|
NECAP Grade Level Expectations (GLEs) for Reading Grade 8
Because of fall testing, the Grade 8 GLEs are not assessed under the
NECAP Grade 3-8 assessment system. Thus, support materials have not yet
been developed. Check back later for examples of student work that exemplify
the GLEs.
Grade 8 teachers can use the End of Grade 7
Support Materials to prepare 8th graders for the Fall Assessment, and
they can look to the Grade 8 GLEs (below) to see where 8th graders should
be by the end of Grade 8.
GLE Clusters:
Word Identification Skills and
Strategies | Vocabulary Strategies and Breadth
of Vocabulary | Initial Understanding of Literary
Text | Analysis and Interpretation of Literary
Texts/Citing Evidence | Initial Understanding
of Informational Text | Analysis and Interpretation
of Informational Texts/Citing Evidence
8.1:
WORD IDENTIFICATION SKILLS and STRATEGIES
|
| |
Support
Materials |
Student Work |
R-5-1: Applies word identification/ decoding
strategies.
|
This strand is not assessed on the
state assessment; it is part of local assessment. |
|
8.2,
8.3: VOCABULARY STRATEGIES and BREADTH of VOCABULARY |
|
|
GLE |
Support
Material |
Student Work |
Printable Versions of GLEs and Support Materials
Reading GLEs Grades 2-5
[Word
/ PDF]
Reading GLEs Grades 5-8
[Word
/ PDF]
Reading Glossary
[Word
/ PDF]
Reading Appendices
[Word
/ PDF]
|
R-8-2: Students identify
the meaning of unfamiliar vocabulary by… |
|
|
| R-8-2.1
Using strategies to unlock meaning (e.g., knowledge of word structure,
including prefixes/suffixes, base words, common roots, or word origins;
or context clues; or other resources, such as dictionaries, glossaries,
thesauruses; or prior knowledge) |
|
|
| R-8-3:
Shows breadth of vocabulary knowledge through demonstrating understanding
of word meanings and relationships by… |
|
|
| R-8-3.1
Identifying synonyms, antonyms, homonyms/ homophones, shades of
meaning, analogies, or word origins, including words from other
languages that have been adopted into our language
EXAMPLE (word origin from other language): de'ja' vu |
|
|
| R-8-3.2
Selecting appropriate words or explaining the use of words in context,
including content specific vocabulary, words with multiple meanings,
or precise vocabulary |
|
|
[main menu - top]
8.4:
INITIAL UNDERSTANDING of LITERARY TEXTS |
|
|
GLE |
Support Material |
Student Work |
Printable Versions of GLEs and Support Materials
Reading GLEs Grades 2-5
[Word
/ PDF]
Reading GLEs Grades 5-8
[Word
/ PDF]
Reading Glossary
[Word
/ PDF]
Reading Appendices
[Word
/ PDF]
|
R-8-4:
Demonstrate initial understanding of elements of literary texts by…
|
|
|
| R-8-4.1
Identifying or describing character(s), setting, problem/ solution,
or plots/subplots, as appropriate to text; or identifying any
significant changes in character or setting over time; or identifying
rising action, climax, or falling action |
|
|
| R-8-4.2
Paraphrasing or summarizing key ideas/plot, with major events
sequenced, as appropriate to text |
|
|
[main menu - top]
8.5,
8.6: ANALYSIS and INTERPRETATION OF LITERARY TEXTS/CITING EVIDENCE |
|
|
GLE |
Support Materials |
Student Work |
Printable Versions of GLEs and Support Materials
Reading GLEs Grades 2-5
[Word
/ PDF]
Reading GLEs Grades 5-8
[Word
/ PDF]
Reading Glossary
[Word
/ PDF]
Reading Appendices
[Word
/ PDF]
|
R-8-5: Analyze and
interpret elements of literary texts, citing evidence where appropriate
by… |
|
|
| R-8-5.1 Explaining
or supporting logical predictions |
|
|
| R-8-5.2 Describing
characterization (e.g., stereotype, antagonist, protagonist),
motivation, or interactions, citing thoughts, words, or actions that
reveal characters' traits, motivations, or their changes over time
|
|
|
| R-8-5.3 Making
inferences about cause/effect, internal or external conflicts (e.g.,
person versus self, person versus person, person versus nature/society/fate),
or the relationship among elements within text (e.g., describing the
interaction among plot/subplots) |
|
|
| R-8-5.4 Explaining
how the narrator's point of view affects the reader's interpretation |
|
|
| R-8-5.5 Explaining
how the author's message or theme (which may include universal
themes) is supported within the text |
|
|
| R-8-6: Analyze and
interpret author's craft, citing evidence where appropriate by…
|
|
|
| R-8-6.1 Demonstrating
knowledge of author's style or use of literary elements and
devices (i.e., imagery, repetition, flashback, foreshadowing, personification,
hyperbole, symbolism, or use of punctuation) to analyze literary
works |
|
|
[main menu - top]
8.7:
INITIAL UNDERSTANDING of INFORMATIONAL TEXT |
|
|
GLE |
Support Materials |
Student Work |
Printable Versions of GLEs and Support Materials
Reading GLEs Grades 2-5
[Word
/ PDF]
Reading GLEs Grades 5-8
[Word
/ PDF]
Reading Glossary
[Word
/ PDF]
Reading Appendices
[Word
/ PDF]
|
R-8-7: Demonstrate
initial understanding of informational texts (expository and practical
texts) by… |
|
|
| R-8-7.1 Obtaining
information from text features (e.g., table of contents, glossary,
index, transition words /phrases, transitional devices, bold or italicized
text, headings, subheadings, graphic organizers, charts, graphs, or
illustrations) |
|
|
| R-8-7.2 Using
information from the text to answer questions, to state the main/central
ideas, or to provide supporting details |
|
|
| R-8-7.3 Organizing
information to show understanding or relationships among facts,
ideas, and events (e.g., representing main/central ideas or details
within text through charting, mapping, paraphrasing, summarizing,
comparing/contrasting, or outlining) |
|
|
[main menu - top]
8.8:
ANALYSIS and INTERPRETATION OF INFORMATIONAL TEXTS/CITING EVIDENCE |
|
|
GLE |
Support Materials |
Student Work |
Printable Versions of GLEs and Support Materials
Reading GLEs Grades 2-5
[Word
/ PDF]
Reading GLEs Grades 5-8
[Word
/ PDF]
Reading Glossary
[Word
/ PDF]
Reading Appendices
[Word
/ PDF]
| R-8-8:
Analyze and interpret informational text, citing evidence as appropriate
by… |
|
|
| R-8-8.1
Explaining connections about information within a text, across texts,
or to related ideas |
|
|
| R-8-8.2
Synthesizing and evaluating information within or across text(s) (e.g.,
constructing appropriate titles; or formulating assertions or controlling
ideas) |
|
|
| R-8-8.3
Drawing inferences about text, including author's purpose (e.g., to
inform, explain, entertain, persuade) or message; or explaining
how purpose may affect the interpretation of the text; or using
supporting evidence to form or evaluate opinions/judgments and assertions
about central ideas that are relevant |
|
|
| R-8-8.4
Distinguishing fact from opinion, and identifying possible bias/propaganda
or conflicting information within or across texts |
|
|
| R-8-8.5
Making inferences about causes or effects |
|
|
[main menu - top]
|
