Friday, April 19, 2024, 6:40 PM

Site: Learnbps

Class: BPSS (ELA) English Language Arts Standards (S-ELA)

Glossary: 8th Grade English

ELA-08.SL

Strand (SL)

Speaking and Listening

Narrative for (SL) Speaking and Listening

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such communication occurs, but so is the more informal discussion that takes place as students collaborate to ask and answer questions, build understanding, and solve problems.

These standards require that students gain, evaluate and present information, ideas, and evidence through listening and speaking as well as through incorporating media. Regardless of the speaking and listening setting, students are expected to use appropriate eye contact, adequate volume, and clear pronunciation.

The standards within this speaking and listening strand are closely linked with the other strands of reading, writing, and language as they discuss literature and informational texts and as they work through the writing process.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-08.SL.01

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-08.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and elicit elaboration, and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

I can define individual roles for classroom discussions as well as for decision-making groups as needed.

Reasoning Targets

I can connect and question the ideas of several speakers and respond with relevant evidence, observations, and ideas.
I can ask relevant questions that move discussion forward.

Skills (Performance) Targets

I can closely read a text and prepare annotations/notes from my reading that will contribute to discussion.
I can explicitly draw on my preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
I can follow rules for discussions and decision-making.
I can track progress toward specific goals and deadlines.
I can acknowledge new information expressed by others, and, if needed, defend their own views in light of the evidence presented.

Product Targets

I can generate discussion by actively participating.

Student Learning Targets for Grade 8 Reading Pro:

Skills (Performance) Targets

I can engage in a group discussion with classmates.
I can engage in a teacher-led group discussions with diverse partners on grade 8 topics
I can engage in discussion on grade 8 topics, texts, and issues building on others' ideas and expressing their own clearly.

Proficiency Scale for Grade 8 ELA:

Score		8.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student will: come to discussions prepared (evidence: close read, notes/annotations, questions and comments of the text). explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. follow rules for discussions and decision-making. track progress toward specific goals and deadlines. connect and question the ideas of several speakers and respond with relevant evidence, observations, and ideas. acknowledge new information expressed by others, and, if needed, defend his or her own views in light of the evidence presented.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will: define individual roles of problem-solving groups or classroom discussion as needed. come to discussions partially prepared; and/or does not explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. follow most rules for discussions and decision-making, attempts track progress toward specific goals and deadlines, and define individual roles as needed. loosely connects and questions the ideas of several speakers and respond with relevant evidence, observations, and ideas. acknowledge new information expressed by others, but defends his or her own views with limited evidence in light of the evidence presented.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Proficiency Scale for Grade 8 Reading Pro:

Score		8.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.The student comes to discussions prepared, having read or studied required material: Shows notes/annotation of text as evidence of preparation. During discussion, uses textual evidence to support ideas. Verbally gives input at all levels of discussion, in small group, large group, whole group. Asks and answers questions of the text. Within discussion, the student exhibits no major errors or omissions regarding an understanding of the text.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	Within discussion, student reveals no major errors or omissions regarding the simpler details of the text as the student: shows verbal evidence of reading, but has not prepared for discussion beyond reading supports some ideas with textual evidence, but not consistently provides input in some levels of discussion, but not with whole group answers some questions posed from the group, but does not ask questions that help advance discussion. However, the student exhibits major errors or omissions regarding the more complex ideas and concepts of text.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Add resources with links, youtube or PDF

Vocabulary

List

ELA-08.SL.02

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-08.SL.02 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Student Learning Targets:

Knowledge Targets

I can
I can

Reasoning Targets

I can
I can

Skills (Performance) Targets

I can
I can

Product Targets

I can
I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

ELA-08.SL.03

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-08.SL.03 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Student Learning Targets:

Knowledge Targets

I can
I can

Reasoning Targets

I can
I can

Skills (Performance) Targets

I can
I can

Product Targets

I can
I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

ELA-08.SL.04

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-08.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

I can define terms that apply to this standard: claim, salient, cite, evidence.

Reasoning Targets

I can select the more salient (prominent, most important) points and emphasize them when presenting claims or findings.
I can support claims with relevant evidence, valid reasoning, and well-chosen details.
I can cite sources, while blending my own thinking and problem solving.

Skills (Performance) Targets

I can present information logically for an audience.
I can speak conversationally when I present because I have planned and practiced and know my research.
I can maintain eye contact that is convincing.
I can maintain adequate volume throughout my presentation.
I can pronounce words correctly and can enunciate words clearly.

Product Targets

I can produce a presentation that thoroughly supports my claim.

Proficiency Scale for Grade 8 ELA:

Score		8.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. The student uses analogies to bridge concepts and audience. Ideas flow together seamlessly.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student: selects the more salient (prominent, most important) points and will emphasize them when presenting claims or findings. supports claims with relevant evidence, valid reasoning, and well-chosen details (most effective when students are able to cite sources, while blending their own thinking and problem solving). presents information logically for an audience (student’s ideas flow naturally and are not stuck to a script; they know the subject matter well enough to speak conversationally). maintains eye contact (eye contact is convincing). maintains adequate volume and enunciates words clearly.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student: includes ideas while presenting claims (students don’t gather as much or enough information to get to choose what ideas are stronger). provides support for claim (the claim is clear, but the support lacks depth – students here rely too heavily on first finds). presents ideas sequentially (rather than responding to ideas as they come up, students stick to script). makes eye contact (there are moments of eye contact, but this looks mostly like the student is reading from the page). volume and enunciation ebbs and flows, there are times when speaker is not heard.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Student Learning Targets for Grade 8 Communications:

Reasoning Targets

I can determine salient points of my findings.

Skills (Performance) Targets

I can speak conversationally when I present because I have planned and practice.
I can provide relevant evidence to support a claim.
I can use eye contact, appropriate volume, and clear pronunciation during a presentation.

Product Targets

I can present claims logically.

Proficiency Scale for Grade 8 Communications:

Click HERE to view proficiency scale.

Student Learning Targets for Grade 8 Reading Pro:

Skills (Performance) Targets

I can produce an effective introduction (attention getter, context/transitions, claim) and presents strong conclusion.
I can maintain eye contact.
I can speak clearly, loudly, and at an appropriate rate.
I can maintain poise and confidence.
I can use transitions to move from one idea to the next.

Proficiency Scale for Grade 8 Reading Pro:

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.The student: has an effective introduction (attention getter, context/transitions, claim) and presents strong conclusion. maintains eye contact. speaks clearly, loudly, and at an appropriate rate. maintains poise and confidence. uses transitions to move from one idea to the next.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	There are no major errors or omissions regarding the simpler details and processes as the student: has two elements of the introduction/conclusion as listed under 3.0. makes infrequent eye contact. speaks clearly, loudly, and at an appropriate rate but not consistently. shows some poise and confidence (only a little fidgeting or nervous movement). However, the student exhibits major errors or omissions regarding the more complex ideas and processes.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

PresentationRubric8thgrade.pdf

ELA-08.SL.05

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-08.SL.05 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Student Learning Targets for 8th Communications:

Skills (Performance) Targets

I can use effective evidence in my visuals to support my findings
I can use an appropriate presentation format and media for my audience, argument, and goals.

Product Targets

I can incorporate visual elements that clarify my information and engage the viewer.

Proficiency Scale

Click HEREto view proficiency scale.

ELA-08.SL.06

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-08.SL.06 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations).

Student Learning Targets for 8th Grade ELA:

Knowledge Targets

I can identify various reasons for speaking (informational, descriptive, formal, informal).

Reasoning Targets

I can adapt speech to a variety of contexts and tasks.

Skills (Performance) Targets

I can display the ability to speak appropriately in each setting (informational, descriptive, formal, informal).
I can demonstrate speaking tasks that require a formal structure.
I can deliver a presentation that demonstrates a command of grade 8 language standards.

Product Targets

I can develop a presentation that is suitable to context and task.

Proficiency Scale

Score		Standard: 08.SL.06: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student: displays the ability to speak appropriately in each setting (informational, descriptive, formal, informal). demonstrates speaking tasks that require a formal structure. delivers a presentation that demonstrates a command of grade 8 language standards.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student: identifies various reasons for speaking (informational, descriptive, formal, informal). determines speaking tasks that will require a formal structure. delivers a presentation that demonstrates a partial command of grade 8 language standards.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary