Acquisition of Vocabulary Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

A.       Use context clues and text structures to determine the meaning of new vocabulary.

1.       Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

1.       Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

1.       Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

B.      Examine the relationships of analogical statements to infer word meanings.

3.       Identify the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships.

2.       Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

2.       Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

C.      Recognize the importance and function of figurative language.

2.       Apply knowledge of connotation and denotation to determine the meaning of words.

3.       Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

3.       Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

Acquisition of Vocabulary Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

C.      Recognize the importance and function of figurative language.

4.       Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes and idioms.

D.      Explain how different events have influenced and changed the English language.

5.       Examine and discuss the ways that different events (e.g., cultural, political, social, technological, and scientific events) impact and change the English language.

4.       Examine and discuss ways historical events have influenced the English language.

4.       Analyze the ways that historical events influenced the English language.

E.      Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.

6.     Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

5.       Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

5.       Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

Acquisition of Vocabulary Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

F.       Use multiple resources to enhance comprehension of vocabulary.

7.       Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

6.       Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

6.       Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

A.       Apply reading comprehension strategies to understand grade-appropriate texts.

1.       Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

1.       Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

1.       Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

B.      Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

2.       Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

2.       Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

2.       Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

C.      Use appropriate self-monitoring strategies for comprehension.

3.       Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

3.       Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

3.       Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

Reading Applications: Informational, Technical and Persuasive Text Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

A.       Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.

1.       Compare and contrast text features, including format and headers of various informational texts in terms of their structure and purpose.

2.       Identify and use the organizational structure of a text, such as chronological, compare-contrast, cause-effect, problem-solution, and evaluate its effectiveness.

9.       Distinguish the characteristics of consumer materials (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).

1.       Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.

7.       Compare and contrast the effectiveness of the features (e.g., format, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).

1.       Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.

7.       Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).

Reading Applications: Informational, Technical and Persuasive Text Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

B.      Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.

5.       Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., bandwagon, testimonial and emotional word repetition) and examples of bias and stereotyping.

8.       Recognize how writers cite facts, draw inferences and present opinions in informational text.

4.       Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., bandwagon, testimonial, transfer, glittering generalities, emotional word repetition, bait and switch) and examples of propaganda, bias and stereotyping.

8.       Identify the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.

4.       Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping.

8.       Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.

Reading Applications: Informational, Technical and Persuasive Text Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

C.      Analyze whether graphics supplement textual information and promote the author’s purpose.

4.       Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

3.       Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

3.       Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

D.      Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.

6.       Identify the author’s purpose and intended audience for the text.

7.       Analyze an author’s argument, perspective or viewpoint and explain the development of key points.

5.       Analyze an author’s implicit and explicit argument, perspective or viewpoint in text.

6.       Analyze the author’s development of key points to support argument or point of view.

5.       Analyze an author’s implicit and explicit argument, perspective or viewpoint in text.

6.       Identify appeals to authority, reason and emotion.

Reading Applications: Informational, Technical and Persuasive Text Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

E.      Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).

3.     Compare and contrast the treatment, scope and organization of ideas from different sources on the same topic.

2.       Critique the treatment, scope and organization of ideas from multiple sources on the same topic.

2.       Critique the treatment, scope and organization of ideas from multiple sources on the same topic.

Literary Text Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

A.       Analyze interactions between characters in literary text and how the interactions affect the plot.

1.       Identify and explain various types of characters (e.g., flat, round, dynamic, static) and how their interactions and conflicts affect the plot.

1.       Identify and explain an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.

1.       Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.

B.      Explain and analyze how the context of setting and the author’s choice of point of view impact a literary text.

2.       Analyze the influence of setting in relation to other literary elements.

4.       Compare and contrast different points of view (e.g., first person and third person limited, omniscient, objective and subjective), and explain how voice affects literary text.

2.       Analyze the influence of setting in relation to other literary elements.

4.       Evaluate the point of view used in a literary text.

2.       Analyze the features of setting and their importance in a literary text.

8.       Analyze the author’s use of point of view, mood and tone.

Literary Text Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

C.      Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.

3.       Explain how authors pace action and use subplots, parallel episodes and climax.

3.       Identify ways in which authors use conflicts, parallel plots and subplots in literary texts.

3.       Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text.

D.      Identify similar recurring themes across different works.

5.       Identify and explain universal themes across different works by the same author and by different authors.

5.       Interpret universal themes across different works by the same author and different authors.

4.       Interpret universal themes across different works by the same author or by different authors.

E.      Analyze the use of a genre to express a theme or topic.

6.       Explain how an author’s choice of genre affects the expression of a theme or topic.

6.       Analyze how an author’s choice of genre affects the expression of a theme or topic.

5.       Analyze how an author’s choice of genre affects the expression of a theme or topic.

Literary Text Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

F.       Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.

7.       Identify examples of foreshadowing and flashback in a literary text.

8.       Explain ways in which the author conveys mood and tone through word choice, figurative language, and syntax.

7.       Explain how foreshadowing and flashback are used to shape plot in a literary text.

8.       Define and identify types of irony, including verbal, situational and dramatic, used in literary texts.

9.       Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax.

11.   Identify sound devices, including alliteration, assonance, consonance and onomatopoeia, used in literary texts.

6.       Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text.

7.       Recognize how irony is used in a literary text.

10.   Describe the effect of using sound devices in literary texts (e.g., to create rhythm, to appeal to the senses or to establish mood).

11.   Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text.

Literary Text Standard

Grades 8-10

Ohio Benchmarks

Grades 8-10

Grade-Level Indicators

Grade 8

Grade-Level Indicators

Grade 9

Grade-Level Indicators

Grade 10

G.      Explain techniques used by authors to develop style.

9.       Examine symbols used in literary texts.

10.   Explain how authors use symbols to create broader meanings.

9.       Explain how authors use symbols to create broader meanings.