School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 8

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Informational:

Reading/ELA:

State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Clarification of Indicator and/or Objective
    Explanation and/or examples of indicator and/or objective
  • Lesson Seeds
    Ideas/seeds for an objective-aligned activity
  • Sample Assessments
    Items and annotated student responses as appropriate
  • Public Release Items
    Actual MSA items and annotated student responses as appropriate
  • PDF for printing objective based tools

Standard 2.0 Comprehension of Informational Text

Students will read, comprehend, interpret, analyze, and evaluate informational text.

Indicator

  • 1. Apply and refine comprehension skills by selecting, reading, and analyzing a variety of print and non-print informational texts, including electronic media
Objectives
  1. Read, use, and identify the characteristics of primary and secondary sources of academic information such as textbooks, trade books, reference and research materials, periodicals, editorials, speeches, interviews, articles, non-print materials, and online materials, other appropriate content-specific texts
    Assessment limit: Grade-appropriate primary and secondary texts
  2. Read, use, and identify the characteristics of workplace and other real-world documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit: Grade-appropriate workplace and real-world documents
  3. Select and read to gain information from personal interest materials such as books, pamphlets, how-to manuals, magazines, web sites, and other online materials

Indicator

Objectives
  1. Analyze print features that contribute to meaning
    Assessment limit: In the text or a portion of the text
  2. Analyze graphic aids that contribute to meaning
    Assessment limit: In the text or a portion of the text
  3. Analyze informational aids that contribute to meaning
    Assessment limit: In the text or a portion of the text
  4. Analyze organizational aids that contribute to meaning
    Assessment limit: In the text or a portion of the text
  5. Analyze online features that contribute to meaning
    Assessment limit: In the text or a portion of the text
  6. Analyze the relationship between the text features and the content of the text as a whole
    Assessment limit: In the text or a portion of the text

Indicator

  • 3. Apply knowledge of organizational patterns of informational text to facilitate understanding and analysis
Objectives
  1. Analyze the organizational patterns of texts such as common organizational patterns, transition or signal words and phrases that indicate the organizational pattern
    Assessment limit: In the text or a portion of the text
  2. Analyze the contribution of the organizational pattern to clarify or reinforce meaning and support the author's purpose and/or argument
    Assessment limit: In the text or a portion of the text
  3. Analyze shifts in organizational patterns
    Assessment limit: Portions of text that illustrate a shift in organizational pattern
  4. Use organizational structure to locate specific information

Indicator

Objectives
  1. Analyze the author's/text's purpose and intended audience
    Assessment limits:
    • Purpose of the author or the text or a portion of the text
    • Connections between the text and the intended audience
  2. Analyze the author's argument, viewpoint, or perspective
    Assessment limit: In the text or a portion of the text
  3. State and support main ideas and messages
    Assessment limit: In the text or a portion of the text
  4. Summarize or paraphrase
    Assessment limit: The text or a portion of the text
  5. Identify and explain information or ideas peripheral to the main idea or message
    Assessment limit: In the text or a portion of the text
  6. Analyze relationships between and among ideas
    Assessment limits:
    • In the text or a portion of the text
    • Relationships between and among ideas in one text or across multiple texts
  7. Synthesize ideas from text
    Assessment limit: From one text or a portion of the text or across multiple texts
  8. Explain the implications of the text or how someone might use the text
    Assessment limits:
    • Application of the text for personal use or content-specific use
    • Issues and ideas within a text or across texts that may have implications for readers or contemporary society
  9. Connect the text to prior knowledge or experience
    Assessment limit: Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text

Indicator

  • 5. Analyze purposeful use of language
Objectives
  1. Analyze specific word choice that contributes to the meaning and/or creates style
    Assessment limits:
    • Significant words and phrases (e.g., figurative language, idioms, colloquialisms, etc.) in the text or a portion of the text
    • Connotations of grade-appropriate words in context
    • Denotations of above-grade-level words in context
    • Discernible styles such as persuasive, informal, formal, etc.
  2. Analyze specific language choices to determine tone
    Assessment limit: In the text or a portion of the text
  3. Analyze the appropriateness of tone
    Assessment limit: In the text or a portion of the text
  4. Analyze repetition and variation of specific words and phrases that contribute to meaning
    Assessment limit: In the text or a portion of the text

Indicator

Objectives
  1. Analyze the extent to which the text or texts fulfill the reading purpose
    Assessment limit: Connections between the content of the text and the purpose for reading
  2. Analyze the extent to which the structure and text features clarify the purpose and the information
    Assessment limits:
    • Connections between effectiveness of format and text features in clarifying the main idea and/or purpose of the text
    • Connections between effectiveness of organizational pattern and clarity of the main idea and/or purpose of the text
  3. Analyze the text and its information for reliability
    Assessment limits:
    • Connections between the credentials of the author and the information in the text
    • Currency of the information in the text
    • Verification of information across multiple sources
  4. Analyze the author's argument or position for clarity and/or bias
    Assessment limit: Evidence of opposing points of view
  5. Analyze additional information that would clarify or strengthen the author's argument or viewpoint
    Assessment limit: Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
  6. Analyze the effectiveness of persuasive techniques to sway the reader to a particular point of view
    Assessment limit: Significant words and phrases that have an emotional appeal
  7. Analyze the effect of elements of style on meaning
    Assessment limit: Stylistic elements (e.g., formal versus informal language, varied sentence structure, or the use of non-sentences)

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

11/15/07