gender in Spanish
•
Discuss how spelling is changed to
maintain sound
•
Use “faltar” to tell what he/she wants
•
Identify and use conjunctions to connect
two phrases
•
Identify and use a variety of verbs in present
and past tenses (such as common regular and
irregular verbs, incomplete verbs)
•
Express actions with the present progressive
•
Use demonstratives correctly
Cultural Awareness
•
Examine relationships between language
and culture
•
Compare Spanish cultures with others and their
own, including perspectives, practices, and
products (e.g., compare urban and rural life in
Spanish speaking countries and within the
United States; discuss aspects of current
Spanish culture present in the United States;
discuss the attitudes towards bullfighting;
compare sound differences in the Spanish of
Spain and Latin America; discuss the
importance of “compadres” [the adult
relationship established when a child is born
and the role of godparent is assumed])
•
Understand the importance of practices and
products within a culture (e.g., research
traditional Spanish instruments and their origins,
create “papel picado” [paper decorations
such as piñatas])
•
Demonstrate an understanding of the role of
stereotyping in creating prejudices and
discuss what he/she can do to prevent it
•
Recognize the contributions made by people
of various cultures
STUDY SKILLS
Research and Resources
•
Gather and analyze data for research topics
from interviews and field surveys
•
Effectively use note taking strategies when
scanning various sources of written information
•
Separate information gathered for a research
topic into major and minor components based
on criteria
•
Analyze critical relationships between and
among elements of a research topic
•
Use a computer catalog to gather information
for research topics
•
Use magazines, newspapers, dictionaries,
schedules, and journals to gather information
for complex research topics
•
Make limited but effective use of primary
sources when researching topics
•
Effectively consider the importance of primary
sources from the perspective of the validity,
reliability, and usability of the information
•
Utilize a “likely informant” to obtain
information about a specific topic
•
Use photographs, short videos, or sketches to
collect field data for a research project
•
Generate probing questions to be answered
while reading
•
Identify and analyze specific devices an
author is using to persuade readers
•
Use specific strategies to clear up confusing
parts of a text (e.g., reread the text, consult
another source, ask for help)
•
Understand and analyze stories and
expository texts from the perspective of the
attitudes and values of the time period in which
they were written
•
Accurately identify author’s purpose
•
Apply the reading process and strategies to
content related passages that are of moderate
length, developmentally appropriate with regard
to complexity of topic(s) and hierarchical
structure (e.g., chronology, problem/solution),
and conceptually appropriate (in terms of
number of concepts, familiarity, level of
abstraction)
•
Understand the defining features and structure
of content area texts at this developmental level
•
Understand the defining features and structure
of primary source historical documents at this
developmental level
•
Apply the reading process and strategies to
editorials and news stories that are
developmentally appropriate with regard to the
Eighth Grade
147
Nobel Learning Curriculum Reference Guide
complexity of a topic(s), the hierarchical
structure (e.g., chronology, problem/solution),
and whether it is conceptually appropriate (in
terms of number of concepts, familiarity, level of
abstraction)
•
Understand the defining features and structure
of editorials at this developmental level
•
Understand the defining features and structure
of news stories at this developmental level
•
Apply the reading process and strategies to
directions or procedures (e.g., for school
activities, camping or scouting guides, recipes,
games, hobbies) that are developmentally
appropriate with regard to the number of
categories of information or directions and the
familiarity of concepts and vocabulary
•
Apply the reading processes and strategies to
bus routes and catalogs
•
Use the table of contents to locate page
numbers and chapters within novels and
chapter texts
Applications
•
Use strategies such as annotating,
paraphrasing, and summarizing to organize
notes
•
Use complex outlines as a prewriting activity
•
Independently use study guides as a means for
chunking lengthy information
•
Consistently reflect on what has been learned
after reading in order to determine meaning and
explore meaning
•
Represent abstract information (e.g., concepts,
generalizations) as explicit mental pictures used
specifically to aid in comprehension
•
Use a highlighter to track important information
•
Consistently rely on best style of personal
learning (e.g., visual, auditory, kinesthetic) to
help ensure classroom success
•
Demonstrate competence in using different
information sources, including those of a
technical nature, to accomplish specific tasks
•
Independently use technology tools and
personal electronic study devices such as a
spell checker
•
Understand and apply the use of complex
symbols and operations on a calculator
•
Understand the importance of and apply the
editing process to written materials prior to
finalization
•
Effectively and consistently use index cards as a
study tool
•
Use mnemonics or word association to
memorize important items
•
Develop and rely on a focus statement in
order to determine the core elements of a
chapter within a novel or text
Work Habits
•
Effectively use grade appropriate word
processing tools to improve work production
and quality
•
Successfully employ a classroom binder system
to manage classwork and extraneous paperwork
•
Control homework assignments by employing
a daily system of checks and balances
and reflects on the need for improvements
•
Use a student planner to track assignments and
long-term projects
•
Perform daily self-checks to ensure orderliness
of assignments
•
Develop quality independent work skills that
will be used in their present and future daily life
•
Consistently apply project planning skills and
personal goal setting skills
•
Hand in assignments correctly in a timely
manner
•
Consistently apply techniques for self
correction and reflection
•
Apply time management and preplanning
strategies to achieve success and meet
academic and personal goals
•
Use self-regulation techniques on a consistent
basis to maintain a consistent level of
self-control, work output, and quality of work
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