about structure and theme pg. 291 from 166 from Deeper Reading by Kelly Gallagher Teaching Reading in Middle School by Laura • Explain information about an author can help Robb you understand their writing better use author • Author Authority role sheet pg. 31 from profile pg. 2 from Reacting to Literature; Writing Literature Circle Role Sheets by Moen Activities for Every Book by Novel Units • Teach authorial comment pg 342‐345 from publisher. Reading Smarter by Osborn • Discuss how word choice, structure, and style reveals author’s viewpoint Anchor Text: Narration & Dialogue • Analyze Dialogue/Dialect pg. 21 from Literature Response Activities and Rubrics by Christine Boardman Moen • Analyze Dialect pg. 68 from Figuratively Speaking by Heidrich • Analyze Dialogue pg. 71 from Figuratively Speaking by Heidrich • Analyze local color (how a text reflects culture) pg. 86 from Figuratively Speaking by Heidrich Anchor Texts: Pink and Say (picture book) The Watsons Go to Birmingham Charleston Community School District No. 1 Narration & Dialogue • Dialogue/Dialect: Who said What and Why pg. 22‐23 from Literature Response Activities and Rubrics by Christine Boardman Moen • Dialect: Interpreting and identifying dialect pg. 69‐70 from Figuratively Speaking by Heidrich • Dialogue: Identify and determine purpose of dialogue pg. 72‐73 from Figuratively Speaking by Heidrich • Local Color: Techniques, locating, and creating pg. 87‐88 from Figuratively Speaking by Heidrich Revised 03/09 Grade 8 ELA Curriculum Map: p. 14 Point of View • Analyze Point of View pg. 53‐54 from Literature Response Activities and Rubrics by Christine Boardman Moen • Analyze Point of View pg. 95 from Figuratively Speaking by Heidrich • Teach Point of View pg. 79‐82 & 256‐257 from Reading Smarter! by Patricia Osborn • Explain Point of View pg. 73‐75 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic Anchor Text: Barefoot; Ace Lacewing: Bug Detective; Sophie’s Masterpiece; George vs. George: The American Revolution as Seen from Both Sides (Picture Books) Flashback • Analyze Flashback pg. 61 from Literature Response Activities and Rubrics by Christine Boardman Moen • Analyze flashback pg. 74 from Figuratively Speaking by Heidrich Foreshadowing • Analyze foreshadowing pg. 77 from Figuratively Speaking by Heidrich Allusion • Analyze allusion pg. 59 from Figuratively Speaking by Heidrich Charleston Community School District No. 1 Point of View • Point of View: Point of View pg. 55‐56 from Literature Response Activities and Rubrics by Christine Boardman Moen • Point of View: Identify and use point of view pg. 96‐97 from Figuratively Speaking by Heidrich • Point of View: Types and identify 83‐86 & 259‐268 from Reading Smarter! By Patricia Osborn • Point of View: Visualize, analyze, and determine importance pg. 76‐78 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic Flashback • Flashback: It Happened in a Flash (Back)! Pg. 61‐63 from Literature Response Activities and Rubrics by Christine Boardman Moen • Flashback: Find, explain, and write flashback pg. 75‐76 from Figuratively Speaking by Heidrich Foreshadowing • Foreshadowing: Find and write foreshadowing pg. 78‐79 from Figuratively Speaking by Heidrich Allusion • Allusion: Interpret, appropriate, and writing allusions pg. 60‐61 from Figuratively Speaking by Heidrich Revised 03/09 Grade 8 ELA Curriculum Map: p. 15 Irony • Analyze irony pg. 83 from Figuratively Speaking by Heidrich • Teach irony pg. 199‐208 from Reading Smarter by Osborn • Define irony pg. 83 from Figuratively Speaking by Heidrich Anchor Text: Pig Tale; Whatever; School Lunch (Picture Books) Romeo and Juliet Mood/Tone/Theme • Analyze mood/tone pg. 89 from Figuratively Speaking by Heidrich • Analyze theme pg. 92 from Figuratively Speaking by Heidrich • Teach theme pg. 337‐341 from Reading Smarter! by Patricia Osborn Anchor Text: The Watsons Go to Birmingham or Seven Blind Mice; The School is Not White! A True Story of Civil Rights Movement; Rosa; This is the Dream (Picture Books) Irony • Irony: Understand, predict, and identify irony pg. 84‐85 from Figuratively Speaking by Heidrich • Irony: verbal, situational, and dramatic pg. 200‐201 & 203‐206 from Reading Smarter! By Patricia Osborn Mood/Tone/Theme • Mood/Tone: Recognize and match tones and moods pg. 90‐91 • Theme: Recognizing theme pg. 93‐94 from Figuratively Speaking by Heidrich • Understanding Theme pg. 124‐125 from A Complete Resource for Teaching Reading by Laura Robb • Tried and True Tools for Finding Theme pg. 178‐179 from A Complete Resource for Teaching Reading by Laura Robb Character analysis (INFER) Character analysis (INFER) • • • • • • Build background knowledge of literary elements pg. 76‐77 from Strategies That Work by Harvey and Goudvis Analyze character traits pg. 5‐6 and pg. 18 from Literature Response Activities and Rubrics by Christine Boardman Moen Analyze characters and characterization pg. 62 from Figuratively Speaking by Heidrich Teach characterization pg. 303‐305 from Reading Smarter! By Patricia Osborn Teach character analysis pg. 37‐39 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic Identify character perspective pg. 43‐45 from Graphic Organizers and activities for Charleston Community School District No. 1 • • • • • Character Traits: Puzzle Person pg. 7‐9 from Literature Response Activities and Rubrics by Christine Boardman Moen Character Traits: Character Ties pg. 19‐20 from Literature Response Activities and Rubrics by Christine Boardman Moen Characterization: Kinds, methods, and creating pg. 63‐64 from Figuratively Speaking by Heidrich Characterization: Changes, sketch, and diamante pg. 40‐42 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic Characterization: Perspective, contrast, support pg. 46‐48 from Graphic Organizers and activities for Differentiated Instruction in Revised 03/09 Grade 8 ELA Curriculum Map: p. 16 Reading by Scholastic Differentiated Instruction in Reading by • Characterization: Character Analysis Box Scholastic • Teach character analysis pg. 26 from Assess in pg. 59 from Assess in One Page or Less by One Page or Less by Teacher Created Resources Teacher Created Resources • Understand Character’s Personality pg. 120‐ 123 from A Complete Resource for Teaching Reading by Laura Robb Anchor Text: The Outsiders Symbolism Symbolism • Symbolism: Find and interpret in reading • Analyze symbolism in reading pg. 346‐348 pg. 349‐356 from Reading Smarter! by from Reading Smarter! By Patricia Osborn Patricia Osborn • Explain symbolism pg. 32‐34 from Jumpstarters • Informal Assessment: Identify Literary for Figurative Language by Heitman Techniques pg. 207‐208 from Reading Anchor Text: Smarter! by Patricia Osborn Freedom Quilt Plot (SUMMARIZING/RETELLING) Plot (SUMMARIZING/RETELLING) • Analyze plot turning points pg. 14 & pg. 49 • Plot: Plot Turning Point Posters pg. 15‐17 from Literature Response Activities and Rubrics & Pertinent Plot Parts pg. 50‐52 from by Christine Boardman Moen Literature Response Activities and Rubrics by • Analyze plot pg. 98 from Figuratively Speaking Christine Boardman Moen by Heidrich • Plot: Identify and develop plot pg. 99‐100 Anchor Text: from Figuratively Speaking by Heidrich A Soldier’s Heart Conflict (SUMMARIZING/RETELLING) Conflict (SUMMARIZING/RETELLING) • Analyze conflict pg. 65 from Figuratively • Conflict: Classify conflict pg. 66‐67 from Speaking by Heidrich Figuratively Speaking by Heidrich Anchor Text: The Watsons Go to Birmingham • Conflict: Conflict Connector pg. 43 from Literature Circle Role Sheets by Christine Boardman Moen Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 17 Visualization • Mental images/”movie in my mind” • Using schema to visualize • Images from all senses and emotions • Powerful language Anchor Text: Twilight Setting (VISUALIZE) • Analyze Setting pg. 34 from Literature Response Activities and Rubrics by Christine Boardman Moen • Teach Setting pg. 49‐51 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic Anchor Text: GENRE Genre Instruction • Explain and define genre pg. 80 from Figuratively Speaking by Heidrich • Read and study different genres like realistic fiction pg. 5‐6, folklore pg. 13‐14, adventure pg.23‐24, sports stories pg. 31‐32, science fiction pg. 40‐41, mystery stories pg.54‐55, historical fiction pg. 69‐70, poetry pg. 78‐79, and fantasy pg.89‐90 from Literature Pockets Fiction by Evan‐Moor publishers • Explain genre pg. 52‐57 (includes section on picture books for older grades) from Strategies That Work by Harvey and Goudvis • Build background knowledge for literary elements including genre pg. 76‐77 from Strategies That Work by Harvey and Goudvis Visual Aids • Teach how to read and interpret a graph pg. 272‐276 from A Complete Resource for Teaching Reading by Laura Robb • Discuss with students why certain photographs are chosen to represent Charleston Community School District No. 1 Visualization • Drawing pictures • Sketch to Stretch Setting (VISUALIZE) • Setting: Sizing Up the Setting pg. 35‐36 from Literature Response Activities and Rubrics by Christine Boardman Moen • Setting: Web, events, actions pg. 52‐54 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic GENRE Genre Instruction • Categorize, identify, use, match, and write genres pg. 81-82 from Figuratively Speaking by Heidrich • Projects for genres realistic fiction pg. 7‐ 11, folklore pg. 15‐21, adventure pg. 25‐29, sports stories pg. 33‐38, science fiction pg. 42‐46, mystery stories 56‐59, historical fiction pg. 71‐76, poetry 80‐82, fantasy pg. 91‐96 from Literature Pockets Fiction by Evan‐Moor publishers Visual Aids • Utilize classroom set of Junior Scholastic and Scope magazine to look at graphs and charts. • Discuss how books have different covers and why. Compare and contrast the covers Revised 03/09 Grade 8 ELA Curriculum Map: p. 18 and ask for opinions and reasons why one is better than the other different parts of stories and what significance they have NON‐FICTION ESSENTIALS NON‐FICTION ESSENTIALS Analyze Nonfiction Analyze Nonfiction • Explore nonfiction formats pg. 288‐290 from • Questions for nonfiction pg. 295 from When Kids Can’t Read by Kylene Beers Teaching Reading in Middle School by Laura • Teach inferring with informational texts pg. Robb 114 from A Complete Resource for Teaching • Retelling Checklist for Informational Reading by Laura Robb Texts pg. 58 from A Complete Resource for • Teach summarizing informational texts pg. Teaching Reading by Laura Robb 130‐131 from A Complete Resource for Teaching • Informational Books Can Change Your Reading by Laura Robb Thinking pg. 194 from A Complete Resource for Teaching Reading by Laura Robb • Teach making inferences with informational • Inferring with informational texts pg. 169 texts pg. 165‐167 A Complete Resource for from A Complete Resource for Teaching Teaching Reading by Laura Robb Reading by Laura Robb • Focus on details and main ideas in • Create book review for nonfiction pg. 281 nonfiction pg. 197 from A Complete from Differentiating Reading Instruction by Resource for Teaching Reading by Laura Laura Robb Robb • Summarize informational texts pg. 199 from A • Use questions to understand your Complete Resource for Teaching Reading by informational text pg. 212 from A Laura Robb Complete Resource for Teaching Reading by • Pair up and confer about an informational Laura Robb book pg. 207 from A Complete Resource for • 5 W’s Plus H strategy to summarize Teaching Reading by Laura Robb informational text pg. 225 from A • Utilize 5 W’s strategy pg. 215 from A Complete Complete Resource for Teaching Reading by Resource for Teaching Reading by Laura Robb Laura Robb • Teach Content Area Reading Strategy • Textbook Treasure Hunt pg. 263‐264 from Checklist pg. 257 from A Complete Resource for A Complete Resource for Teaching Reading Teaching Reading by Laura Robb by Laura Robb • Utilize anticipation guide pg. 265‐266 from A • Preview/Connect/Predict pg 267‐269 from Complete Resource for Teaching Reading by A Complete Resource for Teaching Reading Laura Robb by Laura Robb • Utilize list/group/categorize strategy for • Questioning the Author pg. 277‐278 from Charleston Community School District No. 1 Revised 03/09 nonfiction pg. 270‐271 from A Complete Resource for Teaching Reading by Laura Robb • Teach pairs reading and questioning pg. 279‐ 280 from A Complete Resource for Teaching Reading by Laura Robb Determining Importance in Text • Summary • Sequencing • V.I.P.s • Main Idea & Supporting Details Anchor Text: The Watsons Go to Birmingham Text Structures • Teach students to identify text structures underlying structure pg. 11‐16 from Summarization in Any Subject by Rick Wormeli • Teach text structures and supports from Tools for Teaching Content Literacy Janet Allen • Teach Feature/Purpose Chart pg. 9 and 41 from Comprehension Tool Kit; Activate and Connect by Harvey and Goudvis • Teach text structures to support comprehension pg. 24‐28 from Small‐Group Reading Instruction by Tyner and Green • Teach guided reading with informational texts pg. 164‐166 from Make It Real by Hoyt Previewing Materials • Teach students to use the following previewing strategies: KWL Plus, Skimming and Scanning, List‐Group‐Label, Concept Ladder, and Anticipation Guide from Tools for Teaching Content Literacy by Janet Allen Charleston Community School District No. 1 Grade 8 ELA Curriculum Map: p. 19 A Complete Resource for Teaching Reading by Laura Robb Determining Importance • V.I.P. • Point it Out • KWL Text Structures • Use story map graphic organizer to explain elements of a narrative text pg. 258 from Small‐ Group Reading Instruction by Tyner and Green • Utilize cause and effect graphic organizer with narrative and expository text pg. 259 from Small‐Group Reading Instruction by Tyner and Green • Use Venn diagram to compare and contrast ideas pg. 260 from Small‐Group Reading Instruction by Tyner and Green • Use sequencing graphic organizer to identify and put important events in order pg. 261 from Small‐Group Reading Instruction by Tyner and Green • Utilize text feature sheets: Searching for Informational Text Features pg. 167, Text Feature Scavenger Hunt pg. 168, and Using the Table of Contents pg. 169-170 from Make It Real by Hoyt Previewing Materials • Vocab‐O‐gram from Journal of Reading, 29, 643‐649 • KWL Chart pg. 49 from 50 Graphic Organizers for Reading, Writing and More (Scholastic) Revised 03/09 • • • • Skimming‐Reinforce skimming using Teaching Reading in the Middle School by Laura Robb pg 76‐77, and 161 Reinforce Skimming/Scanning understanding using pg. 656‐657 from Reader’s Almanac (Great Source) Teach Students how to use the SQ3R & SQP3R strategies using material from website‐ “Study Guides and Strategies” Teach students to use a KWL Chart pg. 48 from 50 Graphic Organizers for Reading, Writing and More (Scholastic) • • Grade 8 ELA Curriculum Map: p. 20 To informally assess pre‐reading strategies use Assessment Form 5, pg. 44 from A Complete Resource for Teaching Reading by Laura Robb (Scholastic) What I Know/What I Learned Activity pg. 28‐32 and 43 from The Comprehension Toolkit: Activate and Connect by Harvey & Goudvis Additional Teacher Resources: Formal Assessments: • Think Link Notes: Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 21 fluency General Fluency Strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Best Practices ♦ Fluency instruction is used to enhance students reading rate, accuracy, phrasing, and expression. ♦ Based on oral reading fluency rates students should be identified for intervention in this area. Fluency can then be reinforced and practiced as a focus for small group. ♦ Paired Reading is utilized for students who are struggling with fluency ♦ Repeated Readings are utilized for students who are struggling with fluency ♦ Read Alouds provide a model of fluency ♦ Readers Theater, Echo reading and Choral reading are used for all students. Related Descriptors Read aloud fluently (with accuracy and appropriate speed). 1B.8 Instructional Elements & Anchor Text ‐ ‐ Student Products (Informal Assessments): Read aloud to model fluency o (accuracy, phrasing, rate, expression) Daily Independent Reading time ‐ Choral reading ‐ Echo reading ‐ Paired reading ‐ Reader’s Theater ‐ Audio‐Recorded assistance ‐ Repeated reading of familiar text Anchor Text: Scope Plays by Scholastic (classroom sets available), poetry collection list pg. 255‐262 from Yellow Brick Roads by Janet Allen, Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 22 Read Fluently • Read aloud to students pg. 20‐21 from The Fluent Reader by Rasinski • Build fluency pg. 26‐33 from The Fluent Reader by Rasinski • Partner reading pg. 231‐234 from Teaching Reading in the Middle School by Robb • Teach Reader’s Theatre pg. 33‐37 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan • Teach fluency and automaticity (choral reading and echo reading), chapter 10 from When Kids Can’t Read by Kylene Beers • Factors that determine fluency pg. 13‐16 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan • Read with appropriate phrasing pg. 77‐81 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan • Assessing fluency pg. 110‐119 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan • Administering fluency assessments pg. 12‐ 16 and pg. 105 from 3‐Minute Reading Assessments: Word Recognition, Fluency, Comprehension & Vocabulary by Scholastic Teaching Resources Read Fluently • Informally assess fluency pg. 169‐176 from The Fluent Reader by Rasinski • Reading fluency rating scale pg. 128‐134 from Small Group Reading Instruction by Tyne and Green • Reader’s Theater: Use Scope magazine by Scholastic for play scripts • Recognize fluency pg. 20-25 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan • Teach phrasing effectively pg. 91-96 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan • Choral reading pg. 104‐109 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan Additional Teacher Resources: Formal Assessments • Timed reading passages • Fluency test passages pg. 83-101 from 3‐ Minute Reading Assessments: Word Recognition, Fluency, Comprehension & Vocabulary by Scholastic Teaching Resources Teaching Fluency Beyond the Primary Grades by Madden and Sullivan, The Fluent Reader by Rasinski Notes: Charleston Community School District No. 1 Revised 03/09 Grade 8 ELA Curriculum Map: p. 23 phonics & vocabulary General Strategies State Goal 1: Read with understanding and fluency. 1A: Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections Best Practices ♦ Allot a fifteen to thirty minute word study block daily. ♦ Systemic phonics instruction for purpose of teaching students strategies for reading and spelling. ♦ Teach and model strategies in whole and small groups; context clues, read on, sound out, look for smaller words, chunking sounds, get your mouth ready, and look at the picture (decoding bookmark). ♦ Flexible word study groups. ♦ Provide multiple opportunities for reading and writing using a wide variety of materials. ♦ Immerse students in words, find connections among words and concepts, allow students to personalize word meaning. ♦ Aid students in developing independent strategies for learning words. Explicit teaching of word learning strategies. ♦ Use of high utility words to teach directly and in‐depth. Related Descriptors Use word origins and derivations to understand meanings of new words. 1A.1 Apply knowledge of structural analysis to construct meaning of difficult or unfamiliar words. 1A.2 Infer the appropriate meaning of a word in context when the word has multiple meanings. 1A.3 Interpret idioms, similes, analogies, and metaphors to express implied meanings. 1A.4 Identify the effect of literary devices (e.g., allusion, diction, figurative language, imagery) in text. 1A.5 Recognize specialized vocabulary/terminology. 1A.7 Instructional Elements & Anchor Text Phonics Essentials in Instruction: ‐ Word Sorts ‐ Word Study Notebooks ‐ Word banks & charts ‐ Word pattern activities o Chunking o Root Word Tree ‐ Word hunts Charleston Community School District No. 1 Student Products (Informal Assessments): ‐ ‐ ‐ ‐ Word Sorts Word Study Notebooks Root Tree Concept Maps & other graphic organizers for vocabulary Revised 03/09 Grade 8 ELA Curriculum Map: p. 24 Word Origins • Teach how to use word sorts and the spelling inventory from Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston (Each reading teacher should have a copy) • Teach Prefixes, roots, and suffixes pg 121‐ 123 from Words, Words, Words by Janet Allen • Utilize word walls pg. 119‐122 from Inside Words by Janet Allen Structural Analysis • Utilize word study notebooks pg. 187 from Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston • Teach Concept Circles pg. 13‐17 from Inside Words by Janet Allen • Teach Concept Maps for words pg. 19‐29 from Inside Words by Janet Allen • Teach how to use word sorts and the spelling inventory from Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston • Teach Vocabulary Squares pg. 39 from Assess in One Page or Less by Teacher Created Resources • Teach Concept and Word Analysis pg. 49‐50 from Words, Words, Words by Janet Allen • Teach Part to Whole pg. 53‐54 from Words, Words, Words by Janet Allen • Teach Word Building with Prefixes and Suffixes pg. 153‐155 from A Complete Resource for Teaching Reading by Laura Robb • Teach Word Building with Latin or Greek Roots pg. 156‐157 from A Complete Charleston Community School District No. 1 Word Origins • Utilize word sorts for Greek and Latin prefixes and roots from Words Their Way: Word Sorts for Derivational Relations Spellers by Templeton, Johnston, Bear, and Invernizzi (Each reading teacher should have a copy) • Word sorts pg. 115‐118 from Inside Words by Janet Allen Structural Analysis • Vocabulary Poster pg. 38 & 76 from Assess in One Page or Less by Teacher Created Resources • Concept Circles sheet pg. 124 from Inside Words by Janet Allen • Concept Maps for words pg. 126 from Inside Words by Janet Allen • Utilize word sorts for Greek and Latin prefixes and roots from Words Their Way: Word Sorts for Derivational Relations Spellers by Templeton, Johnston, Bear, and Invernizzi • Vocabulary Squares pg. 77 from Assess in One Page or Less by Teacher Created Resources • Analysis Map pg. 135 from Words, Words, Words by Janet Allen • Part to Whole pg. 138 from Words, Words, Words by Janet Allen • Scavenger Hunts pg. 176‐179 from The Teacher’s Guide to Big Blocks by Arens, Loman, Cunningham, and Hall Revised 03/09 Grade 8 ELA Curriculum Map: p. 25 • • Resource for Teaching Reading by Laura Robb Utilize word detectives game pg. 175‐177 from The Teacher’s Guide to Big Blocks by Arens, Loman, Cunningham, and Hall Teach Semantic Feature Analysis pg. 91‐ 94 from Inside Words by Janet Allen Multiple Meanings/Context Clues • Teach Context‐Content‐Experience pg. 51‐52 from Words, Words, Words by Janet Allen • Teach words in context pg. 55‐56 from Words, Words, Words by Janet Allen • Teach word questioning pg. 57‐59 from Words, Words, Words by Janet Allen • Teach multiple meanings pg. 60‐61 from Words, Words, Words by Janet Allen • Teach contextual redefinition pg. 31‐34 from Inside Words by Janet Allen • Play with words pg. 31‐42 from The Word‐Conscious Classroom by Scott, Skobel, and Wells • Teach context clues pg. 63‐64 from Reading Smarter by Osborn • Teach how to use new words in context pg. 73‐78 from Reading Smarter by Osborn VOCABULARY Understand Literary Devices • Define/interpret imagery pg. 14 from Figuratively Speaking by Heidrich Anchor Text Imagery: Saturday and Teacakes; Stranger in the Woods: A Photographic Fantasy; Dream: A Tale of Wonder, Wisdom, & Wishes (Picture Books) • Define/interpret idioms pg. 11 from Figuratively Speaking by Heidrich • Explain idiom from quote of the day pg. Charleston Community School District No. 1 • Semantic Feature Analysis pg. 152 from Inside Words by Janet Allen Multiple Meanings/Context Clues • Context‐Content‐Experience pg. 136 from Words, Words, Words by Janet Allen • Words in Context pg. 139‐140 from Words, Words, Words by Janet Allen • Word Questioning pg. 141 from Words, Words, Words by Janet Allen • Multiple Meanings pg. 143 from Words, Words, Words by Janet Allen • Making the Educated Guess pg. 52‐55 from Reading Smarter by Osborn • Words with Two Meanings pg. 59‐60 from Reading Smarter by Osborn • Recognize shades of meaning pg. 65‐66 from Reading Smarter by Osborn VOCABULARY Understand Literary Devices • Interpret, use, and write with imagery pg. 15‐16 from Figuratively Speaking by Heidrich • Imagery daily warm‐ups pg. 2‐5 from Jumpstarters for Figurative Language by Heitman • Define, illustrate, use, and state idioms pg. 12‐13 from Figuratively Speaking by Heidrich Revised 03/09 • • 29, 31, 34, 36, 38‐41, 43, 45‐49, 56‐59, 62, 64, 65, 67‐69 from Quips, Quotes, & Queries by Winget Anchor Text Idiom: Monkey Business; Even More Parts (Picture Books) Define/interpret metaphor and simile pg. 17 from Figuratively Speaking by Heidrich Explain/identify metaphors and similes pg. 180‐187 from Reading Smarter by Osborn Anchor Text Simile: Elephant Dance: Memories of India; Across the Alley; Grizz! (Picture Books) Anchor Text Metaphor: The Ocean is…; Prairie Train; In November (Picture Books) • Explain analogies pg. 188‐190 from Reading Smarter by Osborn Teach personification pg. 191-193 from Reading Smarter by Osborn Define/explain personification pg. 23 from Figuratively Speaking by Heidrich Anchor Text Personification: New York is English; Cave; Hello Harvest Moon (Picture Books) • • • • • • • Identify Effect of Literary Devices • Develop understanding of figurative language pg. 155 from Yellow Brick Roads by Janet Allen • Teach/define allusion pg. 59 from Figuratively Speaking by Heidrich • Define Hyperbole pg. 8 Figuratively Speaking by Heidrich Anchor Text Hyperbole: Thunder Rose; Lies and Other Tall Tales; Dona Flor (Picture Books) Charleston Community School District No. 1 • • • Grade 8 ELA Curriculum Map: p. 26 Idiom daily warm‐ups pg. 18‐21 from Jumpstarters for Figurative Language by Heitman Locate, use, and write similes and metaphors pg. 18‐19 from Figuratively Speaking by Heidrich Simile daily warm‐ups pg. 6‐9 from Jumpstarters for Figurative Language by Heitman Metaphor daily warm‐ups pg. 10‐13 from Jumpstarters for Figurative Language by Heitman Interpret analogies pg. 22, 32, and 49 from Quips, Quotes, & Queries by Winget Personification daily warm‐ups pg. 26‐28 from Jumpstarters for Figurative Language by Heitman Personification quote of the day pg. 51 from Quips, Quotes, & Queries by Winget Understand, interpret, use, and write personifications 24‐25 from Figuratively Speaking by Heidrich Identify Effect of Literary Devices • Interpret, apply, and write allusions pg. 60‐61 from Figuratively Speaking by Heidrich • Identify, understand, explain, and use hyperbole pg. 9‐10 Figuratively Speaking by Heidrich Revised 03/09 Additional Teacher Resources: Grade 8 ELA Curriculum Map: p. 27 Formal Assessments: • Think Link Words Their Way: Word Sorts for Derivational Relations Spellers by Templeton, Johnston, Bear, and Invernizzi (most reading teachers have copies) Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston (each team has copy) Notes: Charleston Community School District No. 1 Revised 03/09
