Assessed Learning Standards and Long Term Learning Targets for Close Reading Unit

NYSP12 CCLS ReadingLiterature Long-Term Learning Targets

RL.8.1. Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text.
I can cite text-based evidence that provides the strongest
support for my analysis of literary text.
RL.8.3. Analyze how particular lines of dialogue or incidents
in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
I can analyze how specific dialogue or incidents in a plot
propel the action, reveal aspects of a character, or provoke a
decision.
RL.8.4. Determine the meaning of words & phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts.
I can determine the meaning of words and phrases in literary
text (figurative, connotative, and technical meanings)
I can analyze the impact of word choice on meaning and tone
(analogies or allusions).
RL.8.5. Compare and contrast the structure of two or more
texts and analyze how the differing structure of each text
contributes to its meaning and style.
I can compare and contrast the structure of multiple texts.
I can analyze how different structures impact meaning and
style of a text.
RL.8.6a. Analyze full-length novels, short stories, poems,
and other genres by authors who represent diverse cultures.
I can analyze full-length novels, short stories, poems, and
other genres by authors who represent diverse cultures.
RL.8.11. Interpret, analyze, and evaluate narratives, poetry,
and drama, artistically and ethically by making connections
to: other texts, ideas, cultural perspectives, eras, personal
events, and situations.
I can interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal events,
and situations.
NYSP12 CCLS ReadingInformational Text Long-Term Learning Targets
RI.8.1. Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text.
I can cite text-based evidence that provides the strongest
support for an analysis of informational text.
RI.8.2. Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
I can determine a theme or the central ideas of an
informational text.
I can analyze the development of a theme or central idea
throughout the text (and its relationship to supporting ideas).
I can objectively summarize informational text.
RI.8.3. Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
I can analyze the connections and distinctions between
individuals, ideas or events in a text.
RI.8.4. Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or
allusions to other texts.
I can determine the meaning of words and phrases in text
(figurative, connotative, and technical meanings).
I can analyze the impact of word choice on meaning and tone
(analogies or allusions).
NYSP12 CCLS Writing Long-Term Learning Targets
W.8.2. Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
c. Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas and
concepts.
d. Use precise language and domain-specific vocabulary to
inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows
from and supports the information or explanation
presented.

I can write informative/explanatory texts that convey ideas
and concepts using relevant information that is carefully
selected and organized.
W.8.3. Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context
and point of view, and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
d. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
I can write narrative texts about real or imagined experiences
using relevant details and event sequences that make sense.
W.8.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 13 above.)
I can produce clear and coherent writing that is appropriate
to task, purpose and audience.
W.8.4a. Produce text (print or nonprint) that explores a
variety of cultures and perspectives.
I can produce text (print or nonprint) that explores a variety
of cultures and perspectives.
W.8.5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have
With support from peers and adults, I can use the writing
process to ensure that purpose and audience have been
addressed.


been addressed.
W.8.7. Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
I can conduct short research projects to answer a question
(including a self-generated question).
I can use several sources in my research.
I can generate additional research questions for further
exploration.
W.8.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g.,
Analyze how a modern work of fiction draws on themes,
patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible,
including describing how the material is rendered new).
b. Apply grade 8 Reading standards to literary nonfiction
(e.g., Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize
when irrelevant evidence is introduced).
I can use evidence from literary or informational texts to
support analysis, reflection, and research.
W.8.11b. Create poetry, stories, plays, and other literary forms
(eg. videos, art work).
I can write stories, plays, and other works in response to
what I have read in literature.
NYSP12: Speaking & Listening Long-Term Learning Targets
SL.8.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on eighth-grade topics, texts, and issues,
building on others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-
making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers,
and respond to others questions and comments with
relevant evidence, observations, and ideas.
I can effectively engage in discussions with diverse partners
about eighth-grade topics, texts, and issues.
I can express my own ideas clearly during discussions.
I can build on others ideas during discussions.
L.8.5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., verbal irony, puns) in
context.
b. Use the relationship between particular words to better
understand each of the words.
c. Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
I can analyze figurative language, word relationships, and
nuances in word meanings.
L.8.6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
I can accurately use eighth-grade academic vocabulary to
express my ideas.
I can use resources to build my vocabulary.

d. Acknowledge new information expressed by others, and,
when warranted, qualify or justify their own views in light
of the evidence presented.
NYSP12 CCLS Language Long-Term Learning Targets
L.8.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Form and use verbs in the active and passive voice.
b. Recognize and correct inappropriate shifts in verb voice
and mood.
I can use correct grammar and usage when writing or
speaking.
L.8.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
b. Spell correctly.
I can use correct capitalization, punctuation, and spelling to
send a clear message to my reader.
L.8.4. Determine or clarify the meaning of unknown and
multiple-meaning words or phrases based on grade 8 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or
paragraph; a words position or function in a sentence) as
a clue to the meaning of a word or phrase.
I can use a variety of strategies to determine the meaning of
unknown words or phrases.