Common Core Standards: Grade 8 Reading Literature and Informational Texts
With increased emphasis being placed on reading skills for Common Core Standards, progressing reading ability for literature and informational texts is essential. A focus on these skills at home can only help your child succeed
In Grade 8, students focus not only on using evidence to support conclusions regarding a text but also selecting the best evidence from a text to back their understanding of a text. They’re able to recognize how the main themes and ideas in a text are related to other elements of the writing, including key details and descriptions of ideas, and how those contribute to the development of the story.
Along with understanding the figurative and connotative meanings of words, students dissect analogies (which compare or contrast one thing with another to communicate meaning, such as “he’s as tall and skinny as a beanstalk”) and allusions (which reference other well-known works of art or literature, such as “she’s a real Grinch around the holidays”).
Students take a look at the organization of multiple texts and how it can impact style and influence the information a reader takes away from a text. They also make connections between differing points of view in a piece of literature, which can result in comedy or tension.
When reading informational texts, students pay attention to the author’s point of view and whether he or she acknowledges any information that may contradict what is being presented. Students are expected to examine the reasonableness of the evidence presented and be able to determine when inconclusive or unrelated information is presented.
Expectations for Grade 8 also include determining how closely a film, movie, or play represents the original literature from which it was drawn. When reading informational texts, students explore the pros and cons of using various types of mediums to communicate about a specific subject.
Students examine the use of elements of older stories and literature in modern writings, with an eye toward pointing out how the newer version presents information in a new way. With informational texts, students identify situations where texts present information that disagrees with another source.