Grade 8 Reading
Correlation Between the Texas Essential Knowledge and Skills for Language Arts and the eTAP Lessons

Culturally Diverse Texts | Literary Elements | Analyze Texts

The TEKS and corresponding student expectations listed under Objective 1 will help students as they learn to read for the basic meaning of a text. To develop an initial understanding of what they read, students must be able to do three things: (1) use context and other word-identification strategies to help them understand the meaning of the words they read, (2) recognize important supporting details, and (3) understand the main idea of a selection. These skills are the building blocks that students need to develop a deeper understanding of what they read.

click: http://www.tea.state.tx.us/student.assessment/resources/online/2006/grade8/read/8reading.htm for a skills test of Grade 8 English/Language Arts materials. 

For any incorrect answers, use the eTAP lesson pages to reinforce your knowledge of the subject. 

Pre-Test Texas Essential Knowledge Skills eTAP Lessons Post-Test
Outside Link
 

Objective 1. The student will demonstrate a basic understanding of culturally diverse written texts.

(8.6) Reading/word identification. The student uses a variety of word recognition strategies. The student is expected to
Q&A (B) use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7–8).

Roots and Affixes

 Words Q&A
http://www.virtualsalt.com/roots.htm 
  (8.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to
Q&A (B)  draw on experiences to bring meanings to words in context such as interpreting [idioms,] multiple-meaning words, and analogies (6–8); Word Meanings Alexander Calder Q&A
http://www.wordwizard.com/ 
Q&A (D)  determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un- (4–8); and Roots and Affixes Raisins Q&A
http://hs.houstonisd.org/ReaganHS/Acade
mies/reagan%20roots.htm
Q&A (F)  distinguish denotative and connotative meanings (6–8). Denotative and Connotative Meaning Literacy and Learning: Integrating Reading Grade 7 Q&A
http://www.dowlingcentral.com/MrsD/area/litera
ture/Terms/Connotation.html
  (8.10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to
Q&A (F)  determine a text’s main (or major) ideas and how those ideas are supported with details (4–8); and

Prose

Elements of Plot

 TEAMS: Letters from Rifka: Windows on My World: Building Background Knowledge Q&A
http://www.learner.org/exhibits/liter
ature/read/plot1.html 
Q&A (G) paraphrase and summarize text to recall, inform, or organize ideas (4–8).   Great Books: The Right Stuff Q&A
http://owl.english.purdue.edu/handouts
research/r_quotprsum.html 
 

Objective 2. The student will apply knowledge of literary elements to understand culturally diverse written texts.

(8.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to
Q&A (F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4–8);

Characterization

Characters Traits

 Dear America: A Line in the Sand: The Alamo Diary of Lucinda Lawrence Gonzales, Texas, 1836 Q&A
http://www.teachervision.fen.c
om/writing/literary-techniques/2669.html 
Q&A (G) recognize and analyze story plot, setting, and problem resolution (4–8); and

Elements of Plot

Relevance of Setting

 Royal Diaries: Cleopatra VII: Daughter of the Nile, Egypt, 57 B.C. Q&A
http://www.bsu.edu/classes/vanc
amp/litterms.html 
Q&A (J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6–8). Literary Devices Magic Never Ends, The: The Life and Work of C.S. Lewis Q&A
http://web.cn.edu/kwheeler/lit_terms.html 
 

Objective 3. The student will use a variety of strategies to analyze culturally diverse written texts.

(8.10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to
Q&A (E) use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information (4–8);

Compare and Contrast Informational Materials

Cause and Effect Organization of Text

 Discovering Language Arts: Nonfiction (Grades 6-8) Q&A
http://www.accd.edu/sac/english/mgarcia/wr
itfils/modcause.htm 
Q&A (I) find similarities and differences across texts such as in treatment, scope, or organization (4–8); and

Statements & Claims

Cause and Effect Organization of Text

Compare and Contrast Informational Materials

 The Brontë Sisters: Charlotte Brontë (1816-1854), Emily Brontë (1818-1848), and Anne Brontë (1820-1849) Q&A
http://www.rhlschool.com/read6n4.htm
Q&A (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4–8). Note-taking, Outlining & Summarizing The Wrinkle-Free World of English Composition, Module 3: Researching and Rough Draft Q&A
http://www.writedesignonline.com/
organizers/index.html 
  (8.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to 
Q&A (A)  identify the purposes of different types of texts such as to inform, influence, express, or entertain (4–8);

Technical Directions

Prose

Features and Rhetorical Devices of Public Documents

 Charles Dickens: 1812-1870 Q&A
http://www.bbc.co.uk/skillswise/wo
rds/reading/typesoftext/quiz.shtml 
Q&A (C) compare communication in different forms such as [contrasting a dramatic performance with a print version of the same story or] comparing story variants (2–8); and Recurring Themes William Shakespeare: 1564-1616 Q&A
http://www.manatee.k12.fl.us/sites/element
ary/palmasola/comconprac3.htm
Q&A (H) describe how the author’s perspective or point of view affects the text (4–8). Point of View Edgar Allan Poe: 1809-1849 Q&A
http://www.800score.com/gre-guidec2view1a.html