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(RI) Reading Information

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ELA-08.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for (RI) Reading Information

In grade 8, the North Dakota State Standards call for students to proficiently read grade-appropriate complex informational texts while further developing the ability to cite textual evidence to support their conclusions regarding key ideas and claims. While learning about an author’s point of view, students also examine how authors use reasons to make their points and support arguments with evidence, separating unsupported assertions from those backed by evidence. Students also look at how structure and content contribute to the development of ideas. 

Reading informative texts has not lessened the focus on reading literature in the English classroom; instead, this reading strand is to be viewed as a shared responsibility with other content areas such as science and social studies. Focusing on how authors make their points and support their arguments with evidence and reasoning helps eighth grade students sharpen their ability to write and speak with more clarity and coherence in all content arenas.

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.RI.01

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-08.RI.01 Read closely to comprehend text

a. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly.

b. Cite the textual evidence that most strongly supports inferences drawn from the text.

c. Provide an objective summary of the text.

(Textual evidence may include graphs, chart, diagrams, maps, pictures as well as text.

Student Learning Targets for 8th Grade ELA:

Knowledge Targets

  • I can recall terms such as textual evidence, analyze, inference, explicit.

Reasoning Targets

  • I can analyze an author’s words and determine the textual evidence that most strongly supports both explicit and inferential questions.
  • I can explain how a reader uses textual evidence to reach a logical conclusion (“based on what I’ve read, it’s most likely true that …”)

Skills (Performance) Targets

  • I can read closely and find answers explicitly stated in text as well as answers that require an inference.

Product Targets

  • I can produce a writing or a speech that demonstrates my mastery of citing textual evidence to support a conclusion that I have drawn about the text.

Proficiency Scale

Score   RI.8.1  Cite the 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:

  • reads closely and finds answers explicitly stated in text as well as answers that require an inference.
  • analyzes an author’s words and determines the textual evidence that most strongly supports both explicit and inferential questions.
 -
  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:

  • recognizes or recalls specific terminology, such as: textual evidence, analyze, inference, explicit.
  • defines textual evidence (“word for word” support).
  • defines inference and explains how a reader uses textual evidence to reach a logical conclusion (“based on what I’ve read, it’s most likely true that …”).
 -
  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).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary

ELA-08.RI.01.a

ELA Reading Information Strand Logo 8th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-08.RI.01 Read closely to comprehend Informational/Nonfiction text.

  • ELA-08.RI.01.a Cite the textual evidence that most strongly supports an analysis of what the text says explicitly.

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
Start

2 Developing
... 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).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

ELA-08.RI.01.b

ELA Reading Information Strand Logo 8th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-08.RI.01 Read closely to comprehend Informational/Nonfiction text.

  • ELA-08.RI.01.b Cite the textual evidence that most strongly supports inferences drawn from the text.

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
Start

2 Developing
... 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).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

ELA-08.RI.01.c

ELA Reading Information Strand Logo 8th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-08.RI.01 Read closely to comprehend Informational/Nonfiction text.

  • ELA-08.RI.01.c Provide an objective summary of the text.

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
Start

2 Developing
... 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).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

ELA-08.RI.02

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-08.RI.02 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can describe what a central idea is.
  • I can define objective/subjective and unbias/bias.

Reasoning Targets

  • I can determine a central idea of a text.
  • I can analyze how a central idea is developed throughout the text.
  • I can explain how a central idea is supported within a text.

Skills (Performance) Targets

  • I can provide and objective summary of an informational text.

Proficiency Scale

Score   R.I.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of 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 can

  • determine the central idea of the text.
  • analyze the development of central idea including the relationship to supporting ideas.
  • provide an objective summary of a grade-appropriate text (includes who wants what but so then). 
 -
  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

  • determine the central idea of the text when given choices.
  • attempt to analyze the development of central idea including the relationship to supporting ideas.
  • provide a summary but it may contain unnecessary details or omissions of a grade-appropriate text.
  • define objective/subjective and unbias/bias.
 -
  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

ELA-08.RI.03

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-08.RI.03 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

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.RI.04

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-08.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Student Learning Targets:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood/tone in different genres of literature.
  • I understand figurative language, word relationships, and nuances in word meaning

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can analyze prefix/suffixes and use them to make meaning.
  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can demonstrate the use of figurative language and sound devices.
  • I can choose the correct meaning of words in context.
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • 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.RI.05

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-08.RI.05 Analyze the structure an author uses to organize a text, including how sections, paragraphs, and/or particular sentences contribute to the whole and to the development of the ideas.

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.RI.06

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-08.RI.06 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Student Learning Targets for 8th Grade ELA:

Knowledge Targets

  • I can define point of view as it relates to informational texts.
  • I can define counterargument.
  • I can define claim.
  • I can identify conflicting evidence within a text.

Reasoning Targets

  • I can determine the author’s point of view in a text.
  • I can determine an author's purpose in a text.
  • I can explain how an author responds to others’ points of view.

Proficiency Scale

Score   RI.8.6:  Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 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 students can

  • determine point of view in a text.
  • analyze how an author acknowledges and responds to conflicting evidence or viewpoints.
  • determine author’s purpose or objective (to inform, instruct, entertain, etc.).
 -
  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 students can

  • define point of view as how the author views the situation/topic of a text.
  • identify conflicting evidence or viewpoints.
  • understand author’s purpose or objective (to inform, instruct, entertain, etc.).
 -
  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

ELA-08.RI.07

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RI.07 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

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.RI.08

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RI.08 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • Argument -- Purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid
    • Claim -- A specific opinion that authors want readers to accept as true and act on; because a claim is debatable, it needs to be supported with evidence.
    • Delineate -- to describe in detail the author's argument and the reasons and evidence that he uses.
    • Fact -- indisputable evidence.
    • Opinion -- view not based on fact.
    • Speculation -- conclusion drawn without evidence.
    • Relevant -- related to the discussion.
    • Reasoning -- involves more than facts or opinion; involves drawing logical conclusions based evidence that is sound, relevant, and valid.
    • Valid(ity) -- the quality of one's thinking, being logically and factually sound.
    • Logos -- Appeals to logic, reason, proof. 
    • Pathos -- Appeals to emotion and values.
    • Ethos -- Appeals to credibility and trust.

Reasoning Targets

  • I can describe what reasoning and evidence the author uses to support his position.
  • I can trace how the author develops and supports his argument.
  • I can determine whether the reasoning is sound and the evidence is relevant and sufficient.
  • I can recognize when irrelevant evidence is introduced; e.g., when  texts cite data without having explained the original study, or speakers use weaker evidence to discredit oppositions.

Skills (Performance) Targets

  • I can determine and clearly articulate the author's position on a topic.
  • I can distinguish among fact, opinion, and speculation.

 

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).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary

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