Manchester Public Schools
Office of Equity and Partnerships
Grade 8 English Curriculum Information
Here are the things your child will be expected to accomplish during the school year…
Reading
Writing

  • Students read fiction books. Students take a sneak peek of a book by looking at the cover and a few pages.
Students reread a book multiple times. Students talk about their book with others. Students build volume & stamina (reading a lot of books for longer periods of time). Students reread to build fluency (reading with a smooth voice and not word by word). Students read in longer sentences to understand the story.
  • Students practice good reading habits (self-monitoring):
    • looking at all parts of the word
    • look at the picture and ask themselves (does that look right?-when determining a word)
    • look at a word and ask themselves (does that make sense?-when determining a word)
    • look at a word and try it 2 ways: with a short vowel & a long vowel
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  • Students write about a story/event from their life that we call a small momentStudents include pop out words, ellipses and action in their storyStudents have a beginning, middle & end within their storyStudents learn to include feeling and action words in their storyStudents “stretch” out words to spell with independenceStudents reread their writing to make sure it makes sense and to edit it. Students learn to include dialogue- making a character in their story talkStudents include: capital letters, quotation marks and correct punctuation. ​
Fall
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  • Students read nonfiction books. Students take a sneak peek by looking at the cover and a few pages. Students study each page to gain new information. Students talk about their books. Students make their voices sound smooth. Students discuss key words. Students study the pictures to gain new information.

  • Students practice good reading habits (self-monitoring):
    • blending word parts together
    • check to make sure the word makes sense
    • determine the meaning of unknown words

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  • ​Students write about a topic they are an expert on (All About . . .)Students plan their writing by “touch, tell, write”. Students think about the audience of whom their book is intended for. Students use pictures and labels in their writing to teach more about their topic. Students include a table of contents within their writing. Students conduct research to help support their writing. Students write with details and help readers picture the details by using comparisons. Students include how-to writing within their nonfiction book. Students “stretch” out domain specific words to spell with independence. Students include pop-out words and speech bubbles in their nonfiction writing. Students reread their writing to make sure it makes sense and to edit it.​ Students include: capital letters, quotation marks and correct punctuation.
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Winter
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  • Students read fiction books. Students talk about their books. Students look at the pictures and think about what is happening in the story. Students make their voices sound smooth. Students discuss key words. Students think about context clues. Students talk about their book with others. Students build volume & stamina (reading a lot of books for longer periods of time). Students reread to build fluency (reading with a smooth voice and not word by word). Students read in longer sentences to understand the story. Students visualize images from the text. Students pay attention to actions & dialogue. Students practice good reading habits (self-monitoring):
    blending word parts together. think about what is happening in the story. Determine the meaning of unknown words. Ask themselves: “Does it make sense? Does it look right? Does it sound right?

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  • Students write to convince others about their opinion. Students write reasons and details when they have an opinion. Students compare other types of writing to an opinion piece. Students include disagreements within their opinion piece. Students think about others who can support their opinion and to bolster their argument within their writing. Students use mentor text to guide their opinion writing. Students use pictures to match their writing and add details. Students write with details and help readers picture the details by using comparisons. Students include how-to writing within their nonfiction book. Students “stretch” out descriptive words to spell with independence. Students write introductions to grab their reader’s attention. Students reread their writing to make sure it makes sense and to edit it. Students work with partners to help edit their writing. Students include: capital letters, quotation marks and correct punctuation.
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Spring
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