8th Grade
English Language Arts & Reading
Introduction
(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.
(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.
(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.
(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.
(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).
(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).
Unit 01: Fundamentals of Communication
(15 classes for the entire unit)
In Collaboration, speaking, and listening, students practice how to work productively with a group to achieve an objective and learn the characteristics of effective collaboration, speaking, and active listening.
In Reading, students review and practice comprehension and close reading strategies, including making predictions, annotating, identifying key ideas based on text evidence, and identifying the differences between paraphrasing and summarizing, that can help them as readers to understand a text on a deeper level.
In Writing, students practice the first stages of the writing process with correspondence writing. Students focus on the importance of planning by considering how author’s purpose, topic, audience, and genre characteristics impact the messages communicated through formal correspondence. Students learn that planning can guide choices for the structure(s) and content of a correspondence. Students also apply previously learned grammar mechanics and conventions to edit their writing.
In Word Study, students are introduced to a variety of methods, including using context clues, resources such as dictionaries, and roots, to help determine the meaning of new or unfamiliar words encountered while reading.
TEKS in this unit: 8.1A, 8.1B, 8.1C, 8.1D, 8.2A, 8.2B, 8.2C, 8.3A, 8.4A, 8.5A, 8.5B, 8.5C, 8.5D, 8.5E, 8.5F, 8.5G, 8.5I, 8.6A, 8.6B, 8.6C, 8.6D, 8.6E, 8.6F, 8.6H, 8.10A, 8.10B, 8.10B.i, 8.10D, 8.11D
Unit 02A: Analyzing and Composing Literary/Narrative Nonfiction and Fiction
(20 classes for the entire unit)
In Reading, students read multiple fiction and literary/narrative nonfiction texts and analyze the similarities and differences between these texts and the perspectives they represent. Students study the concept of author’s message (theme), literary elements and devices, genre characteristics, author’s craft, and the relationship between these features. They then practice utilizing these elements and devices in their own writing.
In Writing, students engage in writing as a recursive process as they brainstorm, draft, revise, edit, and publish an original personal narrative. Students apply authors craft learned during reading comprehension activities and assignments to their own writing products. Students engage in both independent revising and editing as well as peer reviews. Previously learned skills about establishing focus and coherence support revising efforts, and previously learned grammar and spelling skills support editing efforts.
In Collaboration, students confer with peers in order to learn other students’ thoughts and processes for writing, share insights and feedback, and help each other as writers as they engage in a writing community.
TEKS in this unit: 8.5A, 8.5B, 8.5C, 8.5E, 8.5F, 8.5G, 8.5H, 8.6A, 8.6B, 8.6C, 8.6D, 8.6E, 8.6G, 8.6H, 8.7A, 8.7B, 8.7C, 8.7D, 8.8A, 8.9A, 8.9B, 8.9C, 8.9D, 8.9E, 8.9F, 8.10A, 8.10B, 8.10B.i, 8.10B.ii, 8.10C, 8.10D, 8.10E, 8.11A
Unit 02B: Analyzing and Composing Literary Texts: Poetry and Drama
(15 classes for the entire unit)
In Reading, students read, respond to/write about, and discuss multiple poems and scenes from plays while employing strategies to support comprehension such as interacting with the text through notetaking and annotations. Students analyze the concepts of author’s message (theme), author’s purpose, and audience as well as genre characteristics and author’s craft, including literary elements, literary devices, genre characteristics, and the relationship between these features. Students also utilize text evidence to support their inferences. Students read a variety of texts representing different structures in order to understand the impact literary elements and devices have on the authors’ messages. Students then utilize these elements and devices of author’s craft in their own writing.
In Writing, students engage in writing as a recursive process as they brainstorm, draft, revise, edit, and publish a dramatic scene and poem while applying genre characteristics and author’s craft to their drafts. Students practice each stage of the writing process through publication and apply author’s craft learned during reading comprehension activities and assignments to their own writing products. In editing their poetry, students apply conventional and purposeful use of previously learned grammar and spelling skills to enhance the readers’ and audience’s experience. In revising, students review their texts for focus and coherence.
TEKS in this unit: 8.5A, 8.5B, 8.5C, 8.5E, 8.5F, 8.5G, 8.5H, 8.6A, 8.6B, 8.6C, 8.6D, 8.6E, 8.6G, 8.6H, 8.7A, 8.7B, 8.7C, 8.7D, 8.8A, 8.8B, 8.8C, 8.9A, 8.9B, 8.9C, 8.9D, 8.9E, 8.9F, 8.10A, 8.10B, 8.10B.i, 8.10B.ii, 8.10C, 8.10D, 8.10E, 8.11A
Unit 03: Analyzing and Composing Informational Texts
(25 classes for the entire unit)
In Reading, students analyze a variety of informational texts for key ideas and the way in which organizational patterns and text features convey these ideas. Students identify the author’s purpose, intended audience, controlling idea/thesis as well as how the author uses evidence, facts, and details to support their controlling idea/thesis through close reading strategies such as notetaking and annotating. To develop a deeper understanding of their reading, students summarize and paraphrase texts as part of the comprehension process and utilize text evidence to support their understanding. Students also practice fundamentals of research by reading a variety of sources to gather and synthesize reliable, credible information in order to learn about a topic. Through a transfer of reading comprehension skills, students apply author’s craft to their own writing products.
In Writing, students engage in writing as a recursive process as they brainstorm/plan, draft, revise, and edit a multi-paragraph informational essay. Students apply author’s craft learned during informational text analysis to their own writing products. In revising, students review their texts for clarity, development, organization, style, word choice, and sentence variety. In editing, students focus on capitalization, spelling, pronoun-antecedent agreement, subject-verb agreement, and employing a variety of sentence structures.
TEKS in this unit: 8.5A, 8.5B, 8.5C, 8.5E, 8.5F, 8.5G, 8.5H, 8.6A, 8.6B, 8.6C, 8.6D, 8.6E, 8.6G, 8.6H, 8.6I, 8.8D, 8.8D.i, 8.8D.ii, 8.8D.iii, 8.9A, 8.9B, 8.9C, 8.10A, 8.10B, 8.10B.i, 8.10B.ii, 8.10C, 8.10D, 8.10D.i, 8.10D.ii, 8.10D.iii, 8.10D.iv, 8.10D.v, 8.10D.vi, 8.10D.vii, 8.10E, 8.11B, 8.12A, 8.12B, 8.12C, 8.12D, 8.12E, 8.12F, 8.12H, 8.12H.i
Unit 04: Rhetorically Analyzing and Composing Argumentative Texts
(25 classes for the entire unit)
In Reading, students analyze a variety of argumentative texts in order to identify and explain each author’s claim and key ideas as well as how their quality of evidence, treatment of counterarguments, and use of rhetorical devices and logical fallacies create effective and ineffective arguments. Students identify the author’s background, purpose, and intended audience as well as the context of each argument. To develop a deeper understanding of their reading, students summarize and paraphrase texts as part of the comprehension process and utilize text evidence to support their understanding. Students continue to interact with the text through close reading strategies such as notetaking and annotating. Students also practice fundamentals of research by reading a variety of sources to gather and synthesize reliable, credible information in order to learn about a topic. Through a transfer of reading comprehension skills, students apply author’s craft to their own writing products.
In Writing, students engage in writing as a recursive process as they brainstorm/plan, draft, revise, and edit a multi-paragraph argumentative essay. Students apply author’s craft learned during argumentative text analysis to their own writing and presentation products. In revising, students review their texts for clarity, development, organization, style, word choice, and sentence variety. In editing, students focus on correcting errors in grammar and spelling in order to refine and polish their products.
TEKS in this unit: 8.1C, 8.5A, 8.5B, 8.5C, 8.5E, 8.5F, 8.5G, 8.5H, 8.6A, 8.6B, 8.6C, 8.6D, 8.6E, 8.6G, 8.6H, 8.6I, 8.6J, 8.8E, 8.8E.i, 8.8E.ii, 8.8E.iii, 8.8F, 8.9A, 8.9B, 8.9C, 8.9D, 8.9F, 8.9G, 8.10A, 8.10B, 8.10B.i, 8.10B.ii, 8.10C, 8.10D, 8.10E, 8.11C, 8.12D, 8.12F, 8.12G, 8.12H, 8.12H.i, 8.12H.ii, 8.12I, 8.12J
Unit 05: Interpretation and Response across Genres
(20 classes for the entire unit)
In Reading, students analyze several texts that represent a variety of genres connected by topic in order to identify similarities and differences in the authors’ messages, application of genre characteristics, and use of author’s craft. Students utilize close reading strategies such as notetaking and annotating to make connections between the texts and reflect on how the authors use genre to support their purposes. In a transfer of reading comprehension skills, students apply genre characteristics and author’s craft to their own writing products.
In Writing, students engage in writing as a recursive process as they brainstorm/plan, draft, revise, edit, and publish original works in multiple genres of their choice. Students apply author’s craft and genre characteristics (as applicable to each chosen genre) learned throughout previous units to their own writing products. In revising, students review their texts for clarity, coherence, development, organization, style, and tone. In editing, students demonstrate a holistic understanding of editing, including making conventional and nonconventional choices in punctuation, grammar, and spelling that are most effective for their purpose, genre, and intended audience.
In Collaboration, students engage in the peer review process to discuss and share ideas about the writing of others, including commentary on genre characteristics, author’s craft, the writing process, and personal reflections.
TEKS in this unit: 8.5A, 8.5B, 8.5C, 8.5E, 8.5F, 8.5G, 8.5H, 8.6A, 8.6B, 8.6C, 8.6D, 8.6E, 8.6G, 8.6H, 8.6I, 8.7A, 8.7B, 8.7C, 8.7D, 8.8A, 8.8B, 8.8C, 8.8D, 8.8D.i, 8.8D.ii, 8.8D.iii, 8.8E, 8.8E.i, 8.8E.ii, 8.8E.iii, 8.8F, 8.9A, 8.9B, 8.9C, 8.9D, 8.9E, 8.9F, 8.9G, 8.10A, 8.10B, 8.10B.i, 8.10B.ii, 8.10C, 8.10D, 8.10E, 8.11A, 8.11B, 8.11C
Unit 06: Research-Based Synthesis, Creation, and Innovation
(25 classes for the entire unit)
In Reading, students research and locate credible primary and secondary sources and read a variety of informational and argumentative texts, including multimodal, on a chosen topic with the express purpose of collecting and evaluating information on the topic. Students utilize close reading strategies such as notetaking and annotating to support their comprehension of sources, including analyzing the author’s purpose, intended audience, context, message, author’s craft, and genre characteristics. Students also evaluate source material to determine whether a text is primary or secondary as well as reliable and credible. Through a transfer of reading comprehension skills and analysis of mentor texts, students apply author’s craft, including multimodal elements, to their own writing products to communicate ideas effectively.
In Writing, students engage in writing as a recursive process as they brainstorm, plan, draft, revise, edit, and publish a formal argumentative research essay. Students support their position and ideas with paraphrased and directly quoted text from credible sources, and apply proper academic formatting for these referenced sources with in-text citations and a Works Cited/Bibliography page. Students also use the writing process to create visual research presentations that include credible and clear information, employing a variety of modes such as images, charts, audio, and/or video to effectively communicate an argument. In revising, students review their essay and presentation for clarity, coherence, development, organization, style, and tone as well as logical soundness. In editing, students make conventional and nonconventional choices in punctuation, grammar, and spelling that are most effective for their purpose, genre, and intended audience. Expectations in this bundle emphasize properly citing and ethically utilizing source material through in-text citations and comprehensive bibliography pages in both the argumentative research essay and visual presentation. Students also compose correspondence with other writers to support their decisions as authors.
In Collaboration, students engage in collaboration to refine their research plan, research proposal, and the writing process. Students also engage in a peer review process to discuss and share ideas about the writing of others and their own writing, including specific commentary on the strength of peers’ writing and use of multimodal elements.
TEKS in this unit: 8.1C, 8.5A, 8.5B, 8.5C, 8.5E, 8.5F, 8.5G, 8.5H, 8.6A, 8.6B, 8.6C, 8.6D, 8.6E, 8.6G, 8.6H, 8.6I, 8.6J, 8.8D, 8.8D.i, 8.8D.ii, 8.8D.iii, 8.8E, 8.8E.i, 8.8E.ii, 8.8E.iii, 8.8F, 8.9A, 8.9B, 8.9C, 8.9D, 8.9F, 8.9G, 8.10A, 8.10B, 8.10B.i, 8.10B.ii, 8.10C, 8.10D, 8.10E, 8.11C, 8.11D, 8.12A, 8.12B, 8.12C, 8.12D, 8.12E, 8.12F, 8.12G, 8.12H, 8.12H.i, 8.12H.ii, 8.12I, 8.12J
Texas Essential Knowledge & Skills (TEKS)
TEKS - ELAR - G8.pdf