correlated to the Washington Self-Study · PDF fileEnglish 4-10 Reading Core/Comprehensive Instructional Materials Review Grade 8 Self-Study ... Unit 8: Vocabulary Strategy: Word Origins

WashingtonSelf-Study DocumentGrade 8

correlated to the

English 4-10 Reading Core/Comprehensive Instructional Materials Review Grade 8 Self-Study Spring 2006

Publisher: [McDougal Littell] Text: [Bridges to Literature, Level III] Grade: 8 Reviewer’s # _____Page 1 10/13/2006

Grade Eight Self-Study

In eighth grade, students integrate a variety of comprehension and vocabulary strategies. They are able to adapt their reading to different types of text.Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding on the content. Students refine theirunderstanding of the author’s craft, commenting on and critically evaluating text. They continue to analyze and/or synthesize information from multiplesources to deepen understanding of the content. Student continue to read for pleasure.

SECTION ONE: STUDENT PROFICIENCY

EALR 1: The student understands and uses different skills and strategies to read.Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.

GLE 1.2.2 Publisher’s Citation

1.2.2 Applystrategies tocomprehend wordsand ideas.

Beginning1 citation[Must cite: TE title(e.g., book #), page #,title of lesson/section]

Rev.UseOnly

Middle1 citation[Must cite: TE title(e.g., book #),page #, title oflesson/section]

Rev.UseOnly

End1 citation[Must cite: TE title(e.g., book #),page #, title oflesson/section]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Use word origins todetermine the meaningof unknown words.

Bridges to Literature,Level III, Grade 8, Unit 8:Vocabulary Strategy:Word Origins: GreekRoots & Vocabulary p.T361 (see VocabularySkillBuilder p. T367)

Y N Bridges toLiterature, Level III,Grade 8, Unit 9:VocabularyStrategy: LatinRoots p. T373 (seeVocabulary pp.T374, T376, T377 &VocabularySkillBuilder p. T383)

Y N Bridges toLiterature, Level III,Grade 8, Unit 12:VocabularyStrategy: LatinRoots pp. T532-T533 (seeVocabulary pp.T534, T537, T539,T540 & VocabularySkillBuilder p. T546)

Y N 0 1 2 3 1.2.2A



� Use abstract, derivedroot words, prefixes,and suffixes fromGreek and Latin toanalyze the meaning ofcomplex words (e.g.,statistic, statistician).

Bridges to Literature,Level III, Grade 8, Unit 2:Vocabulary Strategy:Prefixes p. T57 (seeVocabulary pp. T58, T59T60 & VocabularySkillBuilder p. T65)

Y N Bridges toLiterature, Level III,Grade 8, Unit 6:VocabularyStrategy: Prefixes &Suffixes p. T255(see Vocabulary pp.T256, T257, T258,T259 & VocabularySkillBuilder p. T264)

Y N Bridges toLiterature, Level III,Grade 8, Unit 11:VocabularyStrategy: Suffixespp. T456-T457 (seeVocabulary pp.T458, T459 &VocabularySkillBuilder p. T464)

Y N 0 1 2 3 1.2.2B

� Use vocabularystrategies tounderstand new wordsand concepts inliterary/narrative textandinformational/expositorytext.

Bridges to Literature,Level III, Grade 8, Unit 1:Vocabulary Strategy:Context Clues p. T41(see Vocabulary pp. T42,T43, T45, T46 &VocabularySkillBuilder p. T51)

Y N Bridges toLiterature, Level III,Grade 8, Unit 8:VocabularyStrategy: Using theDictionary &Vocabulary p. T351(see Vocabulary p.T352 & VocabularySkillBuilder p.T357)

Y N Bridges toLiterature, Level III,Grade 8, Unit 11:VocabularyStrategy:Syllabication pp.T518-T519 (seeVocabulary pp.T520, T521 &VocabularySkillBuilder p.T526)

Y N 0 1 2 3 1.2.2C

� Use graphic featuresto clarify and extendmeaning (e.g., scienceprocesses, diagrams).

Bridges to Literature,Level III, Grade 8, Unit 2:Comprehension:(understanding visuals)p. T71

Y N Bridges toLiterature, Level III,Grade 8, Unit 11:Comprehension:Focus Skill:UnderstandingVisuals p. T506(seeComprehension p.T507 &ComprehensionSkillBuilder p.T513)

Y N Bridges toLiterature, Level III,Grade 8, Unit 12:Comprehension(understandingvisuals) p. T576

Y N 0 1 2 3 1.2.2D



SECTION TWO: ASSESSMENT

Assessment Type: Summative or Formative

Publisher’s Citations

Component 1.2 Beginning1 citation [Must cite: TE title(e.g., book #), page#, title ofassessment]

Rev.UseOnly

Middle1 citation[Must cite: TE title(e.g., book #), page#, title of assessment]

Rev.UseOnly

End1 citation[Must cite: TE title (e.g.,book #), page #, title ofassessment]

Rev.UseOnly

Reviewer’sScore

OSPI USEONLY

Use vocabulary(word meaning)strategies tocomprehendtext.

Bridges toLiterature, Level III,Grade 8, Unit 3:VocabularySkillBuilder p. T120

Y N Bridges to Literature,Level III, Grade 8,Unit 7: VocabularySkillBuilder p. T292

Y N Bridges to Literature,Level III, Grade 8, Unit12: VocabularySkillBuilder p. T585

Y N 0 1 2 3 AS 1.2A



SECTION ONE: STUDENT PROFICIENCYEALR 1: The student understands and uses different skills and strategies to read.Component 1.3: Build vocabulary through wide reading.


1.3.2 Understand and applycontent/academicvocabulary critical to themeaning of the text,including vocabularyrelevant to different contexts,cultures, and communities.W

Beginning1 citation[Must cite: TEtitle (e.g., book#), page #, titleoflesson/section]

Rev.UseOnly

Middle1 citation[Must cite: TEtitle (e.g., book#), page #, title oflesson/section]

Rev.UseOnly

End1 citation[Must cite: TEtitle (e.g., book#), page #, titleoflesson/section]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Integrate new vocabularyfrom informational/expositorytext and literary/narrative text,including text from a variety ofcultures and communities (e.g.,lift as used in Englandcompared to the U.S.A.), intowritten and oral communication.

Bridges toLiterature, LevelIII, Grade 8,Unit 4: Words toKnowSkillBuilder p.T170

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 8:Words to KnowSkillBuilder p.T368

Y N Bridges toLiterature, LevelIII, Grade 8,Unit 11: Wordsto KnowSkillBuilder p.T465

Y N 0 1 2 3 1.3.2A

� Explain the meaning ofcontent-specific vocabularywords (e.g., photosynthesis,democracy, algorithms).

Bridges toLiterature, LevelIII, Grade 8,Unit 2:VocabularyStrategy:SpecializedVocabulary pp.T94-T95 (seeVocabulary p.T96 &VocabularySkillBuilder p.T104)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 8:VocabularyStrategy:SpecializedVocabulary p.T327 (seeVocabulary pp.T328, T329 &VocabularySkillBuilder p.T335)

Y N Bridges toLiterature, LevelIII, Grade 8,Unit 11:VocabularyStrategy:SpecializedVocabulary pp.T504-T505 (seeVocabulary pp.T506, T509 &VocabularySkillBuilder p.T514)

Y N 0 1 2 3 1.3.2B



� Select, from multiple choices,the meanings of words orphrases identified in the text.

Bridges toLiterature,Level III, Grade8, Unit 1:Words to KnowSkillBuilder p.T38

Y N Bridges toLiterature, Level III,Grade 8, Unit 6:Words to KnowSkillBuilder p. T241

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: Words toKnow SkillBuilderp. T465

Y N 0 1 2 3 1.3.2C

� Transfer knowledge ofvocabulary learned in contentareas to comprehend othergrade-levelinformational/expository textand literary/narrative text (e.g.,definition of solar in sciencetransferred to understandingscience fiction text).

Bridges toLiterature,Level III, Grade8, Unit 2:Words to KnowSkillBuilder p.T80

Y N Bridges toLiterature, Level III,Grade 8, Unit 8:Words to KnowSkillBuilder p. T348

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: Words toKnow SkillBuilderp. T478

Y N 0 1 2 3 1.3.2D







Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPI USEONLY

Build vocabularythrough widereading.

Bridges toLiterature, Level III,Grade 8, Unit 1:Vocabulary Previewp. T13 (seevocabulary in textpp. T12-T17 &Words to KnowSkillBuilder p. T23)

Y N Bridges to Literature,Level III, Grade 8,Unit 6: VocabularyPreview p. T255 (seevocabulary in text pp.T254-T259 & Wordsto Know SkillBuilderp. T265)

Y N Bridges to Literature,Level III, Grade 8, Unit12: Vocabulary Previewp. T551 (seevocabulary in text pp.T550-T560 & Words toKnow SkillBuilder p.T566)

Y N 0 1 2 3 AS 1.3A



SECTION ONE: STUDENT PROFICIENCYEALR 1: The student understands and uses different skills and strategies to read.Component 1.4: Apply word recognition skills and strategies to read fluently.


1.4.2 Apply fluency toenhance comprehension.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Read grade-levelliterary/narrative text andinformational/expository textorally with accuracy, usingappropriate pacing, phrasing,and expression.

Bridges toLiterature, LevelIII, Grade 8,Unit 2: ReadingFluencySkillBuilder p.T107

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 6:Reading FluencySkillBuilder p.T295

Y N Bridges toLiterature, LevelIII, Grade 8,Unit 12:ReadingFluencySkillBuilder p.T549

Y N 0 1 2 3 1.4.2A

_ Read aloud unpracticedgrade-level text with fluency ina range of 145-155+ wordscorrect per minute.

Bridges toLiterature, LevelIII, Grade 8,Unit 5:Presenting thePoem p. T202

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 5:Presenting thePoem p. T214

Y N Bridges toLiterature, LevelIII, Grade 8,Unit 10:Presenting thePoem p. T447

Y N 0 1 2 3 1.4.2B



SECTION ONE: STUDENT PROFICIENCYEALR 1: The student understands and uses different skills and strategies to read.Component 1.4: Apply word recognition skills and strategies to read fluently.


1.4.3 Apply different readingrates to match text.


Rev.UseOnly

Middle1 citation[Must cite: TEtitle (e.g., book#), page #, titleoflesson/section]

Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Adjust reading rate byspeeding up or slowing downbased on purpose (e.g.,pleasure, informationalreading, task-orientedreading), text level of difficulty,form and style.

Bridges toLiterature, LevelIII, Grade 8,Unit 1: ReadingFluencySkillBuilder p.T25

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: ReadingFluencySkillBuilder p.T323

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: ReadingFluencySkillBuilder p.T517

Y N 0 1 2 3 1.4.3A







Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite: TE title(e.g., book #), page #,title of assessment]

Rev.UseOnly

Reviewer’sScore

OSPI USEONLY

Apply wordrecognition skillsand strategies toread fluently.

Bridges toLiterature, Level III,Grade 8, Unit 2:VocabularySkillBuilder p. T91

Y N Bridges to Literature,Level III, Grade 8,Unit 4: ReadingFluency SkillBuilderp. T195

Y N Bridges to Literature,Level III, Grade 8, Unit9: VocabularySkillBuilder p. T397

Y N 0 1 2 3 AS 1.4A



SECTION THREE: MEETING THE NEEDS OF ALL STUDENTS

Universal Access

EALR 1: The student understands and uses different skills and strategies to read.

Publisher’s Citation(s)_ cite one example for each indicator_ citation must align to EALR, Components, and GLEs_ each citation/example may be used only once

Component 1.1:Use word recognition skills andstrategies to read and comprehend text.Component 1.2:Use vocabulary (word meaning)strategies to comprehend text.Component 1.3: Build vocabularythrough wide reading.Component 1.4: Apply wordrecognition skills and strategies to readfluently.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

(a) Provides access to the learning forEnglish Language Learners (ELL)

Bridges toLiterature, LevelIII, Grade 8, Unit2: Vocabulary forEnglish Learnersp. T58

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: For EnglishLearners p. T284

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: Vocabularyfor EnglishLearners p. T482

Y N 0 1 2 3 UA 1A

(b) Provides intervention strategies forremediation without limiting access toimportant literacy learning for students.

Bridges toLiterature, LevelIII, Grade 8, Unit2: Vocabulary:Reteaching p.T86 (see ContextClues, pp. T608-T611)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6: Vocabulary:Reteaching p.T259 (seePrefixes &Suffixes pp.T613-T614)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9: Vocabulary:Reteaching p.T392 (seeMultiple-meaningWords pp. T620-T621)

Y N 0 1 2 3 UA 1B



(c) Provides enrichment strategies forcapable students by providingadditional access to important literacyrelated to the GLEs.

Bridges toLiterature, LevelIII, Grade 8, Unit3: RelatedReadings p. T148

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: RelatedReadings p. T301

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: RelatedReadings p. T541

Y N 0 1 2 3 UA 1C

(d) Provides differentiation strategies toaccommodate the range of abilitiesfound in classrooms.

Bridges toLiterature, LevelIII, Grade 8, Unit3: For EnglishLearners p. T110

Y N Bridges toLiterature, LevelIII, Grade 8, Unit8: Vocabulary:For EnglishLearners p. T351


Y N 0 1 2 3 UA 1D




Cultural Responsiveness

EALR 1: The student understands and uses different skills and strategies to read.


Component 1.1:Use word recognition skills andstrategies to read andcomprehend text.Component 1.2:Use vocabulary (word meaning)strategies to comprehend text.Component 1.3: Buildvocabulary through wide reading.Component 1.4: Apply wordrecognition skills and strategies toread fluently.

Beginning1 citation[Must cite: TE title(e.g., book #),page #, title oflesson/section]

Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

(a) Builds bridges ofmeaningfulness between homeand school experiences as wellas between academicabstractions and lived socio-cultural realities.

Bridges toLiterature, Level III,Grade 8, Unit 2:VocabularyStrategy: Idioms p.T69 (seeVocabulary pp.T70, T72, T73, T74& VocabularySkillBuilder p. T79)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6: VocabularyStrategy: Prefixes& Suffixes p.T255 (seeVocabulary pp.T256, T257,T258, T259 &VocabularySkillBuilder p.T264)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9: VocabularyStrategy: ContextClues pp. T400-T401 (seeVocabulary pp.T402, T403,T404, T405 &VocabularySkillBuilder p.T410)

Y N 0 1 2 3 CR 1A



(b) Routinely incorporatesmulticultural information,resources, and materials.

Bridges toLiterature, Level III,Grade 8, Unit 2:VocabularyStrategy: ContextClues: pp. T82-T83(see Vocabularypp. T84, T85 &VocabularySkillBuilder p. T91)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6: VocabularyStrategy: ContextClues pp. T268-T269 (seeVocabulary pp.T270, T271,T272 &VocabularySkillBuilder p.T278)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9: VocabularyStrategy:Syllabication pp.T414-T415 (seeVocabulary pp.T418, T419 &VocabularySkillBuilder p.T426)

Y N 0 1 2 3 CR 1B

(c) Presents all human beingswith respect and dignity whileavoiding images and roles thatmight be perceived as stereotypicor negative.

Bridges toLiterature, Level III,Grade 8, Unit 3:VocabularyStrategy: ContextClues p. T111 (seeVocabulary pp.T112, T115 &VocabularySkillBuilder p.T120)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: VocabularyStrategy:Syllabication pp.T296-T297 (seeVocabulary pp.T298, T299,T300 &VocabularySkillBuilder p.T306)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: VocabularyStrategy: LatinRoots pp. T532-T533 (seeVocabulary pp,T534, T537,T539, T540 &VocabularySkillBuilder p.T546)

Y N 0 1 2 3 CR 1C



SECTION ONE: STUDENT PROFICIENCYEALR 2: The student understands the meaning of what is read.Component 2.1: Demonstrate evidence of reading comprehension.


2.1.3 Apply comprehensionmonitoring strategies during and afterreading: determine importance usingtheme, main ideas, and supportingdetails in grade-levelinformational/expository text and/orliterary/narrative text. W


Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite: TEtitle (e.g.,book #), page#, title oflesson/section]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� State both literal and/or inferred mainideas and provide supporting text-baseddetails.

Bridges toLiterature, LevelIII, Grade 8,Unit 8:ComprehensionSkillBuilder p.T345

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11:ComprehensionSkillBuilder p.T491

Y N Bridges toLiterature,Level III,Grade 8, Unit11:ComprehensionSkillBuilder p.T512

Y N 0 1 2 3 2.1.3A

_ State the theme/message andsupporting details in culturally relevantliterary/narrative text.

Bridges toLiterature, LevelIII, Grade 8,Unit 3: LiterarySkillBuilder p.T119

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: LiterarySkillBuilder p.T305 (seeLiterature pp.T298, T300 &Comprehensionp. T301)

Y N Bridges toLiterature,Level III,Grade 8, Unit9: Literature p.T392 (seeLiterarySkillBuilder p.T396)

Y N 0 1 2 3 2.1.3B



_ Choose, from multiple choices, a titlethat best fits the selection and providedetails from the text to support the choice.



Y N Bridges toLiterature,Level III,Grade 8, Unit10: LiterarySkillBuilder, #5p. T435

Y N 0 1 2 3 2.1.3C

_ Select, from multiple choices, asentence that best states the theme ormain idea of a story, poem, or selection.


Y N Bridges toLiterature, LevelIII, Grade 8, Unit9:ComprehensionSkillBuilder, B p.T424

Y N Bridges toLiterature,Level III,Grade 8, Unit10: LiterarySkillBuilder, #5p. T435

Y N 0 1 2 3 2.1.3D

_ Organize theme, main idea andsupporting details into a self-createdgraphic organizer to enhance textcomprehension.


Y N Bridges toLiterature, LevelIII, Grade 8, Unit8:ComprehensionSkillBuilder p.T345(see ReadingToolkit pp. D9-D11)

Y N Bridges toLiterature,Level III,Grade 8, Unit11:ComprehensionSkillBuilder p.T491 (seeAdditionalGraphicOrganizers pp.T663-T681 &ReadingToolkit p. E6)

Y N 0 1 2 3 2.1.3E





2.1.4 Apply comprehensionmonitoring strategies forinformational and technicalmaterials, complex narratives, andexpositions: use prior knowledge.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Use previous experience,knowledge of current issues,information previously learned tomake connections, draw conclusions,and generalize about what is read(e.g., relate what is learned inchemistry to new learning in biology;connect the author’s perspectiveand/or the historical context to text).

Bridges toLiterature, LevelIII, Grade 8, Unit2: Connect toYour Life p. T 57(see Think ItThrough end ofselectionquestions p. T60)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit8: Connect toYour Life p. T327(seeComprehension:Focus Skill:DrawingConclusions p.T328 &ComprehensionSkillBuilder p.T333)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Connect toYour Life p. T569(see Think ItThrough end ofselectionquestions p.T580)

Y N 0 1 2 3 2.1.4A





2.1.5 Apply comprehensionmonitoring strategies forinformational and technicalmaterials, complex narratives,and expositions predict and infer.W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Make inferences based on implicitand explicit information drawn fromtext and provide justification for thoseinferences.

Bridges toLiterature, LevelIII, Grade 8, Unit3:Comprehension:Focus Skill:MakingInferences p.T112 (seeComprehensionpp. T114, T115&ComprehensionSkillBuilder p.T118)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9:Comprehension:Focus Skill:MakingInferences p.T374 (seeComprehensionpp. T375, T377T378)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11:Comprehension:Focus Skill:MakingInferences p.T520 (seeComprehensionp. T521 &ComprehensionSkillBuilder p.T524)

Y N 0 1 2 3 2.1.5A



� Make, confirm, and revisepredictions based on prior knowledgeand evidence from the text (e.g.,using main idea statements, predictwhat kind of information the authorwill present next).

Bridges toLiterature, LevelIII, Grade 8, Unit3:Comprehension(predicting) p.T113

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7:Comprehension:Focus Skill:Predicting p.T286 (seeComprehensionp. T287 &ComprehensionSkillBuilder p.T290)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9:Comprehension(predicting) p.T376 (seeComprehensionp, T378 &ComprehensionSkillBuilder p.T381)

Y N 0 1 2 3 2.1.5B

� Select, from multiple choices, aprediction, inference, or assumptionthat could be made from text.

Bridges toLiterature, LevelIII, Grade 8, Unit3:ComprehensionSkillBuilder p.T118



Y N 0 1 2 3 2.1.5C

� Organize information to support aprediction or inference in a self-created graphic organizer.




Y N 0 1 2 3 2.1.5D




GLE 2.1.6 Publisher’s Citation Reviewer’sScore

OSPIUSE

ONLY

2.1.6 Apply comprehensionmonitoring strategies forinformation and technicalmaterials, complex narratives,and expositions: monitor formeaning, create mental images,and generate and answerquestions.


Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite:TE title (e.g.,book #),page #, titleoflesson/section]

Rev.UseOnly

� Monitor for meaning by identifyingwhere and why comprehension waslost and use comprehension repairstrategies to regain meaning.

Bridges toLiterature, LevelIII, Grade 8, Unit1:Comprehension:Reread p. T42

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6:Comprehension:Reread p. T270

Y N Bridges toLiterature,Level III,Grade 8, Unit9:Comprehension:Reread p.T374

Y N 0 1 2 3 2.1.6A

� Develop questions before, during,and after reading and useknowledge of questioning strategiesto locate answers.

Bridges toLiterature, LevelIII, Grade 8, Unit2:ComprehensionSkillBuilder(SQ3R) p. T103

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Connect to YourLife (K-W-L Chart)p. T297

Y N Bridges toLiterature,Level III,Grade 8, Unit12: Connect toYour Life (K-W-L Chart) p.T569 (see K-W-L Chart p.T580)

Y N 0 1 2 3 2.1.6B



� Use mental imagery whilereading.

Bridges toLiterature, LevelIII, Grade 8, Unit1:Comprehension:Focus Skill:Visualizing p. T14(seeComprehensionSkillBuilder p.T20

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6:Comprehension:Focus Skill:Visualizing p.T256 (see T257 &ComprehensionSkillBuilder p.T262)

Y N Bridges toLiterature,Level III,Grade 8, Unit11:Comprehension(visualize) p.T470)

Y N 0 1 2 3 2.1.6C

� Organize images and informationinto a self-created graphic organizerto enhance text comprehension.


Y N Bridges toLiterature, LevelIII, Grade 8, Unit8: ComprehensionSkillBuilder p.T346

Y N Bridges toLiterature,Level III,Grade 8, Unit11: Key to theArticle(comparisonchart) p. T469

Y N 0 1 2 3 2.1.6D





2.1.7 Apply comprehensionmonitoring strategies forinformational and technicalmaterials, complex narratives,and expositions: determineimportance and summarize text.W


Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite: TEtitle (e.g., book#), page #,title oflesson/section]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Create an informational summarythat includes an introductorystatement, main ideas, andsupporting text-based details;makes connections among the keyideas from the entire text; uses ownwords in an objective voice; isaccurate to the original text; andavoids interpretation or judgment.


Y N Bridges toLiterature, Level III,Grade 8, Unit 6:ComprehensionSkillBuilder p. T249

Y N Bridges toLiterature, LevelIII, Grade 8,ReadingToolkit pp.D34-D35

Y N 0 1 2 3 2.1.7A

� Create a literary summary thatincludes an introduction stating thetheme and/or author’s messagesupported by text-based evidence;use own words in an objectivevoice; is accurate to the original text.

Bridges toLiterature, LevelIII, Grade 8, Unit5: Unit Test, B p.T225


Y N Bridges toLiterature, LevelIII, Grade 8,Unit 12:Selection Test,B p. T587

Y N 0 1 2 3 2.1.7B



� Select, from multiple choices, asentence that best summarizes thetext.

Bridges toLiterature,Level III, Grade8, Unit 3:ComprehensionSkillBuilder p.T135

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Selection Test,#9 p. T308

Y N Bridges toLiterature,Level III, Grade8, Unit 9:Selection Test,#8 p. T428

Y N 0 1 2 3 2.1.7C

� Organize summary information forinformational/expository, technicalmaterials, and complex narrativesinto a self-created graphic organizerto enhance text comprehension.

Bridges toLiterature,Level III, Grade8, Unit 2:ComprehensionSkillBuilder p.T102

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6: ComprehensionSkillBuilder p.T249

Y N Bridges toLiterature,Level III, Grade8, Unit 11:ComprehensionSkillBuilder p.T491

Y N 0 1 2 3 2.1.7D







Rev.UseOnly

Middle1 citation[Must cite: TE title(e.g., book #), page#, title ofassessment]

Rev.UseOnly

End1 citation[Must cite: TE title(e.g., book #),page #, title ofassessment]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

Demonstrate evidenceof readingcomprehension.

Bridges toLiterature, Level III,Grade 8, Unit 5:Unit Test pp. T224-T225

Y N Bridges to Literature,Level III, Grade 8,Unit 8: SelectionTest p. T349

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: SelectionTest p. T548

Y N 0 1 2 3 AS 2.1A



SECTION ONE: STUDENT PROFICIENCYEALR 2: The student understands the meaning of what is read.Component 2.2: Understand and apply knowledge of text components to comprehend text.


2.2.1 Analyze an author’s use oftime, order, and/or sequence toextend comprehension of text. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Analyze an author’s developmentof time and sequence through theuse of literary devices such asforeshadowing, flashbacks, dreamsequences, parallel episodes, andthe use of traditional and/or culturalbased organizational patterns.

Bridges toLiterature, LevelIII, Grade 8, Unit2:Comprehension:Focus Skill:ChronologicalOrder p. T58 (seeComprehensionpp. T59, T60 &ComprehensionSkillBuilder p.T63)

Y N Bridges toLiterature, Level III,Grade 8, Unit 6:Literature(foreshadowing) p.T234)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11:Comprehension:Focus Skill:Sequence p.T498 (seeComprehensionSkillBuilder p.T501)

Y N 0 1 2 3 2.2.1A

� Explain the use of order or steps ina process to convey meaning in aninformational/expository text (e.g.scientific experiments, legislativeprocesses, mathematicalprocedures, Native American talkingcircles and ceremonies).




Y N 0 1 2 3 2.2.1B





2.2.2 Apply understanding ofcomplex organizational featuresof printed text and electronicsources. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Use text features to verify, support,or clarify meaning.

Bridges toLiterature, LevelIII, Grade 8, Unit2:Comprehension(understandingvisuals) p. T71

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11:Comprehension(understandingvisuals) p. T506


Y N 0 1 2 3 2.2.2A

� Select, from multiple choices, thepurpose of a specific text featureand/or information learned from atext feature.




Y N 0 1 2 3 2.2.2B

� Use the features and electronicinformation to communicate, gaininformation, or research a topic.

Bridges toLiterature, LevelIII, Grade 8, Unit2:Comprehension(understandingvisuals) p. T71



Y N 0 1 2 3 2.2.2C





2.2.3 Understand and analyzestory elements. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Interpret how situations, actions,and other characters influence acharacter’s personality anddevelopment.

Bridges toLiterature, LevelIII, Grade 8, Unit1: Literature:Focus Skill:Characterizationp. T28 (seeLiterature pp.T29, T30 &LiterarySkillBuilder p.T36)

Y N Bridges to Literature,Level III, Grade 8,Unit 7: Literature:Focus Skill: Motivep. T312 (seeLiterature pp. T313,T314, T315 &Literary SkillBuilderp. T319)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12:Comprehension(characterization)p. T556

Y N 0 1 2 3 2.2.3A

� Explain how a story’s plots andsubplots contribute to (or don’tadvance) the conflict andresolution.

Bridges toLiterature, LevelIII, Grade 8, Unit1: Literature:Focus Skill: Plotp. T14 (seeLiterature pp.T15, T17 &LiterarySkillBuilder p.T21)

Y N Bridges to Literature,Level III, Grade 8,Unit 4: Literature:Focus Skill: Plot p.T174 (see Literaturepp. T176, T180,T181, T187 &Literary SkillBuilderp. T191)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Literature:Focus Skill: Plotp. T534 (seeLiterature pp.T535, T538 &LiterarySkillBuilder p.T545)

Y N 0 1 2 3 2.2.3B



� Explain the influence of settingon mood, character and plot.

Bridges toLiterature, LevelIII, Grade 8, Unit3: Literature:Focus Skill:Setting p. T142(see Literaturepp. T143, T144T145)

Y N Bridges to Literature,Level III, Grade 8,Unit 7: Literature, Ap. T286

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: Literature, Ap. T520

Y N 0 1 2 3 2.2.3C

� Explain the author’s point of viewand interpret how it influences thetext.

Bridges toLiterature, LevelIII, Grade 8, Unit1: Literature (first-person point ofview) p. T14

Y N Bridges to Literature,Level III, Grade 8,Unit 10: Literature:Focus Skill: Point ofView & Think ItThrough p. T443(see LiterarySkillBuilder p. T445)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: Literature:Focus Skill: Pointof View p. T458(see Literature p.T459 & LiterarySkillBuilder p.T463)

Y N 0 1 2 3 2.2.3D

� Compare/contrast commonrecurring themes in books by thesame or different authors.

Selections arearrangedthematically andmay be used tomeet thisEvidence ofLearningstatement. Seefor exampleBridges toLiterature, LevelIII, Grade 8, Unit2: “CourageCounts” p. T54(see Theme-Based LessonPlans pp. 13-23)

Y N Selections arearrangedthematically andmay be used to meetthis Evidence ofLearning statement.See for exampleBridges to Literature,Level III, Grade 8,Unit 7: “DecisionsDon’t Come Easily”p. T282(see Theme-BasedLesson Plans pp.75-86)

Y N Selections arearrangedthematically andmay be used tomeet thisEvidence ofLearningstatement. Seefor exampleBridges toLiterature, LevelIII, Grade 8, Unit9: “MakingAdjustments” p.T430(see Theme-Based LessonPlans pp. 99-110)

Y N 0 1 2 3 2.2.3E





2.2.4 Apply understanding oftext organizational structures.


Rev.UseOnly

Middle1 citation[Must cite :TE title(e.g., book #),page #, title oflesson/section]

Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Recognize and use knowledge ofpreviously taught organizationalstructures (description, comparisonand contrast, sequential order,chronological order, cause andeffect, order of importance,process/procedural,concept/definition, andproblem/solution) to aidcomprehension.


Y N Bridges to Literature,Level III, Grade 8,Unit 9:ComprehensionSkillBuilder p. T425


Y N 0 1 2 3 2.2.4A

� Identify text written in episodicand generalization/principleorganizational structure to findand/or organize information andcomprehend text.

Bridges toLiterature, LevelIII, Grade 8, Unit1: LiterarySkillBuilder p.T21 (see text pp.T12-T17)

Y N Bridges to Literature,Level III, Grade 8,Unit 7: LiterarySkillBuilder p. T305(see text pp. T296-T301)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: LiterarySkillBuilder p.T545 (see textpp. T532-T541)

Y N 0 1 2 3 2.2.4B




Assessment Type: Formative or Summative

Publisher’s Citation

Component 2.2 Beginning1 citation [Must cite: TEtitle (e.g., book#), page #, titleof assessment]

Rev.UseOnly

Middle1 citation[Must cite: TE title(e.g., book #),page #, title ofassessment]

Rev.UseOnly

End1 citation[Must cite: TEtitle (e.g.,book #), page#, title ofassessment]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

Understand and applyknowledge of text componentsto comprehend text.


Y N Bridges to Literature,Level III, Grade 8,Unit 7: LiterarySkillBuilder p. T291

Y N Bridges toLiterature,Level III, Grade8, Unit 11:LiterarySkillBuilder p.T463

Y N 0 1 2 3 2.2A



SECTION ONE: STUDENT PROFICIENCYEALR 2: The student understands the meaning of what is read.Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literaryand informational text.


2.3.1 Analyzeinformational/expository textand literary/narrative text forsimilarities and differencesand cause and effectrelationships. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Compare and contrastinformation from multiplesources to gain a broaderunderstanding of a topic (e.g.,compare and contrast a varietyof ecosystems using text-based evidence).

Bridges toLiterature, LevelIII, Grade 8, Unit3: Short Story,“Another April” &Related Reading(poem) pp. T140-T148

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Allegory,“Terrible Things”& RelatedReading(speech) pp.T296-T301

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: HistoricalFiction, “TheInvaders” &relatedinformation pp.T456-T459

Y N 0 1 2 3 2.3.1A

� Compare and contrast howcharacters react to the sameevent using text-basedevidence.

Bridges toLiterature, LevelIII, Grade 8, Unit1:ComprehensionSkillBuilder p. T35

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9: LiterarySkillBuilder p.T382


Y N 0 1 2 3 2.3.1B



� Select, from multiple choices,a sentence that tells how twoelements are alike or different(e.g., characters, events,information/facts).


Y N Bridges toLiterature, LevelIII, Grade 8,ReadingToolkit D22-D24, F1


Y N 0 1 2 3 2.3.1C

� Explain how certain actionscause certain effects (e.g., howthe women’s suffragemovement changed the face ofpolitics today or how Indianboarding schools contributed tothe loss of Native Americanlanguages and culture; how theinterment of JapaneseAmericans during World War IIaffected traditional Japanesefamily structure.

Bridges toLiterature, LevelIII, Grade 8, Unit2:Comprehension(cause & effect)p. T86

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9:Comprehension:Focus Skill 1:Cause & Effectp. T402 (seeComprehensionpp. T403, T404,T405 &ComprehensionSkillBuilder p.T408)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: SelectionTest, B p. T516

Y N 0 1 2 3 2.3.1D





2.3.2 Analyze and evaluateinformational materials forrelevance in meeting aspecific purpose.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Examine information from avariety of sources, selectappropriate information basedon purpose, and defendselection citing evidence fromtext.

Bridges toLiterature, LevelIII, Grade 8, Unit2: True Account,“A Slave” pp.T56-T60 (seeComprehensionSkillBuilder p.T63, LiterarySkillBuilder p.T64 & SelectionTest p. T67)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit8: ScienceArticle,“Earthquakes”pp. T338-T342(seeComprehensionSkillBuilder pp.T345, T346 &Selection Test p.T349)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: InformativeArticle, “Weaponsof War” pp. T468-T472 (seeComprehensionSkillBuilder pp.T475, T476 &Selection Test p.T479)

Y N 0 1 2 3 2.3.2A





2.3.3 Evaluate the author’suse of literary devices toenhance comprehension. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Judge the effectiveness of theauthor’s use of literary devicesand explain how they are usedto convey meaning.

Bridges toLiterature, LevelIII, Grade 8, Unit5: Literature:Focus Skill:Imagery & ThinkIt Through end ofselectionquestions p. T215

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Literature:Focus Skill:Suspense p.T286 (seeLiterature p. T287& LiterarySkillBuilder p.T291)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Literature:Focus Skill:FigurativeLanguage p.T570 (seeLiterature pp.T571, T573,T574, T577 &LiterarySkillBuilder p.T584)

Y N 0 1 2 3 2.3.3A

� Select, from multiple choices,a sentence from thestory/poem/selection that is anexample of a specific literarydevice.

Bridges toLiterature, LevelIII, Grade 8, Unit5: Unit Test, #1,#6 pp. T224-T225

Y N Bridges toLiterature, LevelIII, Grade 8, Unit10: Unit Test, #5pp. T452-T453


Y N 0 1 2 3 2.3.3B





2.3.4 Synthesize informationfrom a variety of sources.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Integrate information fromdifferent sources (e.g.,newspaper article, biographicalsketch, poem, oral records) todraw conclusions aboutcharacter traits and/or author’sassumptions.


Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Allegory,“Terrible Things”& RelatedReading (speech)pp. T296-T301

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Novel Excerptfrom Hiroshima &Related Reading(poem) pp. T532-T541

Y N 0 1 2 3 2.3.4A






Component 2.3 Beginning1 citation [Must cite: TE title (e.g.,book #), page #, title ofassessment]

Rev.UseOnly

Middle1 citation[Must cite: TEtitle (e.g., book#), page #, titleof assessment]

Rev.UseOnly

End1 citation[Must cite: TEtitle (e.g., book#), page #, titleof assessment]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

Expandcomprehension byanalyzing,interpreting, andsynthesizinginformation andideas in literary andinformational text.

Bridges to Literature, LevelIII, Grade 8, Unit 5: LiterarySkillBuilder p. T217

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9:ComprehensionSkillbuilder p.T408

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12:ComprehensionSkillbuilder p.T544

Y N 0 1 2 3 2.3A



SECTION ONE: STUDENT PROFICIENCYEALR 2: The student understands the meaning of what is read.Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective ininformational and literary text.


2.4.1 Analyzeinformational/expositorytext and literary/narrativetext to draw conclusionsand develop insights. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Draw conclusions fromgrade-level text (e.g., themost important idea theauthor is trying to make inthe story/poem/selection,what inspiration might bedrawn from thestory/poem/selection, whomight benefit from readingthe story/poem/selection).

Bridges toLiterature, LevelIII, Grade 8, Unit2: Think ItThrough end ofselectionquestions p. T74

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 8:Literary Skillbuilderp. T356

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Think ItThrough end ofselectionquestions p. T541

Y N 0 1 2 3 2.4.1A

� Select, from multiplechoices, a statement thatbest represents the mostimportant conclusion thatmay be drawn from theselection.


Y N Bridges toLiterature, LevelIII, Grade 8, Unit 8:ComprehensionSkillBuilder p.T333


Y N 0 1 2 3 2.4.1B





2.4.2 Analyze author’spurpose and evaluatehow an author’s style ofwriting influencesdifferent audiences. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Identify and discussdifferent authors’ use ofsentence structure, literarydevices, and word choice toimpact tone, message,and/or reader’s reaction.

Bridges toLiterature, LevelIII, Grade 8, Unit5: LiterarySkillBuilder p.T205

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 6:Literature: FocusSkill: Style p. T230(see Literature p.T231 & LiterarySkillBuilder p.T239

Y N Bridges toLiterature, Level III,Grade 8, Unit 12:Literature: FocusSkill: FigurativeLanguage p. T570(see Literature pp.T571, T572, T574,T577 & LiterarySkillBuilder p. T584)

Y N 0 1 2 3 2.4.2A

� Explain and provideexamples of how an authoruses a wide variety oflanguage structures tocreate an intended effect(e.g., words or phrases fromanother language, dialect,simile, and metaphor).

Bridges toLiterature, LevelIII, Grade 8, Unit5: Literature:Focus Skill:Imagery p. T215(see LiterarySkillBuilder p.T217)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit10: Think ItThrough (simile) p.T433

Y N Bridges toLiterature, Level III,Grade 8, Unit 12:Literature: FocusSkill: FigurativeLanguage p. T570(see Literature pp.T571, T572, T574,T577 & LiterarySkillBuilder p. T584)

Y N 0 1 2 3 2.4.2B



� Examine the author’s useof language registry (e.g.,frozen, formal, consultative,casual, intimate) and howthis influences meaning anddifferent audiences.

Bridges toLiterature, LevelIII, Grade 8, Unit5: Poetry,“Daybreak inAlabama”(informallanguage) p.T215

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 6:Literature : FocusSkill: Style T230(see Literature p.T231 & LiterarySkillBuilder p.T239)

Y N Bridges toLiterature, Level III,Grade 8, Unit 11:Informative Article,“Weapons of War”(formal language)pp. T468-T472

Y N 0 1 2 3 2.4.2C

� Select, from multiplechoices, a sentence thatexplains why an authorincludes a specifictechnique.


Y N Bridges toLiterature, LevelIII, Grade 8, Unit 9:ComprehensionSkillBuilder p.T409


Y N 0 1 2 3 2.4.2D





2.4.3 Analyze and evaluatetext for validity andaccuracy. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Examine and critique thelogic (reasoning, assumptions,and beliefs) and use evidence(existing and missinginformation; primary andsecondary sources) in anauthor’s argument or defenseof a claim.


Y N Bridges toLiterature, LevelIII, Grade 8, Unit 8:Comprehension:Focus Skill 2:Author’s Argument& Evidence p.T328 (seeComprehensionpp. T329, T330 &ComprehensionSkillBuilder p.T334)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit8:Comprehension:Focus Skill:Evaluating p.T351 (seeComprehensionSkillBuilder p.T355)

Y N 0 1 2 3 2.4.3A





2.4.4 Analyze andevaluate theeffectiveness of theauthor’s use ofpersuasive devices toinfluence an audience.W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Examine and explainthe intended effects ofpersuasive vocabulary(e.g., loaded words,exaggeration, emotionalwords, euphemisms) thatthe author uses toinfluence reader’sopinions or actions.

Bridges toLiterature, Level III,Grade 8, Unit 2:Comprehension(author’sperspective) p. T84

Y N Bridges to Literature,Level III, Grade 8,Unit 8:Comprehension:Focus Skill 2:Author’s Perspectivep. T361 (seeComprehension p.T362)


Y N 0 1 2 3 2.4.4A



� Examine and explainthe intended effects ofpropaganda techniquesthe author uses toinfluence readers’perspectives.

Bridges toLiterature, Level III,Grade 8, ReadingToolkit p. E10

Y N Bridges to Literature,Level III, Grade 8,Unit 8:Comprehension:Focus Skill 1: Fact &Opinion & FocusSkill 2: Author’sPerspective p. T361(see Comprehensionp. T362)


Y N 0 1 2 3 2.4.4B

� Judge the author’seffectiveness in the use ofpersuasive devices toinfluence an audience.

Bridges toLiterature, Level III,Grade 8, ReadingToolkit p. E10

Y N Bridges to Literature,Level III, Grade 8,Unit 8:Comprehension:Focus Skill 1: Fact &Opinion & FocusSkill 2: Author’sPerspective p. T361(see Comprehensionp. T362)


Y N 0 1 2 3 2.4.4C





2.4.5 Analyze text togeneralize, express insight,or respond by connecting toother texts or situations. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Generalize about universalthemes, human nature, culturaland historical perspectives, etc.,from reading multiple texts.


Y N Selections arearrangedthematically andmay be used tomeet this Evidenceof Learningstatement. See forexample Bridgesto Literature, LevelIII, Grade 8, Unit 7:“Decisions Don’tCome Easily” p.T282 (see Theme-Based LessonPlans pp. 75-86)

Y N Selections arearrangedthematically andmay be used tomeet thisEvidence ofLearningstatement. Seefor exampleBridges toLiterature, LevelIII, Grade 8, Unit9: “MakingAdjustments” p.T430(see Theme-Based LessonPlans pp. 99-110)

Y N 0 1 2 3 2.4.5A



� Select, from multiple choices,a sentence that describes themost important idea, concept, orconclusion that can be drawnfrom the selection.

Bridges toLiterature, LevelIII, Grade 8, Unit2: Selection Testp. T93

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 7:Selection Test, #9p. T308

Y N Bridges toLiterature, LevelIII, Grade 8, Unit10: LiterarySkillBuilder, #5p. T435

Y N 0 1 2 3 2.4.5B

� Provide a response to text thatexpresses an insight (e.g.,author’s perspective, the natureof conflict,) or use text-basedinformation to solve a problemnot identified in the text (e.g.,use information in an articleabout fitness to design anexercise routine).

Bridges toLiterature, LevelIII, Grade 8, Unit5: LiterarySkillBuilder, B p.T222

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 8:LiterarySkillBuilder p.T356


Y N 0 1 2 3 2.4.5C





2.4.6 Analyze treatment ofconcepts within, among, andbeyond multiple texts. W


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Compare and contrasttreatments of similar conceptsand themes within multiple texts(e.g., how the idea of coming ofage is presented in multipletexts representing a variety ofcultures).

Bridges toLiterature, LevelIII, Grade 8, Unit3: Short Story &Related Reading(poem) pp. T140-T148

Y N Bridges toLiterature, LevelIII, Grade 8, Unit 9:Readers Theater &Related Reading(poem) pp. T372-T378

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: NovelExcerpt &RelatedReading (poem)pp. T532-T541)

Y N 0 1 2 3 2.4.6A

� Select, from multiple choices,a sentence that tells how twopieces of information are alikeor different.


Y N Bridges toLiterature, LevelIII, Grade 8, Unit 9:Readers Theater,“The Jade Stone”& Related Reading(poem) pp. T372-T378

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: NovelExcerpt fromHiroshima &RelatedReading (poem)pp. T532-T541)

Y N 0 1 2 3 2.4.6B





2.4.7 Analyze and evaluatethe reasoning and ideasunderlying an author’sbeliefs and assumptionswithin multiple texts.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Examineinformational/expository textand literary/narrative text toshow how they reflect theheritage, traditions, andbeliefs of the author.

Bridges toLiterature, LevelIII, Grade 8, Unit2:Comprehension(author’sperspective) p.T84

Y N Bridges to Literature,Level III, Grade 8,Unit 8:Comprehension:Focus Skill: Author’sArgument &Evidence p. T328(see Comprehensionpp. T329, T330)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: Think ItThrough end ofselectionquestions p.T521

Y N 0 1 2 3 2.4.7A

� Compare and critique twoauthor’s beliefs andassumptions about a singletopic or issue, citing text-based evidence, and decidewhich author presents thestronger argument.


Y N Bridges to Literature,Level III, Grade 8,Unit 9: ReadersTheater, “The JadeStone” & RelatedReading (poem) pp.T372-T378

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: NovelExcerpt fromHiroshima &RelatedReading (poem)pp. T532-T541)

Y N 0 1 2 3 2.4.7B



� Make judgments about howeffectively an author hassupported his/her belief and/orassumptions, citing text-basedevidence.

Bridges toLiterature, LevelIII, Grade 8, Unit2:Comprehension:Think It Through(author’sperspective) p.T86


Y N Bridges toLiterature, LevelIII, Grade 8, Unit8:ComprehensionSkillBuilder, C p.T365

Y N 0 1 2 3 2.4.7C

� Select, from multiplechoices, a sentence thatidentifies the author’sopinions, assumptions, andbeliefs.


Y N Bridges to Literature,Level III, Grade 8,Unit 9: SelectionTest, #8 p. T428

Y N Bridges toLiterature,Level III, Grade8, Unit 11:ComprehensionSkillBuilder, p.T524 – seeespecially #6

Y N 0 1 2 3 2.4.7D

� Select, from multiplechoices, a sentence thatdescribes the faulty reasoningof the author or character.

Bridges toLiterature, LevelIII, Grade 8, Unit1: Selection Testp. T24


Y N Bridges toLiterature,Level III, Grade8, Unit 8:ComprehensionSkillBuilder p.T334

Y N 0 1 2 3 2.4.7E






Component 2.4 Beginning1 citation [Must cite: TE title(e.g., book #),page #, title ofassessment]

Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’s Score OSPIUSE

ONLY

Think critically andanalyze author’suse of language,style, purpose, andperspective ininformational andliterary text.

Bridges toLiterature, Level III,Grade 8, Unit 3:ComprehensionSkillBuilder p. T136



Y N 0 1 2 3 2.4A




Universal Access

EALR 2: The student understands the meaning of what is read.

Component 2.1:Demonstrate evidence ofreading comprehension.Component 2.2:Understand and applyknowledge of text componentsto comprehend text.Component 2.3: Expandcomprehension by analyzing,interpreting, and synthesizinginformation and ideas in literaryand informational text.Component 2.4: Think criticallyand analyze author’s use oflanguage, style, purpose, andperspective in informational andliterary text.


Reviewer’sScore

OSPI USEONLY


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

(a) Provides access to thelearning for English LanguageLearners (ELL)




Y N 0 1 2 3 UA2A



(b) Provides interventionstrategies for remediationwithout limiting access toimportant literacy learning forstudents.

Bridges toLiterature, LevelIII, Grade 8, Unit1: Reteaching p.T32 (seeCompare &Contrast pp.T647-T649)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Reteaching p.T287 (seePredicting pp.T653-T655)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: Reteaching p.T488 (see MainIdea pp. T635-T638)

Y N 0 1 2 3 UA2B

(c) Provides enrichmentstrategies for capable studentsby providing additional accessto important literacy related tothe GLEs.

Bridges toLiterature, LevelIII, Grade 8, Unit1: Option forSpeaking &Listening p. T46

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Option forWriting p. T301

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9: Option forSpeaking &Listening p. T378

Y N 0 1 2 3 UA2C

(d) Provides differentiationstrategies to accommodate therange of abilities found inclassrooms.

Bridges toLiterature, LevelIII, Grade 8, Unit3: Option forDrama p. T115

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Words to KnowSkillBuilder,Writing (& art)Activity p. T293

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9: Option forSpeaking &Listening p. T421

Y N 0 1 2 3 UA2D





EALR 2: The student understands the meaning of what is read.


Component 2.1:Demonstrate evidence ofreading comprehension.Component 2.2:Understand and applyknowledge of textcomponents to comprehendtext.Component 2.3: Expandcomprehension byanalyzing, interpreting, andsynthesizing informationand ideas in literary andinformational text.Component 2.4: Thinkcritically and analyzeauthor’s use of language,style, purpose, andperspective in informationaland literary text.

Beginning1 citation[Must cite: TE title(e.g., book #), page#, title oflesson/section]

Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

(a) Builds bridges ofmeaningfulness betweenhome and schoolexperiences as well asbetween academicabstractions and livedsocio-cultural realities.

Bridges to Literature,Level III, Grade 8, Unit2: Think It Through endof selection questionsp. T99



Y N 0 1 2 3 CR2A







Y N 0 1 2 3 CR2B

(c) Presents all humanbeings with respect anddignity while avoidingimages and roles that mightbe perceived as stereotypicor negative.




Y N 0 1 2 3 CR2C



SECTION ONE: STUDENT PROFICIENCYEALR 3: The student reads different materials for a variety of purposes.Component 3.1: Read to learn new information.


3.1.1 Analyze web-basedand other resource materials(including primary sourcesand secondary sources) forrelevance in answeringresearch questions.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Examine resource materialsto determine appropriateprimary sources and secondarysources to use for investigatinga question, topic, or issue (e.g.,encyclopedia and otherreference materials, pamphlets,book excerpts, newspaper andmagazine articles, letters to aneditor).

Bridges toLiterature, LevelIII, Grade 8, Unit2: Biography,“Cesar Chavez:Civil-RightsChampion” pp.T82-T86

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9: InformativeArticle,“Acceptance” pp.T400-T405

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: InformativeArticle, “Weaponsof War” pp. T468-T472

Y N 0 1 2 3 3.1.1A







Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPI USEONLY

Read to learnnew information.

Bridges toLiterature, LevelIII, Grade 8, Unit2: Biography,“RobertoClemente: Hero &Friend” pp. T94-T99 (seeSelection Test p.T106)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit8: ScienceArticle,“Earthquakes”pp. T338-T342(see SelectionTest p. T349)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: InformativeArticle,“California GoldDays” pp. T504-T509 (seeSelection Test p.T516)

Y N 0 1 2 3 3.1A



SECTION ONE: STUDENT PROFICIENCYEALR 3: The student reads different materials for a variety of purposes.Component 3.2: Read to perform a task.


3.2.2 Apply understanding ofcomplex information, includingfunctional documents, toperform a task.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Use functional documents toperform a task (e.g., readapplications, legal documents, anduse that information to performeveryday life functions).


Y N Bridges toLiterature, LevelIII, Grade 8,Unit 9:ComprehensionSkillBuilder p.T425


Y N 0 1 2 3 3.2.2A







Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

Read to perform atask.

Bridges toLiterature, Level III,Grade 8, Unit 4:ComprehensionSkillBuilder p. T190



Y N 0 1 2 3 3.2A



SECTION ONE: STUDENT PROFICIENCYEALR 3: The student reads different materials for a variety of purposes.Component 3.3: Read for career applications.


3.3.1 Understand and applyappropriate reading strategiesfor interpreting technical andnon-technical documents usedin job-related settings.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Select, use, monitor, and adjustappropriate strategies fordifferent reading purposes (e.g.,skim/scan for big ideas, closereading for details, inferringinformation from graphs andcharts).




Y N 0 1 2 3 3.3.1A

� Use professional-levelmaterials, including electronicinformation, that match career oracademic interest to makedecisions.

Bridges toLiterature, LevelIII, Grade 8,Reading Toolkit:Problem-SolutionChart p. F15

Y N Bridges toLiterature, LevelIII, Grade 8, Unit8: ScienceArticle,“Earthquakes”pp. T338-T342

Y N Bridges toLiterature, LevelIII, Grade 8,Unit 9: ScienceArticle,“Acceptance”pp. T400-T405

Y N 0 1 2 3 3.3.1B

� Select and use appropriateskills for reading a variety ofdocuments (e.g., maps, graphs,blueprints, computer manuals).

Bridges toLiterature, LevelIII, Grade 8,Reading Toolkit:Using LineGraphs, BarGraphs & PieCharts pp. E13-E15



Y N 0 1 2 3 3.3.1C







Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

Read for careerapplications.

Bridges toLiterature, Level III,Grade 8, ReadingToolkit: Problem-Solution Chart p.F15

Y N Bridges toLiterature, Level III,Grade 8, Unit 8:Science Article,“Earthquakes” pp.T338-T342

Y N Bridges toLiterature, LevelIII, Grade 8, Unit9: ScienceArticle,“Acceptance” pp.T400-T405

Y N 0 1 2 3 3.3A



SECTION ONE: STUDENT PROFICIENCYEALR 3: The student reads different materials for a variety of purposes.Component 3.4: Read for literary/narrative experience in a variety of genres.


3.4.2 Analyze traditionaland contemporaryliterature written in avariety of genres.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Respond to literaturewritten in a variety of genres(e.g., explain why certaingenres are best suited toconvey a specific message orinvoke a particular responsefrom the reader).

Bridges toLiterature, Level III,Grade 8, Unit 4:Literary SkillBuilderp. T168

Y N Bridges toLiterature, Level III,Grade 8, Unit 6:Literary SkillBuilderp. T277


Y N 0 1 2 3 3.4.2A

� Analyze the characteristicsand structuralelements/essentialsattributesin a variety of poetic forms(e.g., epic, sonnet, ballad,haiku, free verse).

Bridges toLiterature, Level III,Grade 8, Unit 5:Literary SkillBuilderp. T209

Y N Bridges toLiterature, Level III,Grade 8, Unit 10:Literary SkillBuilderp. T450 (seeLiterature p. T448)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit11: LiterarySkillBuilder p.T502 (seeLiterature p.T498)

Y N 0 1 2 3 3.4.2B





3.4.3 Analyze recurringthemes in literature.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Identify motivations andreactions of literary charactersfrom different cultures or historicalperiods when confronting similarconflicts.


Y N Bridges toLiterature, LevelIII, Grade 8,Unit 5: UnitTest, B p. T225

Y N Bridges toLiterature, LevelIII, Grade 8,Unit 7: “TwoWere Left” pp.T284-T287 &“The Lady orthe Tiger?” pp.T310-T315

Y N 0 1 2 3 3.4.3A



� Identify and analyze recurringthemes in literature across literarygenres (e.g., themes of good vs.evil or heroism as expressed inplays, poetry, short stories).


Y N Selections arearrangedthematically andmay be used tomeet thisEvidence ofLearningstatement. Seefor exampleBridges toLiterature, LevelIII, Grade 8,Unit 7:“Decisions Don’tCome Easily” p.T282 (see Theme-Based LessonPlans pp. 75-86)

Y N Selections arearrangedthematically andmay be used tomeet thisEvidence ofLearningstatement. Seefor exampleBridges toLiterature, LevelIII, Grade 8,Unit 9: “MakingAdjustments” p.T430(see Theme-Based LessonPlans pp. 99-110)

Y N 0 1 2 3 3.4.3B





3.4.4 Analyze how greatliterary works from avariety of culturescontributes to theunderstanding of self,others, and the world.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Compare and contrasttraditional, classic, and/orcontemporary works ofliterature that deal with similartopics and problems (e.g.,uses of power, family andcommunity structures;meaning of loyalty, freedom,and responsibility)

Bridges toLiterature, Level III,Grade 8, Unit 4:Theme/Topic:“Who’s inCharge?”:Sample selections:“The Telephone”pp. T158-T164 &“The Prince & thePauper” pp. T172-T187 (see Theme-Based LessonPlans pp. 37-49)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Theme/Topic:“Decisions Don’tCome Easily”:Sampleselections: “TwoWere Left” pp.T284-T287 &“The Lady or theTiger?” pp. T310-T315 (seeTheme-BasedLesson Planspp. 75-86)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit10: Theme/Topic:“AppearancesCan Fool You”:Sampleselections:“Some People”pp. T432-T433 &“Nikki-Rosa” pp.T446-T448 (seeTheme-BasedLesson Planspp. 111-121)

Y N 0 1 2 3 3.4.4A

� Relate literary works to thetraditions, themes, and issuesof the era they represent(e.g., the generation gap,women and children in theworkforce).

Bridges toLiterature, Level III,Grade 8, Unit 2:Think It Throughend of selectionquestions p. T60



Y N 0 1 2 3 3.4.4B







Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

Read forliterary/narrativeexperience in avariety of genres.

Bridges toLiterature, LevelIII, Grade 8, Unit3: Short Story,“Another April” pp.T140-T148 (seeSelection Test p.T155)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6: Chinese FolkTale, “High asHan Hsin” pp.T228-T235 (seeSelection Test p.T242)

Y N Bridges to Literature,Level III, Grade 8, Unit 12:Biography from AnneFrank: Child of theHolocaust pp. T550-T560(see Selection Test p.T567)

Y N 0 1 2 3 3.4A




Universal Access

EALR 3: The student reads different materials for a variety of purposes.


Component 3.1:Read to learn newinformation.Component 3.2:Read to perform a task.Component 3.3 Read forcareer applications.Component 3.4:Read for literary/narrativeexperience in a variety ofgenres.


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

(a) Provides access to thelearning for EnglishLanguage Learners (ELL)

Bridges toLiterature, Level III,Grade 8, Unit 1: ForEnglish Learners p.T26


Y N Bridges toLiterature, Level III,Grade 8, Unit 12:Literature: TeacherModeling:Visualizing p. T540

Y N 0 1 2 3 UA3A

(b) Provides interventionstrategies for remediationwithout limiting access toimportant literacy learningfor students.

Bridges toLiterature, Level III,Grade 8, Unit 2:Reteaching p. T86(see Fact & Opinionpp. T656-T658)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Reteaching p.T287 (seePredicting pp.T653-T655)

Y N Bridges toLiterature, Level III,Grade 8, Unit 11:Reteaching p. T521(see MakingInferences pp.T650-T652)

Y N 0 1 2 3 UA3B



(c) Provides enrichmentstrategies for capablestudents by providingadditional access toimportant literacy relatedto the GLEs.

Bridges toLiterature, Level III,Grade 8, Unit 1:Option for Speaking& Listening p. T32

Y N Bridges toLiterature, LevelIII, Grade 8, Unit7: Option forWriting p. T315

Y N Bridges toLiterature, Level III,Grade 8, Unit 8:Option forSpeaking &Listening p. T330

Y N 0 1 2 3 UA3C

(d) Provides differentiationstrategies toaccommodate the rangeof abilities found inclassrooms.

Bridges toLiterature, Level III,Grade 8, Unit 4:Reteaching p. T187(see Sequence pp.T639-T641)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6: Option forSpeaking p.T273

Y N Bridges toLiterature, Level III,Grade 8, Unit 12:For EnglishLearners p. T550

Y N 0 1 2 3 UA3D





EALR 3: The student reads different materials for a variety of purposes.


Component 3.1:Read to learn newinformation.Component 3.2:Read to perform a task.Component 3.3 Read forcareer applications.Component 3.4:Read for literary/narrativeexperience in a variety ofgenres.


Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite: TE title(e.g., book #), page#, title oflesson/section]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

(a) Builds bridges ofmeaningfulness betweenhome and schoolexperiences as well asbetween academicabstractions and livedsocio-cultural realities.



Y N Bridges to Literature,Level III, Grade 8,Unit 9: For EnglishLearners p. T414

Y N 0 1 2 3 CR3A


Bridges toLiterature, LevelIII, Grade 8, Unit1: “The No-GuitarBlues” pp. T40-T46

Y N Bridges toLiterature, LevelIII, Grade 8, Unit5: “Daybreak inAlabama” pp.T214-T215

Y N Bridges to Literature,Level III, Grade 8,Unit 9: “Growing Upin a World ofDarkness” pp. T414-T421

Y N 0 1 2 3 CR3B

(c) Presents all humanbeings with respect anddignity while avoidingimages and roles that mightbe perceived as stereotypicor negative.

Bridges toLiterature, LevelIII, Grade 8, Unit2: “RobertoClemente: Hero &Friend” pp. T94-T99

Y N Bridges toLiterature, LevelIII, Grade 8, Unit6: “Fa Mulan” pp.T268-T273

Y N Bridges to Literature,Level III, Grade 8,Unit 12: fromHiroshima pp. T532-T541

Y N 0 1 2 3 CR3C



SECTION ONE: STUDENT PROFICIENCYEALR 4: The student sets goals and evaluates progress to improve reading.Component 4.1: Assess reading strengths and need for improvement.


4.1.2 Evaluatereading progress andapply goal settingstrategies andmonitor progresstoward meetingreading goals.


Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite: TE title(e.g., book #), page #,title of lesson/section]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

� Set goals for readingand develop a readingimprovement plan.

Bridges toLiterature, LevelIII, Grade 8,Power Planning:Reading FluencyTracking (Measureof word count) p.24 (see pp. 20-21)

Y N Bridges toLiterature, Level III,Grade 8, PowerPlanning: ReadingFluency Tracking(Measure of time)p. 25 (see pp. 22-23)

Y N Bridges to Literature,Level III, Grade 8,Reading Log p. T681(see Power Planning:Bridges to LiteratureScore Tracking Sheet pp.175-178)

Y N 0 1 2 3 4.1.2A

� Track readingprogress through theuse of such tools asportfolios, learning logs,self-scoring rubrics, orstrategy charts.

Bridges toLiterature, LevelIII, Grade 8,Power Planning:Reading FluencyTracking (Measureof word count) p.24 (see pp. 20-21)

Y N Bridges toLiterature, Level III,Grade 8, PowerPlanning: ReadingFluency Tracking(Measure of time)p. 25 (see pp. 22-23)

Y N Bridges to Literature,Level III, Grade 8,Reading Log p. T681(see Power Planning:Bridges to LiteratureScore Tracking Sheet pp.175-178)

Y N 0 1 2 3 4.1.2B







Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite: TE title(e.g., book #), page #,title of assessment]

Rev.UseOnly

Reviewer’sScore

OSPI USEONLY

Assess readingstrengths andneed forimprovement.

Bridges toLiterature, LevelIII, Grade 8,PowerPlanning:Progress Check:Units 1-4 pp.159-163

Y N Bridges toLiterature, LevelIII, Grade 8,PowerPlanning:Progress Check:Units 5-8 pp.164-167

Y N Bridges to Literature,Level III, Grade 8, PowerPlanning: End-of-YearSkills Test: Units 1-12 pp.168-173

Y N 0 1 2 3 4.1A



SECTION ONE: STUDENT PROFICIENCYEALR 4: The student sets goals and evaluates progress to improve reading.Component 4.2: Develop interests and share reading experiences.


4.2.1 Evaluatebooks andauthors to sharereadingexperiences withothers.


Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite: TE title(e.g., book #), page #,title of lesson/section]

Rev.UseOnly

Reviewer’sScore

OSPI USEONLY

� Discussresponses toliteraryexperiencesand/or ideasgleaned frominformational/expository textwith others.

Bridges toLiterature, LevelIII, Grade 8,Theme-BasedLesson Plans:Unit 2: pp. 19-21

Y N Bridges toLiterature, LevelIII, Grade 8,Theme-BasedLesson Plans:Unit 11: pp. 130-132

Y N Bridges to Literature,Level III, Grade 8, Unit12: Reader’s Choice:Think It Through end ofselection discussionquestions p. T541

Y N 0 1 2 3 4.2.1A







Rev.UseOnly

Middle1 citation[Must cite:TE title (e.g.,book #),page #, titleofassessment]

Rev.UseOnly


Rev.UseOnly

Reviewer’sScore

OSPI USEONLY

Develop interests andshare readingexperiences.

Bridges toLiterature, LevelIII, Grade 8,Theme-BasedLesson Plans:Unit 2: TextDiscussion Guidespp. 22-23

Y N Bridges toLiterature,Level III,Grade 8,Theme-BasedLessonPlans: Unit 8:TextDiscussionGuides pp.96-97

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Reader’sChoice pp. T530-T580

Y N 0 1 2 3 4.2A




Universal Access

EALR 4: The student sets goals and evaluates progress to improve reading.


Component 4.1:Assess readingstrengths and need forimprovement.Component 4.2:Develop interests andshare readingexperiences.


Rev.UseOnly


Rev.UseOnly

End1 citation[Must cite: TEtitle (e.g., book#), page #, title oflesson/section]

Rev.UseOnly

Reviewer’sScore

OSPIUSE

ONLY

(a) Provides access tothe learning for EnglishLanguage Learners(ELL)

Bridges toLiterature, LevelIII, Grade 8,PowerPlanning: SomeStrategies forPracticingFluency pp. 13-15

Y N Bridges toLiterature, Level III,Grade 8, PowerPlanning: SomeStrategies forPracticing Fluencypp. 16-18

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Reader’sChoice: ForEnglish Learnersp.T550

Y N 0 1 2 3 UA 4A

(b) Providesintervention strategiesfor remediation withoutlimiting access toimportant literacylearning for students.

Bridges toLiterature, LevelIII, Grade 8,Reading Toolkit(strategies forreading): pp. C1-C2

Y N Bridges toLiterature, Level III,Grade 8, ReadingToolkit (strategiesfor reading): pp.C3-C12

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Reader’sChoice:Reteaching p.T541 (seeCompare &Contrast pp.T647-T649)

Y N 0 1 2 3 UA 4B



(c) Providesenrichment strategiesfor capable students byproviding additionalaccess to importantliteracy related to theGLEs.

Bridges toLiterature, LevelIII, Grade 8,Theme-BasedLesson Plans:Unit 2: Theme-BasedIndependentResearchActivities p. 18

Y N Bridges toLiterature, Level III,Grade 8, Theme-Based LessonPlans: Unit 7:Theme-BasedIndependentResearch Activitiesp. 92

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Reader’sChoice:Connect to YourLife: CharacterProfile p.T551(seeCharacterProfile Chart p.T673)

Y N 0 1 2 3 UA 4C

(d) Providesdifferentiationstrategies toaccommodate therange of abilities foundin classrooms.

Bridges toLiterature, LevelIII, Grade 8,Theme-BasedLesson Plans:Unit 4: p. 38(note range ofreading levels)

Y N Bridges toLiterature, Level III,Grade 8, Theme-Based LessonPlans: Unit 6: p. 62(note range ofreading levels)

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Reader’sChoice:Comprehension:TeacherModeling:Predicting p.T577

Y N 0 1 2 3 UA 4D





EALR 4: The student sets goals and evaluates progress to improve reading.

Component 4.1:Assess reading strengths andneed for improvement.Component 4.2:Develop interests and sharereading experiences.


Reviewer’sScore

OSPIUSE

ONLY


Rev.UseOnly


Rev.UseOnly


Rev.UseOnly

(a) Builds bridges ofmeaningfulness between homeand school experiences as wellas between academicabstractions and lived socio-cultural realities.

Bridges toLiterature, LevelIII, Grade 8,Theme-BasedLesson Plans:Unit 1: TextDiscussion Guidep. 10

Y N Bridges toLiterature, LevelIII, Grade 8,Theme-BasedLesson Plans:Unit 5: TextDiscussion Guidep. 59

Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Reader’sChoice: “AnneFrank: Child ofthe Holocaust”pp. T550-T560(see especiallyConnect to YourLife questions p.T551 & Think ItThrough end ofselectionquestions p.T560)

Y N 0 1 2 3 CR 4A






Y N Bridges toLiterature, LevelIII, Grade 8,Books forIndependentReading pp.T676-T680

Y N 0 1 2 3 CR 4B

(c) Presents all human beingswith respect and dignity whileavoiding images and roles thatmight be perceived asstereotypic or negative.



Y N Bridges toLiterature, LevelIII, Grade 8, Unit12: Reader’sChoice: Think ItThrough end ofselectionquestions p.T541)

Y N 0 1 2 3 CR 4C

WA 14310/2006

2002CC2

Documents

correlated to the Washington Self-Study · PDF fileEnglish 4-10 Reading Core/Comprehensive Instructional Materials Review Grade 8 Self-Study ... Unit 8: Vocabulary Strategy: Word Origins