8th Grade ELA Targeted Standards (W) Writing Strand Cluster: Research to Build and Present Knowledge
ELA-08.W.07 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Student Learning Targets for 8th ELA:
Knowledge Targets
I can understand if a question is relevant and essential to a topic.
I can select questions that are not too broad or specific.
I can understand the criteria for selecting credible sources.
Reasoning Targets
I can formulate relevant research questions.
I can evaluate other students' questions.
I can see different sides of one issue.
I can determine what path of research I need to take in order to answer my driving question.
Skills (Performance) Targets
I can write appropriate sub-questions to help support my thesis/claim.
I can write or present my research, complete with cited sources.
I can synthesize information from a variety of sources.
Product Targets
I can create a project or write a paper that reveals research used to answer a self-generated question.
Proficiency Scale for ELA 8:
Score
8.W.07 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
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.
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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
develop her/her own primary or driving question for research based on content study or area of interest.
develop need-to-know questions (or sub questions) that will help them answer their primary or driving question.
access and evaluate credible and reliable sources from multiple print and digital sources.
determine what path research needs to take in order to answer the driving question and understand when the original focus might need to change because of the information found.
draw evidence from what he/she has read to support research.
integrate and synthesize information without plagiarizing.
cite sources and weave information into his/her own work by paraphrasing, summarizing, or directly quoting source.
write or present research answers to driving question.
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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
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 can
develop his/her own driving question and sub-questions for research but it might be too broad or too specific for in-depth research.
understand the criteria for selecting credible sources and can (a majority of the time), apply those criteria when finding own sources.
stays on focus with research, but often cannot see when research should/could take a different path.
draw evidence from what has been read, but not all evidence is relative or supportive of driving question.
use information but is unable to blend or synthesize various sources to support a reason.
generalize use of sources in a bibliography or reference page, but is not able to consistently cite sources appropriately within the paper or presentation.
write or present research answers to driving question.
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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).
Resources
Websites
Vocabulary
Student Learning Targets for 8th Communications:
Knowledge Targets
I can define what information needs to be found and how to find it to answer a question.
Reasoning Targets
I can evaluate other students' questions and see different sides of an issue.
I can determine what path of research I need to take.
Skills (Performance) Targets
I can write a question that is relevant to a topic.
I can select relevant questions that are not too broad or too narrow to guide research.
