ELA-08.SL.06
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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).
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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
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I can display the ability to speak appropriately in each setting (informational, descriptive, formal, informal).
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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 |
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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
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student:
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displays the ability to speak appropriately in each setting (informational, descriptive, formal, informal).
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demonstrates speaking tasks that require a formal structure.
- delivers a presentation that demonstrates a command of grade 8 language standards.
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
The student:
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identifies various reasons for speaking (informational, descriptive, formal, informal).
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determines speaking tasks that will require a formal structure.
- delivers a presentation that demonstrates a partial command of grade 8 language standards.
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
Vocabulary |
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ELA-08.W
 Strand (W)
Writing
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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. |
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ELA-08.W.04
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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.)
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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 |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student can:
- Write a paper to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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Introduce a topic: Establish purpose, voice, and context.
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Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
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Use appropriate transitions to clarify the relationships among ideas and concepts.
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Use precise language and domain-specific vocabulary to inform about or explain the topic.
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Establish and maintain a task-appropriate style.
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Provide a concluding statement or section that follows from the information or explanation presented.
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
There are no major errors or omissions regarding the simpler details and processes as the student:
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Makes an attempt at introducing a topic; Establish purpose, voice, and context.
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Includes some relevant facts, definitions, concrete details, quotations, or other information and examples.
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Uses transitions; however, they may not be consistent or effective.
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Uses vague language and vocabulary to inform about or explain the topic.
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Does not maintain a task-appropriate style.
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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. |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
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ELA-08.W.07
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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.
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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 |
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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
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end-of-instruction expectations.
The student can
- develop her/her own primary or driving question for research based on content study or area of interest.
- develop need-to-know questions (or sub questions) that will help them answer their primary or driving question.
- access and evaluate credible and reliable sources from multiple print and digital sources.
- determine what path research needs to take in order to answer the driving question and understand when the original focus might need to change because of the information found.
- draw evidence from what he/she has read to support research.
- integrate and synthesize information without plagiarizing.
- cite sources and weave information into his/her own work by paraphrasing, summarizing, or directly quoting source.
- write or present research answers to driving question.
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
The student can
- develop his/her own driving question and sub-questions for research but it might be too broad or too specific for in-depth research.
- understand the criteria for selecting credible sources and can (a majority of the time), apply those criteria when finding own sources.
- stays on focus with research, but often cannot see when research should/could take a different path.
- draw evidence from what has been read, but not all evidence is relative or supportive of driving question.
- use information but is unable to blend or synthesize various sources to support a reason.
- generalize use of sources in a bibliography or reference page, but is not able to consistently cite sources appropriately within the paper or presentation.
- write or present research answers to driving question.
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
Vocabulary
Student Learning Targets for 8th Communications:
Knowledge Targets
- I can define what information needs to be found and how to find it to answer a question.
Reasoning Targets
- I can evaluate other students' questions and see different sides of an issue.
- I can determine what path of research I need to take.
Skills (Performance) Targets
- I can write a question that is relevant to a topic.
- I can select relevant questions that are not too broad or too narrow to guide research.
Proficiency Scale for ELA 8:
Click HERE to view the proficiency scale. |
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ELA-08.W.08
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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.
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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 |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
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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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(W)
(SL)
(L)
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