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PRIORITIZED STANDARDS

ELA-08.RL.06

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-08.RL.06 Explain how differences in the point of view of characters and the audience or reader (e.g., created through the use of dramatic irony) creates such effects as suspense or humor.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can define point of view as the vantage point from which a story is told, the lens through which the reader is allowed to see the story.
  • I can identify from what point of view a story is told (first-person, third-person limited, third person omniscient).
  • I can define specific terminology such as narrator, omniscient, objective or unbiased, subjective, dramatic irony. 

Reasoning Targets

  • I can explain the advantages and disadvantages of various points of view.
  • I can detect episodes of dramatic irony and explain how that creates suspense.

Skills (Performance) Targets

  • I can discuss how points of view creates specific tones and moods (e.g., suspense, horror) with a piece of literature.
  • I can examine a story from a variety of viewpoints and explain how a story might be different if told from a different point-of-view.

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.

The student can

  • discuss how points of view creates specific tones and moods (e.g., suspense, horror) with a piece of literature.
  • examine a story from a variety of viewpoints and explain how a story might be different if told from a different point-of-view.
  • explain the advantages and disadvantages of various points of view.
  • detect episodes of dramatic irony and explain how that creates suspense.
 -
  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

  • define point of view as the vantage point from which a story is told, the lens through which the reader is allowed to see the story.
  • identify from what point of view a story is told (first-person, third-person limited, third person omniscient).
  • define specific terminology such as narrator, omniscient, objective or unbiased, subjective, dramatic irony.
 -
  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.SL

BPSS-ELA logoStrand (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.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).
PDF document 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

ELA-08.W

BPSS-ELA logoStrand (W)

Writing

Narrative for (W) Writing

Students in grade 8 are increasingly challenged to sharpen their ability to write and speak with more clarity and coherence, providing clear reasons and relevant evidence to support their conclusions. While the writing standards specify that students will focus on narrative, explanatory, and argumentative writing, 8th grade students will also discover how to answer self-generated questions through writing and research.

In all of these writing opportunities, students aim toward organizing and developing their ideas with specific evidence and writing in such a way that transitions, word choice, and sentence structure all contribute to readability and meaning. Throughout the writing process, students will also learn how to prewrite, revise and edit to make their writing stronger.

These writing standards are strongly linked to a student’s understanding of literature and informational text as well as to their language standards.

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.W.04

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.

Rubric for Grade 8 ELA:

Click here -> Narrative writing Rubric

Click here -> Argumentative writing Rubric

Click here -> Informative writing Rubric

Resources for Grade 

Websites

Vocabulary

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:

  • 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.

 -
  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.		 -
  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
PDF document 08.W.02InformativeExplanatoryRubric.pdf
PDF document NarrativeWritingRubric8th2.pdf
PDF document 08.W.01ArgumentativeWritingRubric.pdf

ELA-08.W.07

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. -
  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.
 -
  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.
 -
  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

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. 

Proficiency Scale for ELA 8:

Click HERE to view the proficiency scale.

ELA-08.W.08

8th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-08.W.08 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Student Learning Targets for 8th ELA:

Knowledge Targets

  • I can use a variety of media (e.g., television, film, music, electronic data bases, videos, dvds, comics, visual and performing arts, newspaper, and periodicals) for a variety of purposes.
  • I can gather relevant information from a variety of sources and paraphrase it avoiding plagiarism.

Reasoning Targets

  • I can paraphrase and summarize information.
  • I can distinguish between reliable and unreliable sources.
  • I can determine which sources of information will be useful and relevant.

Skills (Performance) Targets

  • I can organize information and know how to translate that information to a paper or presentation.

Product Targets

  • I can produce a researched product that reveals my understanding of how to properly use and cite information.

Proficiency Scale for 8th ELA

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

Student Learning Targets for 8th Communications:

Knowledge Targets

  • I can identify the parts of a citation that help determine credibility.

Skills (Performance) Targets

  • I can find relevant information using digital media and print sources using effective search terms.
  • I can summarize the relevant sources that I found in my notes.
  • I can paraphrase and/or quote useful facts and ideas from information in note form. 

Product Targets

  • I can use summaries and paraphrases to create and finished product that cites sources within the product.
  • I can create a standard citation. 

Proficiency Scale for 8th Communications:

Click HERE to view proficiency scale.

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