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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

 

ELA-08.RL.01.a

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

ELA-08.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-08.RL.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.RL.01.b

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

ELA-08.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-08.RL.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.RL.01.c

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

ELA-08.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-08.RL.01.c Provide an objective summary.

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.RL.02

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

ELA-08.RL.02 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can understand the difference between plot and theme.
  • I can differentiate between a topic and a theme.
  • I can continue to improve my knowledge of literary elements.
  • I can recognize literary techniques authors use to create a story.
  • I can determine how the plot and theme develop throughout a story.
  • I can identify the setting, characters, resolution/solution and events of a fiction text using specific details.
  • I can define objective summary and identify the key ideas to put into a summary.

Reasoning Targets

  • I can analyze the importance of literary elements and how they make a story engaging.
  • I can identify literary elements and support with examples from text.
  • I can analyze the setting, characters, resolution/solution and events of a fictional text using specific details.
  • I can question, predict, infer, connect, relate, and evaluate literature.
  • I can determine a theme of a work and support that theme with details from the text.
  • I can explain how theme relates to the characters, setting, and plot.

Skills (Performance) Targets

  • I can find examples of literary elements with a text.
  • I can compare and contrast the characters, setting, and events of a fictional text using specific details.
  • I can provide an objective summary of a story.

Product Targets

  • I can produce a story map using the setting, characters, resolution/solution, events, and theme based on a fictional text.
  • I can respond to literature and support my response.

Student Learning Targets for Grade 8 Reading Pro:

Knowledge Targets

  • I can define theme and summary.

Reasoning Targets

  • I can analyze the theme in a text.

Skills (Performance) Targets

  • I can explore and analyze the theme's development over the course.
  • I can write an objective summary of the text.

Product Targets

  • I can devise an argument to support my claim of a theme in a text.

Proficiency Scale for Grade 8 ELA:

Score   8.RL.02 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; 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 theme of the text.
  • analyze the development of a theme in a text.
  • explain how the theme relates to characters, setting, plot, and supporting details.
  • provide an objective summary of a grade-appropriate 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

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 theme of the text when given choices.
  • attempt to analyze the development of a theme in a text.
  • attempt to explain how the theme relates to characters, setting, plot, and supporting details.
  • provide a summary with unnecessary details or omissions of a grade-appropriate text.
 - Given five options of theme choose three that are in the story you are reading
  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.
  • The student will analyze a theme of a higher level text. The student is also able to support his/her claims for that theme.
  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 explore and analyze a theme’s development over the course of the text.

  • can write an objective summary of the text.

  • can devise an argument to support my claim of a theme in a text .

The student exhibits no major errors or omissions.

  • Using a grade level text, the student will write a summary of a text and analyze a theme of the text.

  • The student can also devise an argument to support their claims on the theme.
  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:

  • recognizes or recalls specific terminology, such as:

    • theme and summary

  • performs basic processes, such as:

    • somewhat describe a theme’s development over the course of the text.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • Identify a theme in a 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

* http://my.hrw.com/ - will need to create an account to access

Vocabulary

  • Theme: a full statement that reveals the message about life or human nature that the writer shares with the reader

 

ELA-08.RL.03

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

ELA-08.RL.03 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can recognize or recall specific terminology, such as: dialogue, analyze, dialect, characterization, static, dynamic.
  • I can identify particular lines of dialogue in a story or drama that reveals aspects of a character, or provoke a decision.
  • I can recall particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.

Reasoning Targets

  • I can discuss how particular lines of dialogue in a story or drama reveal aspects of a character or provoke a decision.
  • I can analyze particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.

Skills (Performance) Targets

  • I can use specific terminology, such as: dialogue, analyze, dialect, characterization, static, dynamic, when discussing literature.

Product Targets

  • I can create a product, written or spoken, that reveals my knowledge of how dialogue and incidents in literature contribute to plot and character development.

Student Learning Targets for Grade 8 Reading Pro:

Knowledge Targets

  • I can recognize the significance and effects of foreshadowing and flashbacks.
  • I can identify the setting, characters, resolution/solution and events of a fiction text using specific details.

Reasoning Targets

  • I can analyze the setting, characters, resolution/solution and events of a fiction text using specific details.

Skills (Performance) Targets

  • I can appraise and explore the setting, characters, and events of a fiction text using specific details.

Product Targets

  • I can construct a story map using the setting, characters, resolution/solution, events, and theme of a text to show how the incidents in that text propelled the action, revealed aspects of a character, or provoked a decision.
  • I can generate an essay  using the setting, characters, resolution/solution, events, and theme of a text to show how the incidents in that text propelled the action, revealed aspects of a character, or provoked a decision.

Proficiency Scale for Grade 8 ELA:

Score   RL 8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 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:

  • apply specific terminology (dialogue, analyze, dialect, characterization, static, dynamic, exposition, suspense, conflict, narrator, rising action, flashback, climax, falling action, resolution, etc.) when discussing literature.
  • discuss how particular lines of dialogue in a story or drama reveals aspects of a character or provoke a decision.
  • analyze particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.
 -
  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:

  • recognize or recall specific terminology, such as: dialogue, analyze, dialect, characterization, static, dynamic.
  • identify particular lines of dialogue in a story or drama that reveals aspects of a character, or provoke a decision.
  • determine or recall particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.
 -
  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.

Using a higher level text, the student will analyze the setting, characters, and resolution; the student is also able to compare and contrast the characters of a text.
  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 analyze the setting, characters, resolution/solution and events of a fiction text using specific details.

  • can appraise and explore the characters, setting, and events of a fiction text using specific details.

  • can construct a story map using the setting, characters, resolution/solution, events, and theme based on a fiction text.

The student exhibits no major errors or omissions.

  • Using a grade level text, the student will analyze the setting, characters, and resolution.

  • The student will compare and contrast the characters of a 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:

  • recognizes or recalls specific terminology, such as:

    • character, resolution, solution, drama, element, plot, and setting.

  • performs basic processes, such as:

    • identifies the basic elements of a story or drama.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

  • The student will identify the characters in a text.

  • The student can explain the resolution of a 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.RL.04

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

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

Student Learning Targets for Reading Pro:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood/tone in different genres of literature.

  • I can define analogy and allusion. 

Reasoning Targets

  • I can analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.

  • I can determine analogies or allusions in a text. 

Skills (Performance) Targets

  • I can demonstrate the use of figurative language.

  • I can read and appraise poetry.

  • I can solve an analogy or an allusion in a text and explain the significance of the author’s use of the term. 

Product Targets

  • I can compose an essay analyzing the author’s use of figurative language, analogies, allusions, or specific words with meaning and tone in a text and support my claims with text. 

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.

  • Using a higher level poem, the student can use text support to analyze literary techniques.

  • Using a higher level poem, the student will identify analogies or allusions.

  • Using a higher level poem, the student will identify and analyze figurative language and sound devices.
  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:
  • analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • determine analogies or allusions within a text and explain how those techniques enhance the meaning of the work
  • explore the use of figurative language and sound devices. 
  • read and appraise poetry.  
  • compose an essay analyzing the author's use of figurative language, analogies, allusions, or specific word choice and support claims with text. 

  • Using a grade level poem, the student can use text support to analyze literary techniques.

  • Using a grade level poem, the student will identify analogies or allusions.

  • Using a grade level poem, the student will identify and analyze figurative language and sound devices.
  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:

  • recognizes or recalls specific terminology, such as:

    • figurative language, mood/tone in different genres of literature, analogy and allusion.

  • performs basic processes, such as:

    • identify and define sound devices.

    • recognize the significance and effects of foreshadowing and flashbacks.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

  • The student will define figurative language, analogy, and allusion.

  • The student can identify the rhyme scheme of a poem.
  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.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.

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