8th Grade ELA Targeted Standards (W) Writing Strand Cluster: Production and Distribution of Writing
ELA-08.W.04 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Student Learning Targets for Grade 8 ELA:
Knowledge Targets
I can choose the correct format for a given prompt and audience.
Reasoning Targets
I can support my main idea using telling and relevant details.
I can distinguish (tell the difference) between formal and informal language.
Skills (Performance) Targets
I can use grade appropriate vocabulary.
I can use first and third person voices in my writing.
Product Targets
I can create a voice appropriate to audience and purpose.
I can write in the most appropriate genre for my purpose (argumentative, explanatory, narrative).
Student Learning Targets for Grade 8 Reading Pro:
Reasoning Targets
I can create a concluding statement.
Skills (Performance) Targets
I can introduce a topic.
I can use multiple strategies to organize information.
I can use transitions.
I can use descriptive language.
I can use a formal style.
Product Targets
I can write a paper appropriate to task, purpose, and audience.
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.
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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:
Write a paper to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic: Establish purpose, voice, and context.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a task-appropriate style.
Provide a concluding statement or section that follows from the information or explanation presented.
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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 attempt at introducing a topic; Establish purpose, voice, and context.
Includes some relevant facts, definitions, concrete details, quotations, or other information and examples.
Uses transitions; however, they may not be consistent or effective.
Uses vague language and vocabulary to inform about or explain the topic.
Does not maintain a task-appropriate style.
Attempts a concluding statement, but does not support the information or explanation presented.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
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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).
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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).
