Grade Level Reading Expectations: Eighth - Tenth Grade

Making Meaning at Text Level

    Reading as a Literary Experience
  • Analyzes language used in terms of tone, and semantic, phonological, and syntactic patterning and figures of speech
  • Understands how authors use poetic license to make use of unusual word order for rhetorical or ironical emphasis
  • Gather sufficient information from a variety of sources to understand the text as fully as possible
  • Identifies the main eras in literature and some of the common and distinguishing traits
  • Identifies author's voice and sense when this changes for effect or when it is lost
  • Consider the kind of character (e.g. passage, chapter) to the whole and establishes its importance in terms of plot, character development or theme
  • Compares a work to others by the same author and considers the extent to which it is characteristic or uncharacteristic
  • Identifies which features of a genre affect acquisition or interpretation of meaning e.g. the nature and effect of dramatic dialogue, stage action, and symbolic stage images
  • Uses correct terminology and logical reasoning when reviewing works
    Reading in Content Areas
  • Accepts that pace and style of reading changes according to form of material an purpose of reading
  • Uses a variety of written and visual resources, including technology, to access and retrieve relevant data for personal interest, to learn, or to complete an assignment
  • Analyzes different texts, comparing how verbal and visual features are organized and combined for different meanings, effects, purposes, and audiences
  • Take notes, synthesizes and prioritizes information according to purpose of reading
  • Understands how visual information can reflect, extend, or detract from text
  • Identifies trivia and biased information and makes an informed decision about its appropriateness in the text or for further use, e.g. in an assignment
  • Understands that some conventions used when reading connected text need to be adapted when reading or viewing graphic or illustrative material (e.g. reading a bar graph from bottom up
  • Skims and scans a page/opening/section to locate or determine relevant portion for reading
  • Interprets graphic data and reshapes in verbal forms or vice versa
  • Summarizes content and reshapes it for sharing with peers or for discussions and debates

Making Meaning at Word Level

    Reading as a Literary Experience
  • Compiles a bank of words in English and compares them with words of similar meaning or similar phonological pattern of words in other languages.
    Reading in Content Areas
  • Understands the derivation of some specialized vocabulary and how the meaning may differ from context to context, especially from one subject area to another
  • Uses glossary, dictionary (sometimes specialized), thesaurus, and other reference material to clarify meaning content and context-specific vocabulary
  • Develops a large bank of groups of words specific to a text form, graphics, topic or subject area, and purpose of reading

Making Meaning at Context Level

    Reading as a Literary Experience
  • Evaluates how language features structures and conventions suit the topic, purpose, and form.
  • Understands how words have changed in meaning and use over time
    Reading in Content Areas
  • Uses appropriate terminology when identifying, using, and evaluating specific conventions of verbal and visual language in a variety of text forms
  • Identifies words indicating purpose of reading or viewing and which give a clue as to the style of reading required
  • Identifies words indicating purpose of reading

Reading Attitudes and Behaviors

    Reading as a Literary Experience
  • Reads and rereads a wide range of texts for personal enjoyment
  • Selects and reads fluently, confidently, and independently a wide range of contemporary and historical texts in expressive, poetic, and transactional modes, including some with established critical reputations
  • Appreciates literature as a multi-faceted commentary on humanity
  • Applies critical skills and knowledge to make interpretative judgments about the quality of a work or selection of works
  • Reads fluently and competently, often within discussion reviewing books or author's style
  • Develops an appreciation of the development and range of literary genre.
    Reading in Content Areas
  • Reads a range of nonfiction material for enjoyment and information
  • Checks validity of information through other sources, often being tenacious until satisfied with congruence
  • Keeps parameter of assignment in focus when gathering information, summarizing and paraphrasing as needed
  • Discusses successful reading strategies with peers and teacher and seeks help with difficult challenges
  • Thinks about the future and reads material likely to help make decisions about career opportunities
  • Develops an appreciation of the development and range of literary genre