8th Grade English


(W) Writing

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ELA-08.W

BPSS-ELA logoStrand (W)

Writing

Narrative for (W) Writing

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

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

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

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-08.W.01

8th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-08.W.01 Write arguments to support claims with clear reasons and relevant evidence.

  • a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
  • b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  • c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
  • d. Establish and maintain a formal writing style.
  • e. Provide a concluding statement or section that follows from and supports the argument presented.

Student Learning Targets:

Knowledge Targets

  • I can understand the purpose and audience for whom I am writing.
  • I can define and understand the purpose of a claim.
  • I can recognize multiple sides of an issue.
  • I can understand information and evidence from a variety of sources.
  • I can choose a position in an argument.
  • I can identify the two sides of an argument.
  • I can identify the need for solid supporting details in writing.
  • I can recognize that the lack of supporting details leaves the reader with questions.
  • I can identify effective transition statements.

Reasoning Targets

  • I can determine supporting and opposing arguments that relate to my topic.
  • I can determine what is relevant.
  • I can synthesize.
  • I can use valid reasoning and relevant and sufficient evidence to support a claim.
  • I can organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.
  • I can organize the information and evidence from a variety of sources to support the main idea.
  • I can use logic to defend an opinion.
  • I can analyze the relevancy of information.
  • I can justify the main idea being expressed.
  • I can combine sentences with similar concepts to avoid repetition of ideas or wording.

Skills (Performance) Targets

  • I can use words that help to influence the audience.
  • I can clearly state my opinion and provide reasons that support them.
  • I can revise my paper for elaboration, description, clarity, and proper word order.
  • I can use concrete words, phrases and sensory details to convey experience and events precisely.
  • I can cite sources using MLA format. I can paraphrase a written passage.
  • I can gather information from resources.
  • I can collect the information and evidence to assemble a final work.
  • I can formulate an argument.
  • I can use supporting details to support my claim.
  • I can provide at least three supporting details for a topic sentence.
  • I can strengthen my argument by using relevant sources.
  • I can revise my composition for correct grammar.
  • I can use effective transitions in my writing.
  • I can establish and maintain a formal style and objective tone according to the discipline in which I am writing.
  • I can use precise and specific language and techniques.
  • I can focus on addressing what is most significant for a specific purpose and audience.
  • I can evaluate audience and determine which skills and experiences should be appropriately emphasized in my documents

Product Targets

  • I can produce an effective persuasive essay.
  • I can can write a topic sentence that contains a reason that supports my claim.
  • I can develop and write an argument to support a claim using valid reasoning and relevent evidence.
  • I can produce a work based on information and evidence.
  • I can present a written or oral argument.
  • I can write using standard writing conventions.
  • I can develop and strengthen writing through planning, revising,editing, and rewriting.

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:
  • determine supporting and opposing arguments that relate to the topic.
  • determine what is relevant.
  • synthesize.
  • use valid reasoning and relevant and sufficient evidence to support a claim.
  • organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.
  • organize the information and evidence from a variety of sources to support the main idea.
  • use logic to defend an opinion.
  • analyze the relevancy of information.
  • justify the main idea being expressed.
  • combine sentences with similar concepts to avoid repetition of ideas or wording.
  •  use words that help to influence the audience.
  • clearly state my opinion and provide reasons that support them.
  • revise my paper for elaboration, description, clarity, and proper word order.
  •  use concrete words, phrases and sensory details to convey experience and events precisely.
  • cite sources using MLA format. 
  •  paraphrase a written passage.
  • gather information from resources.
  • collect the information and evidence to assemble a final work.
  • formulate an argument.
  • use supporting details to support a claim.
  • provide at least three supporting details for a topic sentence.
  • strengthen an argument by using relevant sources.
  • revise a composition for correct grammar.
  • use effective transitions in writing.
  • establish and maintain a formal style and objective tone according to the discipline in which he/she writing.
  • use precise and specific language and techniques.
  • focus on addressing what is most significant for a specific purpose and audience.
  • evaluate audience and determine which skills and experiences should be appropriately emphasized in the documents.
  • produce an effective persuasive essay.
  • write a topic sentence that contains a reason that supports a claim.
  • develop and write an argument to support a claim using valid reasoning and relevant evidence.
  • produce a work based on information and evidence.
  • present a written or oral argument.
  •  write using standard writing conventions.
  • develop and strengthen writing through planning, revising,editing, and rewriting.



-
  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: 
  • understand the purpose and audience for written work.
  • define and understand the purpose of a claim.
  • recognize multiple sides of an issue.
  • understand information and evidence from a variety of sources.
  • choose a position in an argument.
  • identify the two sides of an argument.
  • identify the need for solid supporting details in writing.
  • recognize that the lack of supporting details leaves the reader with questions.
  • identify effective transition statements.


-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.W.02

8th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-08.W.02 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  • a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  • c. Use appropriate and varied words, phrases, and clauses as transitions to create cohesion and clarify the relationships among ideas and concepts.
  • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • e. Establish and maintain a formal writing style.
  • f. Provide a concluding statement or section that follows from and supports the argument presented.

Student Learning Targets:

Knowledge Targets

  • I can explain what informational writing looks like. 
  • I can understand the purpose and audience for whom I am writing. 

Reasoning Targets

    • I can include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Skills (Performance) Targets

  • I can introduce a topic clearly, previewing what is to follow.
  • I can organize ideas, concepts, and information into broader categories. 
  • I can use appropriate and varied words, phrases, and clauses as transitions to create cohesion and clarify the relationships among ideas and concepts.
  • I can develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  • I can use precise language and domain-specific vocabulary to inform about or explain the topic.
  • I can establish and maintain a formal writing style.

Product Targets

  • I can provide a concluding statement or section that follows from and supports the argument presented.

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:
  •  include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  •  introduce a topic clearly, previewing what is to follow.
  • organize ideas, concepts, and information into broader categories. 
  • use appropriate and varied words, phrases, and clauses as transitions to create cohesion and clarify the relationships among ideas and concepts.
  • develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  • use precise language and domain-specific vocabulary to inform about or explain the topic.
  • establish and maintain a formal writing style.
  •  provide a concluding statement or section that follows from and supports the argument 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 can:
  • explain what informational writing looks like. 
  • understand the purpose and audience for whom I am writing. 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.W.03

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-07.W.03 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

  • a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  • b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
  • c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
  • d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  • e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Student Learning Targets:

Knowledge Targets

  • I can understand the charactersictics of a narrative writing.
  • I can identify effective transition statements.

Reasoning Targets

  • I can organize my ideas in a logical sequence.
  • I can combine sentences with similar concepts to avoid repetition of ideas or wording.

Skills (Performance) Targets

  • I can make a writing that helps the audience picture the story in their mind.
  • I can revise my composition for correct grammar.
  • I can use effective transitions in my writing.
  • I can use precise and specific language and techniques.

Product Targets

  • I can produce a narrative written at the appropriate level.
  • I can write using standard writing conventions.
  • I can develop and strengthen writing through planning, revising,editing, and rewriting.

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.W.04

8th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-08.W.04 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can choose the correct format for a given prompt and audience.

Reasoning Targets

  • I can support my main idea using telling and relevant details.
  • I can distinguish (tell the difference) between formal and informal language.

Skills (Performance) Targets

  • I can use grade appropriate vocabulary.
  • I can use first and third person voices in my writing.

Product Targets

  • I can create a voice appropriate to audience and purpose.
  • I can write in the most appropriate genre for my purpose (argumentative, explanatory, narrative).

Student Learning Targets for Grade 8 Reading Pro:

Reasoning Targets

  • I can create a concluding statement.

Skills (Performance) Targets

  • I can introduce a topic.
  • I can use multiple strategies to organize information.
  • I can use transitions.
  • I can use descriptive language.
  • I can use a formal style.

Product Targets

  • I can write a paper appropriate to task, purpose, and audience.

Rubric for Grade 8 ELA:

Click here -> Narrative writing Rubric

Click here -> Argumentative writing Rubric

Click here -> Informative writing Rubric

Resources for Grade 

Websites

Vocabulary

Proficiency Scale for Grade 8 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

 The student can:

  • Write a paper to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Introduce a topic: Establish purpose, voice, and context.

  • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

  • Use appropriate transitions to clarify the relationships among ideas and concepts.

  • Use precise language and domain-specific vocabulary to inform about or explain the topic.

  • Establish and maintain a task-appropriate style.

  • Provide a concluding statement or section that follows from the information or explanation presented.

-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • Makes an attempt at introducing a topic; Establish purpose, voice, and context.

  • Includes some relevant facts, definitions, concrete details, quotations, or other information and examples.

  • Uses transitions; however, they may not be consistent or effective.

  • Uses vague language and vocabulary to inform about or explain the topic.

  • Does not maintain a task-appropriate style.

  • Attempts a concluding statement, but does not support the information or explanation presented.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

ELA-08.W.05

8th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-08.W.05 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8).

Student Learning Targets:

Knowledge Targets

  • I can identify errors in grammar, mechanics, usage, and spelling.
  • I can identify the criteria of strong writing (e.g. The 6 Traits).
  • I can revise writing focusing on purpose and audience.

Reasoning Targets

  • I can determine how to correct mistakes in grammar, mechanics, usage, and spelling.
  • I can evaluate my writing based on the given criteria.

Skills (Performance) Targets

  • I can make corrections in grammar, mechanics, usage, and spelling.
  • I can give appropriate feedback to my peers.
  • I can apply feedback from peers and adults.

Product Targets

  • I can produce a composition that is free of errors.
  • I can rewrite a draft according to criteria and feedback.

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.W.06

8th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-08.W.06 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-08.W.07

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

ELA-08.W.07 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Student Learning Targets for 8th ELA:

Knowledge Targets

  • I can understand if a question is relevant and essential to a topic.
  • I can select questions that are not too broad or specific.
  • I can understand the criteria for selecting credible sources.

Reasoning Targets

  • I can formulate relevant research questions.
  • I can evaluate other students' questions.
  • I can see different sides of one issue.
  • I can determine what path of research I need to take in order to answer my driving question.

Skills (Performance) Targets

  • I can write appropriate sub-questions to help support my thesis/claim.
  • I can write or present my research, complete with cited sources.
  • I can synthesize information from a variety of sources.

Product Targets

  • I can create a project or write a paper that reveals research used to answer a self-generated question.

Proficiency Scale for ELA 8:

Score   8.W.07 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student can

  • develop her/her own primary or driving question for research based on content study or area of interest.
  • develop need-to-know questions (or sub questions) that will help them answer their primary or driving question.
  • access and evaluate credible and reliable sources from multiple print and digital sources.
  • determine what path research needs to take in order to answer the driving question and understand when the original focus might need to change because of the information found. 
  • draw evidence from what he/she has read to support research.
  • integrate and synthesize information without plagiarizing.
  • cite sources and weave information into his/her own work by paraphrasing, summarizing, or directly quoting source.
  • write or present research answers to driving question.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

  • develop his/her own driving question and sub-questions for research but it might be too broad or too specific for in-depth research.
  • understand the criteria for selecting credible sources and can (a majority of the time), apply those criteria when finding own sources.
  • stays on focus with research, but often cannot see when research should/could take a different path.
  • draw evidence from what has been read, but not all evidence is relative or supportive of driving question.
  • use information but is unable to blend or synthesize various sources to support a reason.
  • generalize use of sources in a bibliography or reference page, but is not able to consistently cite sources appropriately within the paper or presentation.
  • write or present research answers to driving question.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets for 8th Communications:

Knowledge Targets

  • I can define what information needs to be found and how to find it to answer a question.

Reasoning Targets

  • I can evaluate other students' questions and see different sides of an issue.
  • I can determine what path of research I need to take. 

Skills (Performance) Targets

  • I can write a question that is relevant to a topic.
  • I can select relevant questions that are not too broad or too narrow to guide research. 

Proficiency Scale for ELA 8:

Click HERE to view the proficiency scale.


ELA-08.W.08

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

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

Student Learning Targets for 8th ELA:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale for 8th ELA

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

Student Learning Targets for 8th Communications:

Knowledge Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale for 8th Communications:

Click HERE to view proficiency scale.


ELA-08.W.09

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

ELA-08.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). 
  • b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary



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