Strand (L)

Language

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

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

Introduce:

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

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

Practice:

c. Ensure pronoun-antecedent agreement.

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

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

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

g. Recognize and correct inappropriate shifts in verb tense.

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

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

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

Demonstrate proficiency in:

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

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

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

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

o. Explain the function of an adverb

p. Explain the function of coordinating conjunction.

q. Use coordinating and subordinating conjunctions.

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

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

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

The student can

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

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

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

·  form and use verbs in active and passive voice.

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

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

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

The student can

·  recognize verbals

·  identify gerunds, participles, infinitives

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

·  identify sentences as active or passive

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

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

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

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

Introduce:

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

Practice:

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

Display proficiency in:

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

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

The student consistently can:

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

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

The student can:

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

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

8th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Knowledge of Language

ELA-08.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

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

ELA-08.L.04 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

•  a.  Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
• b.  Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
• c.  Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
• d.  Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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

ELA-08.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• a. Interpret figures of speech (e.g. verbal irony, puns) in context.
• b. Use the relationship between particular words to better understand each of the words.
• c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

“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

• interpret figures of speech found within a text.
• explain the significance of figures of speech within a text and how words contribute to understanding theme, character, setting or main idea and author's position.
• demonstrate the power of a word by determining connotation and denotations for words.
• demonstrate the use of figurative language and specific word choice in his/her writing or in his/her speaking in order to enhance meaning.

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

The student can

• recognize figurative language, such as irony and puns.
• define connotation and denotation.
• understand how word choice can enhance the meaning of a work.

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

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

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

The student can

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

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

The student can

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

Strand (RI)

Reading Information

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

ELA-08.RI.01 Read closely to comprehend text

a. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly.

b. Cite the textual evidence that most strongly supports inferences drawn from the text.

c. Provide an objective summary of the text.

(Textual evidence may include graphs, chart, diagrams, maps, pictures as well as text.

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

The student:

• reads closely and finds answers explicitly stated in text as well as answers that require an inference.
• analyzes an author’s words and determines the textual evidence that most strongly supports both explicit and inferential questions.

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

The student:

• recognizes or recalls specific terminology, such as: textual evidence, analyze, inference, explicit.
• defines textual evidence (“word for word” support).
• defines inference and explains how a reader uses textual evidence to reach a logical conclusion (“based on what I’ve read, it’s most likely true that …”).

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

ELA-08.RI.02 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

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

The student can

• determine the central idea of the text.
• analyze the development of central idea including the relationship to supporting ideas.
• provide an objective summary of a grade-appropriate text (includes who wants what but so then). 

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

The student can

• determine the central idea of the text when given choices.
• attempt to analyze the development of central idea including the relationship to supporting ideas.
• provide a summary but it may contain unnecessary details or omissions of a grade-appropriate text.
• define objective/subjective and unbias/bias.

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

ELA-08.RI.03 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

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

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-08.RI.05 Analyze the structure an author uses to organize a text, including how sections, paragraphs, and/or particular sentences contribute to the whole and to the development of the ideas.

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-08.RI.06 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

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

The students can

• determine point of view in a text.
• analyze how an author acknowledges and responds to conflicting evidence or viewpoints.
• determine author’s purpose or objective (to inform, instruct, entertain, etc.).

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

The students can

• define point of view as how the author views the situation/topic of a text.
• identify conflicting evidence or viewpoints.
• understand author’s purpose or objective (to inform, instruct, entertain, etc.).

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RI.07 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RI.08 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.

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RI.09 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Student Learning Targets:

Knowledge Targets

• I can list facts and details from informational texts.

Reasoning Targets

• I can evaluate speaker's objectivity.

Skills (Performance) Targets

• I can
• I can
  

Product Targets

• I can
• I can

8th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Range of Reading and Level of Text Complexity

ELA-08.RI.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Strand (RL)

Reading Literature

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.

“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.

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.

• justify an inference with specific lines, dialogue, or events from text.
• analyze text explicitly by determining the meaning and purpose of the text.

• 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.

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.

“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.

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.

• The student will analyze a theme of a higher level text. The student is also able to support his/her claims for that theme.

“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.

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.

• Identify a theme in a text.

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.

“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.

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.

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.

“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.

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.

• The student will identify the characters in a text.

• The student can explain the resolution of a text.

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.

• 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.

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

• 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.

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.

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

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

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

ELA-08.RL.05 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

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.

“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.

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.

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RL.07 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RL.08 Not applicable to literature

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-08.RL.09 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.

8th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Range of Reading and Level of Text Complexity

ELA-08.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Strand (SL)

Speaking and Listening

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.

“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. 

• 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.

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.

• 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.

• 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.

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-08.SL.02 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-08.SL.03 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

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.

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.

“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.

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.

• 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.

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.

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.

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).

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

The student:

• displays the ability to speak appropriately in each setting (informational, descriptive, formal, informal).

• demonstrates speaking tasks that require a formal structure.

• delivers a presentation that demonstrates a command of grade 8 language standards.

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

The student:

• identifies various reasons for speaking (informational, descriptive, formal, informal).

• determines speaking tasks that will require a formal structure.

• delivers a presentation that demonstrates a partial command of grade 8 language standards.

Strand (W)

Writing

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.

• 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.

• 
  
  

• 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.

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.

•  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.

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

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.

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.)

“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.

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.

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).

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.