Student Learning Guide: Clarifying the Learning Targets

8th Grade ELA Student Learning Guide: Clarifying the Learning Targets The DOK information listed addresses the necessary skills in each learning level. The skills are related to the expectations for learning as outlined in the state standards. *DOK Level 1—Recall of Information Level 1 generally requires that you identify, list, or define. This level usually asks you to recall facts, terms, concepts, and trends and may ask you to identify specific information contained in documents, maps, charts, tables, graphs, or illustrations. Items that require you to “describe” and/or “explain” could be classified as Level 1 or Level 2. A Level 1 item requires that you just recall, recite, or reproduce information. Skills Demonstrated: Make observations; recall information; recognize formulas, properties, patterns, processes; know vocabulary, definitions; know basic concepts; perform one-step processes; translate from one representation to another; identify relationships **DOK Level 2—Basic Reasoning Level 2 includes the engagement (use) of some mental processing beyond recalling or reproducing a response. A Level 2 “describe” and/or “explain” item would require that you go beyond a description or explanation of recalled information to describe and/or explain a result or “how” or “why.” Skills Demonstrated: Apply learned information to abstract and real-life situations; use methods, concepts, and theories in abstract and real-life situations; perform multi-step processes; solve problems using required skills or knowledge (requires more than habitual response); make a decision about how to proceed; identify and organize components of a whole; extend patterns; identify/describe cause and effect; recognize unstated assumptions; make inferences, Interpret facts; compare or contrast simple concepts/ideas ***DOK Level 3—Complex Reasoning Level 3 requires reasoning, using evidence, and thinking on a higher and more abstract level than Level 1 and Level 2. You will go beyond explaining or describing “how and why” to justifying the “how and why” through application and evidence. Level 3 items often involve making connections across time and place to explain a concept or a “big idea.” Skills Demonstrated: Solve an open-ended problem with more, than one correct answer; create a pattern; generalize from given facts; relate knowledge from several sources; draw conclusions; make predictions; translate knowledge into new contexts; compare and discriminate between ideas; assess value of methods, concepts, theories, processes, and formulas; make choices based on a reasoned argument; verify the value of evidence, information, numbers, and data ****DOK Level 4—Extended Reasoning Level 4 requires the complex reasoning of Level 3 with the addition of planning, investigating, applying significant conceptual understanding, and/or developing that will most likely require an extended period of time. You may be required to connect and relate ideas and concepts within the content area or among content areas in order to be at this highest level. The Level 4 items would be a show of evidence, through a task, a product, or an extended response, that the cognitive demands have been met. Skills Demonstrated: Analyze and synthesize information from multiple sources; examine and explain alternative perspectives across a variety of sources; describe and illustrate how common themes are found across texts from different cultures; combine and synthesize ideas into new concepts. 8th Grade ELA Student Learning Guide: Clarifying the Learning Targets Standard and Key Vocabulary Skills and Concepts Achievement Level Descriptors ELAGSE8RL2: Antagonist • Understand the difference between theme Determine a theme Biased/Unbiased and central idea and/or central idea of a Objective • Concept: some texts are concrete in nature text and analyze its Central Idea and deal literally with a topic, such as World development over the Characterization War II (main idea), while other texts tell a course of the text, Climax story in order to connect with or make a including its Dynamic point about a larger, more universal human relationship to the Exposition experience such as “friendship” or characters, setting, and Falling Action “betrayal” (theme) plot; provide an Mood • Practice summarizing a text in a way that objective summary of Organizational Structure makes it absolutely impossible to determine the text. Plot Structure your personal feelings about the text Protagonist • Make predictions about developing themes Beginning Learner Resolution within your annotations and class notes, Identifies a theme or central idea of a text; identifies characters, Rising Action citing evidence that influences your evolving setting, and plot; and provides a Setting opinion summary of the text. Static • Make determinations regarding the theme Developing Learner Identifies a theme or central idea Subjective or central idea, and allow it to change as you of a text; analyzes characters, Theme connect with the author and with other setting, and plot; and provides Tone an objective summary of the readers/lenses text. Voice • Incorporate all literary elements into your Proficient Learner determination of theme (tone, mood, Determines a theme or central idea of a text and analyzes its imagery, organizational structure, narrative development over the course of voice, etc.) a text, including its relationship • Identify how authors develop and support to the characters, setting, and plot, and provides an objective theme over time in the text summary of the text. Distinguished Learner Determines a complex theme or central idea and analyzes its development over the course of a text; assesses its thorough, objective summary of the text. Standard and Key Vocabulary Skills and Concepts Achievement Level Descriptors ELAGSE8RL1: Characterization Analysis • Practice careful and attentive reading by Cite the textual Diction using annotations and identifying literary evidence that most Evidence components of both assigned texts and strongly supports an Figurative Language independent text choices analysis of what the Imagery • Read a wide variety of texts, including a text says explicitly as Genre variety of styles, genres, literary periods, well as inferences Inferred authors, perspectives, and subjects drawn from the text. Literary period 8th Grade ELA Student Learning Guide: Clarifying the Learning Targets Beginning Learner Mood • Exhibit knowledge of what “analysis” means Cites textual evidence that supports what the text says Plot as compared to “summary,” “paraphrase,” explicitly. Rhetorical Elements or “argument from opinion” – analysis is the Developing Learner Explicit positing of a thesis about a text based solely Cites examples of textual evidence that support an Style on an unbiased evaluation of the literary analysis of what the text says Syntax elements (e.g., tone, diction, syntax, explicitly and support basic Tone imagery, figurative language, plot inferences drawn from the text. Proficient Learner Voice construction, characterization) Cites the textual evidence that • Annotate texts (both formally and most strongly supports an informally) as you read in order to gather analysis of what the text says explicitly and supports text evidence for claims and for analyses inferences drawn from the text. • Practice reading texts within the prescribed Distinguished Learner time limit for grade-level expectations (for Cites the textual evidence that most strongly supports an in- example, completing depth analysis of the text and supports complex inferences drawn from the text. Standard and Key Vocabulary Skills and Concepts Achievement Level Descriptors ELAGSE8RL5: Cause/effect • Analyze and evaluate common Compare and contrast Compare organizational structures (e.g., the structure of two or Contrast chronological/logical order, cause and effect more texts and analyze Dialogue relationships, comparison and contrast, and how the differing Flashback problem and solution) structure of each text Graphic organizer • Understand and apply knowledge of contributes to its Parallelism voice/point of view, author’s purpose, genre meaning and style. In Medias Re expectations, audience, length, and format Logical order requirements Beginning Learner Chronological order • Recognize and understand the practical and Makes comparisons between Pose/answer literary merits of traditional structures such the content of two texts. Developing Learner Similarity/difference as similarity and difference, posing and Compares and contrasts the Frame narrative answering a question, chronological order, structure of two texts, Epistolary novel etc. describing the connection to Organizational Structure • Apply knowledge of plot structure devices their meaning and style. Foreshadowing Proficient Learner such as frame narrative, epistolary novel, in Compares and contrasts the medias res, flashback, and foreshadowing structure of two or more • Analyze and evaluate the impact of texts, analyzing how the narrative voice on the structure of a novel differing structure of each text contributes to its (first person narration versus dialogue- meaning and style. heavy text, for example) Distinguished Learner Thoroughly compares and contrasts the structure of two or more texts, analyzing how the differing structure of each text contributes to its meaning and style and assessing their effectiveness. 8th Grade ELA Student Learning Guide: Clarifying the Learning Targets Standard and Key Vocabulary Skills and Concepts Achievement Level Descriptors ELAGSE8RI1:

Load more