8th Grade English


Prioritized Standards

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ELA-08.L

BPSS-ELA logoStrand (L)

Language

Narrative for (L) Language

As they move through formal schooling, students must continually learn how to gain control over the many conventions of Standard English grammar, usage, and mechanics. They must also learn to apply these language skills to their speaking and writing opportunities in order to help them convey meaning effectively and powerfully. Language standards include the rules of standard written and spoken English as well as the use of language as a craft with many choices. 

While the sub-standards under the language strand are grade-level specific, it is important to realize that many sub-standards require continued attention, grades 3-12; because of this, students will continue to see an emphasis on language skills that were previously taught. In order to see a clear picture of the progression of language standards, open the attached image above; there you will see that students never stop learning about the enduring standards of our language. English grammar, conventions, knowledge of language and vocabulary extend across reading, writing, speaking and listening and, in fact, are inseparable from these contexts.

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.L.01

8th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

ELA-08.L.01 Within the context of authentic English writing and speaking ... 

Introduce:

a. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifier

b. Recognize and correct vague pronouns (i.e. ones with unclear or ambiguous antecedents).

Practice:

c. Ensure pronoun-antecedent agreement.

d. Recognize variations from Standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

e. Explain the function of phrases and clauses in general and their function in specifics sentences.

f. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

g. Recognize and correct inappropriate shifts in verb tense.

h. Ensure that pronouns are in the proper case (subjective, objective, possessive).

i. Recognize and correct inappropriate shifts in pronoun number and person.

j. Resolve issues of complex or contested usage, consulting reliable references as needed.

Demonstrate proficiency in:

k. Rearrange complete simple and compound sentences of a variety of lengths.

l. Use and describe verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

m. Form and use verbs in the active and passive voice.

n. Order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).

o. Explain the function of an adverb

p. Explain the function of coordinating conjunction.

q. Use coordinating and subordinating conjunctions.

 

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can recognize and correct vague pronouns (i.e. ones with unclear or ambiguous antecedents).
  • I can recognize and identify variations from Standard English in their own and others’ writing and speaking.
  • I can explain the function of phrases and clauses in general and their function in specifics sentences.
  • I can choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
  • I can recognize and correct inappropriate shifts in verb tense.
  • I can recognize and correct inappropriate shifts in pronoun number and person.
  • I can describe verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
  • I can explain the function of an adverb.
  • I can explain the function of coordinating conjunction.

Reasoning Targets

  • I can explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
  • I can ensure pronoun-antecedent agreement.
  • I can ensure that pronouns are in the proper case (subjective, objective, possessive).
  • I can order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).

Skills (Performance) Targets

  • I can place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifier.
  • I can use strategies to improve expression in conventional language.
  • I can form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  • I can resolve issues of complex or contested usage, consulting reliable references as needed.
  • I can use verbs in the active and passive voice
  • I can use verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
  • I can recognize and correct inappropriate shifts in verb voice and mood.
  • I can use coordinating and subordinating conjunctions.

Product Targets

  • I can produce a writing product in which verbals increase the power of my writing.
  • I can rearrange complete simple and compound sentences of a variety of lengths.

Proficiency Scale for Grade 8 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.

  • In his/her writing, the student can use verbals, effective voice, and consistent mood with stylistic flair to enhance meaning of work.
-
  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

·  draw conclusions about the purposeful use of verb tenses and forms, skillful use of voice, and contextual meaning of language.

·  explain how verbals affect or enhance the meaning of a passage.

·  use verbals in his/her writing to increase power of writing.

·  form and use verbs in active and passive voice.

·  recognize and correct inappropriate shifts and/or use in verb voice (passive/active) and mood.

·  form and use verbs in indicative, imperative, interrogative, conditional, and subjunctive mood.

-
  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

·  recognize verbals

·  identify gerunds, participles, infinitives

·  define verbals, gerunds, participles, infinitives, active voice, passive voice, indicative, imperative, interrogative, conditional, and subjunctive mood

·  identify sentences as active or passive

·  identify verbs in indicative, imperative, interrogative, conditional, and subjunctive mood

·  attempts to use verbals, active/passive voice, and various mood structures within writing, but with limited success.

-
  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

* http://www.wordgames.com/grammar-ninja.html

* http://www.redkid.net/madlibs/

 

Vocabulary

  • List

 


ELA-08.L.02

8th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

ELA-08.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Introduce:

  • a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • b. Use an ellipsis to indicate an omission.
  • c. Spell correctly.

Practice:

  • d. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations. (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts)

Display proficiency in:

  • e. Use a comma to separate coordinate adjectives (e.g., It was fascinating, enjoyable movie but not He word an old [,] green shirt). 

 

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can recall the rules of punctuation and capitalization for standard English.
  • I can recognize capitalization, punctuation, and spelling errors within a written work.

Reasoning Targets

  • I can determine when to use commas, ellipses, and dashes (among other punctuation marks).

Skills (Performance) Targets

  • I can use punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • I can use an ellipsis to indicate an omission.
  • I can spell correctly.
  • I can spell grade-appropriate words correctly, consulting references as needed.
  • I can use spelling patterns and generalizations. (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts). 
  •  I can use a comma to separate coordinate adjectives (e.g., It was fascinating, enjoyable movie but not He word an old [,] green shirt). 

Product Targets

  • I can create written work that models grade-appropriate usage of standard English capitalization, punctuation, and spelling (Capitalization: I, proper nouns, proper adjectives, and in sentences; Punctuation: end marks, quotation marks in dialogue, comma in a compound sentence, and items in series, apostrophes, ellipses, and dashes).

Proficiency Scale

Score   8.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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 consistently can:

  •  determine when to use commas, ellipses, and dashes (among other punctuation marks).
  •  use punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • use an ellipsis to indicate an omission.
  • spell correctly.
  • spell grade-appropriate words correctly, consulting references as needed.
  • use spelling patterns and generalizations. (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts). 
  • use a comma to separate coordinate adjectives (e.g., It was fascinating, enjoyable movie but not He word an old [,] green shirt). 
  •  create written work that models grade-appropriate usage of standard English capitalization, punctuation, and spelling (Capitalization: I, proper nouns, proper adjectives, and in sentences; Punctuation: end marks, quotation marks in dialogue, comma in a compound sentence, and items in series, apostrophes, ellipses, and dashes).
-
  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:

-recall the rules of punctuation and capitalization for standard English.

-recognize capitalization, punctuation, and spelling errors within a written work.

-
  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

https://owl.english.purdue.edu/owl/section/1/6/

Vocabulary

phrase

gerund

infinitive

participle

appositive

clause

simple

compound

complex

compound-complex


ELA-08.L.06

8th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-08.L.06 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can identify the meaning of words by using context clues.
  • I can recognize unfamiliar vocabulary from reading.
  • I can define vocabulary words to enhance the reading experience.
  • I can define general academic and domain-specific words and phrases.

Reasoning Targets

  • I can explain (when writing or discussing) domain-specific words in my references to reading, writing, and language.

Skills (Performance) Targets

  • I can investigate the use of vocabulary to enhance the reading experience.
  • I can use prior knowledge to define unfamiliar vocabulary.
  • I can use my knowledge of word origins and syntax to define unfamiliar terms.

Product Targets

  • I can

Proficiency Scale

Score   8.L.06 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 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

  • acquire and use vocabulary (using context, word parts, and/or consulting reference materials) to enhance reading comprehension.
  • apply general academic and domain-specific words to reading, writing, and language.
-
  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

  • identify or define the meaning of words by using context clues, word parts, or by consulting reference materials.
  • define general academic and domain-specific words and phrases.
-
  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

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.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.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.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for (RL) Reading Literature

In grade 8, the North Dakota State Standards call for students to proficiently read grade-appropriate complex literary texts while further developing the ability to cite textual evidence to support their conclusions regarding theme, plot, and character development.  In this process, students are learning how to summarize texts by evaluating key details in which the central idea or theme is located.

In their reading practices, students complement their ability to closely examine what the text directly says by learning to identify deeper meanings within the text by drawing inferences. Along with focusing on key ideas and details, eighth grade students also look at how both the structure and content of complex texts contribute to meaning, determining how word choice as well as sentence and paragraph structure influence and contribute to the unfolding of a plot and the development and elaboration of events or ideas.

These reading standards are tightly woven with other standards found within the strands of writing, language, and speaking and listening.

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.RL.01

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).

Resources

Websites

  • Inferences 
    • https://youtu.be/to30AJm2epQ 
    • http://www.readingrockets.org/strategies/inference 
    •  https://drive.google.com/file/d/0B2fXD6bui1atM2kyN3dWb1daQ28/view?ts=5807cb37

Vocabulary

  • List

 



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