Grade 8 Semester 1 Exam Requirements December 2024 PDF

+-----------------+-----------------+-----------------+-----------------+ | **Grade 8 | | | | | Semester 1 Exam | | | | | Requirements** | | | | |...

+-----------------+-----------------+-----------------+-----------------+ | **Grade 8 | | | | | Semester 1 Exam | | | | | Requirements** | | | | | | | | | | **December | | | | | 2024** | | | | +=================+=================+=================+=================+ | **Standards** | **I Can | **IXL | **Other | | | Statements** | Resources** | Resources** | | | | | | | | | **(Complete up | | | | | to score 75 for | | | | | each skill.)** | | +-----------------+-----------------+-----------------+-----------------+ | **L.8.4a:** Use | 1. I can | BB.1 | | | context (e.g., | identify | | | | the overall | words or | BB.2 | | | meaning of a | phrases in | | | | sentence or | a text that | BB.3 | | | paragraph; a | give me | | | | word's position | clues about | BB.4 | | | or function in | the meaning | | | | a sentence) as | of | | | | a clue to the | unfamiliar | | | | meaning of a | words. | | | | word or phrase. | | | | | | 2. I can use | | | | | synonyms or | | | | | antonyms in | | | | | the text to | | | | | help me | | | | | understand | | | | | the meaning | | | | | of unknown | | | | | words. | | | | | | | | | | 3. I can use | | | | | context | | | | | clues to | | | | | understand | | | | | the meaning | | | | | of | | | | | idiomatic | | | | | expressions | | | | | or | | | | | figurative | | | | | language. | | | +-----------------+-----------------+-----------------+-----------------+ | **RL.8.1/RI.8.1 | 1. I can find | Q.1 | You will be | | :** | and quote | | required to | | Cite the | specific | Q.2 | cite textual | | textual | sentences | | evidence with | | evidence that | or phrases | J.3 | most responses | | most strongly | from the | | related to | | supports an | text that | K.1 | other | | analysis of | support a | | standards. | | what the text | stated | | | | says explicitly | idea. | | **Refer to your | | as well as | | | notes about how | | inferences | 2. I can | | to use the RACE | | drawn from the | gather and | | /ACE | | text. | cite | | strategy.** | | | multiple | | | | | pieces of | | **.** | | | strong | | | | | argument or | | | | | analysis. | | | +-----------------+-----------------+-----------------+-----------------+ | **RL.8.2:** | 1. I can | B.1 | 1. Refer to | | Determine a | identify | | the | | theme or | the theme | B.2 | worksheets | | central idea of | or central | | related to | | a text and | idea of a | | each | | analyze its | text. | | standard | | development | | | posted on | | over the course | 2. I can | | the Learn | | of the text, | identify | | Online | | including its | plot | | Semester | | relationship to | elements | | Exam tile. | | the characters, | and explain | | | | setting, and | how they | | 2. Take 25-30 | | plot; provide | impact the | | minutes to | | an objective | theme. | | read and | | summary of the | | | answer the | | text. | 3. I can | | questions | | | identify | | for each | | | the main | | sheet. | | | conflict in | | | | | the text | | 3. Check your | | | and analyze | | answers | | | how it | | using the | | | relates to | | answer key. | | | the theme. | | | | | | | | | | 4. I can | | | | | provide an | | | | | *objective* | | | | | summary of | | | | | a text. | | | | | | | | | | 5. I can | | | | | analyze how | | | | | different | | | | | characters | | | | | contribute | | | | | to the | | | | | development | | | | | of the | | | | | theme. | | | | | | | | | | 6. I can | | | | | evaluate | | | | | the impact | | | | | of the | | | | | setting on | | | | | the overall | | | | | meaning of | | | | | the text. | | | +-----------------+-----------------+-----------------+-----------------+ | **RL.8.3:** | 1. I can | G.2 | 7. Refer to | | Analyze how | identify | | the | | particular | the main | | worksheets | | lines of | characters | | related to | | dialogue or | and the | | each | | incidents in a | setting of | | standard | | story propel | a text. | | posted on | | the action, | | | the Learn | | reveal aspects | 2. I can | | Online | | of a character, | identify | | Semester | | or provoke a | lines of | | Exam tile. | | decision. | dialogue in | | | | | a text. | | 8. Take 25-30 | | | | | minutes to | | | 3. I can | | read and | | | explain how | | answer the | | | specific | | questions | | | lines of | | for each | | | dialogue | | sheet. | | | move the | | | | | story\'s | | 9. Check your | | | action | | answers | | | forward. | | using the | | | | | answer key. | | | 4. I can | | | | | describe | | | | | how | | | | | particular | | | | | incidents | | | | | reveal | | | | | traits or | | | | | characteris | | | | | tics | | | | | of a | | | | | character. | | | | | | | | | | 5. I can infer | | | | | character | | | | | traits and | | | | | emotions | | | | | based on | | | | | dialogue or | | | | | their | | | | | responses | | | | | to lines of | | | | | dialogue or | | | | | incidents. | | | | | | | | | | 6. I can | | | | | analyze how | | | | | dialogue or | | | | | incidents | | | | | create | | | | | tension or | | | | | conflict | | | | | within the | | | | | text. | | | +-----------------+-----------------+-----------------+-----------------+ | **RL.8.4:** | 1. I can | F.1 | 10. Refer to | | Determine the | identify | | the | | meaning of | figurative | F.4 | worksheets | | words and | language | | related to | | phrases as they | (similes, | F.5 | each | | are used in a | metaphors, | | standard | | text, including | personifica | F.6 | posted on | | figurative and | tion, | | the Learn | | connotative | hyperbole,) | | Online | | meanings. | in a text | | Semester | | | and explain | | Exam tile. | | **L.8.5:** | their | | | | Demonstrate | meaning. | | 11. Take 25-30 | | understanding | | | minutes to | | of figurative | 2. I can | | read and | | language, word | identify | | answer the | | relationships, | words with | | questions | | and nuances in | connotative | | for each | | word meanings. | meanings | | sheet. | | | (positive, | | | | | negative, | | 12. Check your | | | or neutral) | | answers | | | in a text. | | using the | | | | | answer key. | | | 3. I can | | | | | analyze the | | | | | author\'s | | | | | purpose in | | | | | using | | | | | specific | | | | | words or | | | | | phrases in | | | | | a text. | | | | | | | | | | 4. I can | | | | | evaluate | | | | | the impact | | | | | of word | | | | | choice and | | | | | figurative | | | | | language on | | | | | the overall | | | | | meaning and | | | | | effectivene | | | | | ss | | | | | of the text | | | | | and on the | | | | | reader\'s | | | | | understandi | | | | | ng | | | | | and | | | | | interpretat | | | | | ion | | | | | of the | | | | | text. | | | +-----------------+-----------------+-----------------+-----------------+ | **RL.8.6:** | 1. 2. 3. 4. | G.1 | 13. Refer to | | Analyze how | I | | the | | differences in | can analyze | D.1 | worksheets | | the points of | how | | related to | | view of the | differences | | each | | characters and | in | | standard | | the audience or | characters\ | | posted on | | reader (e.g., | ' | | the Learn | | created through | points of | | Online | | the use of | view impact | | Semester | | dramatic irony) | the | | Exam tile. | | create such | reader\'s | | | | effects as | emotional | | 14. Take 25-30 | | suspense or | response to | | minutes to | | humor. | the story. | | read and | | | | | answer the | | | | | questions | | | | | for each | | | | | sheet. | | | | | | | | | | 15. Check your | | | | | answers | | | | | using the | | | | | answer key. | +-----------------+-----------------+-----------------+-----------------+ | **RI.8.2:** | 1. I can | A.1 | | | Determine a | identify | | | | text\'s central | the central | | | | idea(s) and | idea of a | | | | analyze | text. | | | | its/their | | | | | development | 2. I can | | | | over the text, | identify | | | | including | and explain | | | | relationships | how | | | | to supporting | supporting | | | | ideas. | details | | | | | contribute | | | | | to the | | | | | central | | | | | idea. | | | | | | | | | | 3. I can | | | | | explain how | | | | | the central | | | | | idea | | | | | develops as | | | | | the text | | | | | progresses. | | | | | | | | | | 4. I can | | | | | summarize | | | | | how the | | | | | central | | | | | idea is | | | | | reinforced | | | | | by the | | | | | supporting | | | | | ideas | | | | | throughout | | | | | the text. | | | +-----------------+-----------------+-----------------+-----------------+ | **RI.8.6:** | 1. I can | C.1 | | | Determine an | identify | | | | author's point | and explain | D.1 | | | of view or | how the | | | | purpose in a | author's | | | | text and | point of | | | | analyze how the | view or | | | | author | purpose is | | | | acknowledges | conveyed in | | | | and responds to | a text. | | | | conflicting | | | | | evidence or | 2. I can | | | | viewpoints. | recognize | | | | | instances | | | | | where the | | | | | author | | | | | presents | | | | | conflicting | | | | | evidence or | | | | | viewpoints. | | | | | | | | | | 3. I can | | | | | evaluate | | | | | the | | | | | effectivene | | | | | ss | | | | | of the | | | | | author's | | | | | approach in | | | | | addressing | | | | | opposing | | | | | perspective | | | | | s. | | | +-----------------+-----------------+-----------------+-----------------+ | **RI.8.8:** | 1. I can | I.1 | | | Delineate and | identify | | | | evaluate the | the main | H.1 | | | argument and | argument/sp | | | | specific claims | ecific | | | | in a text, | claim(s) in | | | | assessing | a text. | | | | whether the | | | | | reasoning is | 2. I can | | | | sound, and the | recognize | | | | evidence is | different | | | | relevant and | types of | | | | sufficient; | evidence | | | | recognize when | and explain | | | | irrelevant | how it | | | | evidence is | supports | | | | introduced. | the | | | | | argument or | | | | | claim/s | | | | | presented. | | | | | | | | | | 3. I can | | | | | explain the | | | | | reasoning | | | | | behind the | | | | | author's | | | | | argument/cl | | | | | aim/s. | | | | | | | | | | 4. I can | | | | | evaluate | | | | | whether the | | | | | evidence | | | | | used to | | | | | support the | | | | | author's | | | | | claim(s) | | | | | is/are | | | | | relevant | | | | | and | | | | | sufficient. | | | +-----------------+-----------------+-----------------+-----------------+ | **L.8.1:** | 1. I can | KK.1 | | | Demonstrate | **recognize | | | | command of the | ** | KK.2 | | | conventions of | correct | | | | standard | subject-ver | KK.3 | | | English while | b | | | | using the | agreement | HH.1 | | | following: | with | | | | | collective | HH.2 | | | **L.8.2:** | nouns and | | | | Demonstrate | indefinite | EE.5 | | | command of the | pronouns. | | | | conventions of | | EE.6 | | | standard | 2. I can | | | | English | **identify* | EE.7 | | | capitalization, | * | | | | punctuation, | pronoun-ant | FF.5 | | | and spelling | ecedent | | | | when writing. | agreement | TT.1 | | | | and vague | | | | 1. Assign | pronouns in | R.1 | | | Unnecessary | a sentence. | | | | shifts in | | UU.3 | | | VERBS & | 3. I can | | | | Subject | **edit** my | | | | Verb | writing to | | | | Agreement | correct | | | | (Focus on | unnecessary | | | | collective | shifts in | | | | nouns and | verb tense, | | | | indefinite | ensuring | | | | pronouns) | proper | | | | | subject-ver | | | | 2. Focus on | b | | | | Pronoun | agreement | | | | antecedent | with | | | | agreement | collective | | | | as well. | nouns and | | | | | indefinite | | | | 3. Basic | pronouns. | | | | Sentence | | | | | Structures- | 4. I can | | | | p.293 | **ensure** | | | | (Simple -- | pronoun-ant | | | | Compound -- | ecedent | | | | Complex) | agreement | | | | | in my | | | | 4. Fragments | sentences | | | | and run on | to avoid | | | | sentences. | confusion. | | | | Combining | | | | | sentences. | 5. I can | | | | | **combine** | | | | 5. Use | simple | | | | punctuation | sentences | | | | (comma, | into | | | | ellipsis) | compound or | | | | to indicate | complex | | | | a pause or | sentences. | | | | break. | | | | | | 6. I can | | | | 6. Using | **create** | | | | Punctuation | compound | | | | : | and complex | | | | Commas and | sentences | | | | Semicolons | using | | | | p. | correct | | | | 493 + | punctuation | | | | Ellipses |. | | | | p.518 | | | | | | 7. I can | | | | | **recognize | | | | | ** | | | | | and | | | | | **edit** | | | | | fragments | | | | | and run-on | | | | | sentences | | | | | in my | | | | | writing. | | | | | | | | | | 8. I can | | | | | **use** | | | | | commas and | | | | | semicolons | | | | | (with | | | | | conjunctive | | | | | adverbs) | | | | | correctly. | | | | | (conjunctiv | | | | | e | | | | | adverbs | | | | | examples: | | | | | however, | | | | | furthermore | | | | | , | | | | | consequentl | | | | | y, | | | | | therefore, | | | | | meanwhile, | | | | | nevertheles | | | | | s) | | | | | | | | | | 9. I can use | | | | | ellipses | | | | | for | | | | | omission | | | | | | | | | | 10. I can | | | | | **apply** | | | | | commas, | | | | | semicolons, | | | | | and | | | | | ellipses to | | | | | enhance | | | | | sentence | | | | | flow and | | | | | clarity. | | | +-----------------+-----------------+-----------------+-----------------+