8th Grade ELA Targeted Standards (RL) Reading Literature Strand Cluster: Key Ideas and Details
ELA-08.RL.01 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Student Learning Targets for Grade 8 ELA:
Knowledge Targets
I can define textual evidence.
I can identify the essential elements (character, setting, plot) of the story.
I can match characters and specific lines of dialogue
I can define motivation
I can define symbolism.
I can define analysis.
I can determine the difference between explicit and implicit (inferences).
Reasoning Targets
I can justify an inference with specific dialogue, or events from text.
I can determine the motivations of characters
Skills (Performance) Targets
I can sequence a list of events.
I can discuss the story elements (character, setting, plot) of the narrative.
I can interpret symbolism.
Product Targets
I can present the order of events in a logical sequence, attending to cause and effect.
Student Learning Targets for Grade 8 Reading Pro:
Reasoning Targets
I can justify an inference with specific lines and/or dialogue.
I can justify an inference with events from text.
I can analyze text explicitly by determining the meaning and purpose of the text.
Proficiency Scale for Grade 8 ELA:
Score
RL8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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 use the TEXT to:
discuss the story elements (character, setting, plot) of the narrative.
justify an inference with specific dialogue, or events from text.
determine the motivations of characters and support with text.
interpret symbolism and explain how it relates to the meaning of the work.
present the order of events in a logical sequence, attending to cause and effect.
-
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:
identify the essential elements (character, setting, plot) of the story.
match characters and specific lines of dialogue.
define motivation.
determine symbolism by match choices.
sequence a list of provided events.
-
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
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 can:
justify an inference with specific lines, dialogue, or events from text.
analyze text explicitly by determining the meaning and purpose 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
There are no major errors or omissions regarding the simpler details and processes as the student:
makes an inference but cannot thoroughly support with specific text.
attempts to analyze what the text says explicitly by determining the meaning and purpose of the text.
defines academic vocabulary.
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).
