8th Grade English


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ELA-08.L

BPSS-ELA logoStrand (L)

Language

Narrative for (L) Language

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

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

Calculation Method for Strands

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


ELA-08.L.01

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

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

Introduce:

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

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

Practice:

c. Ensure pronoun-antecedent agreement.

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

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

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

g. Recognize and correct inappropriate shifts in verb tense.

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

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

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

Demonstrate proficiency in:

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

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

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

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

o. Explain the function of an adverb

p. Explain the function of coordinating conjunction.

q. Use coordinating and subordinating conjunctions.

 

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale for Grade 8 ELA:

Score   Description Sample Activity
4.0

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

  • In his/her writing, the student can use verbals, effective voice, and consistent mood with stylistic flair to enhance meaning of work.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student can

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

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

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

·  form and use verbs in active and passive voice.

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

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

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

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

The student can

·  recognize verbals

·  identify gerunds, participles, infinitives

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

·  identify sentences as active or passive

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

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

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

Resources

Websites

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

* http://www.redkid.net/madlibs/

 

Vocabulary

  • List

 


ELA-08.L.02

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

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

Introduce:

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

Practice:

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

Display proficiency in:

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

 

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale

Score   8.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student consistently can:

  •  determine when to use commas, ellipses, and dashes (among other punctuation marks).
  •  use punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • use an ellipsis to indicate an omission.
  • spell correctly.
  • spell grade-appropriate words correctly, consulting references as needed.
  • use spelling patterns and generalizations. (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts). 
  • use a comma to separate coordinate adjectives (e.g., It was fascinating, enjoyable movie but not He word an old [,] green shirt). 
  •  create written work that models grade-appropriate usage of standard English capitalization, punctuation, and spelling (Capitalization: I, proper nouns, proper adjectives, and in sentences; Punctuation: end marks, quotation marks in dialogue, comma in a compound sentence, and items in series, apostrophes, ellipses, and dashes).
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The student can:

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

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

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

Resources

Websites

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

Vocabulary

phrase

gerund

infinitive

participle

appositive

clause

simple

compound

complex

compound-complex


ELA-08.L.03

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).

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.L.04

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).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.
  • I can use resources.
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • 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.L.05

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).

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can interpret figures of speech found within a text.
  • I can explain the significance of figures of speech within and text and how words contribute to understanding theme, character, setting or main idea and author's position.
  • I can demonstrate the power of a word by determining connotation and denotations for words.

Skills (Performance) Targets

  • I can demonstrate the use of figurative language and specific word choice in my writing or in my speaking in order to enhance meaning.

Product Targets

  • I can

Proficiency Scale

Score   8.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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

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

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

The student can

  • recognize figurative language, such as irony and puns.
  • define connotation and denotation.
  • understand how word choice can enhance the meaning of a work.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.L.06

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

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

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

  • I can

Proficiency Scale

Score   8.L.06 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student can

  • acquire and use vocabulary (using context, word parts, and/or consulting reference materials) to enhance reading comprehension.
  • apply general academic and domain-specific words to reading, writing, and language.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The student can

  • identify or define the meaning of words by using context clues, word parts, or by consulting reference materials.
  • define general academic and domain-specific words and phrases.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for (RI) Reading Information

In grade 8, the North Dakota State Standards call for students to proficiently read grade-appropriate complex informational texts while further developing the ability to cite textual evidence to support their conclusions regarding key ideas and claims. While learning about an author’s point of view, students also examine how authors use reasons to make their points and support arguments with evidence, separating unsupported assertions from those backed by evidence. Students also look at how structure and content contribute to the development of ideas. 

Reading informative texts has not lessened the focus on reading literature in the English classroom; instead, this reading strand is to be viewed as a shared responsibility with other content areas such as science and social studies. Focusing on how authors make their points and support their arguments with evidence and reasoning helps eighth grade students sharpen their ability to write and speak with more clarity and coherence in all content arenas.

Calculation Method for Strands

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


ELA-08.RI.01

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

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

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

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

c. Provide an objective summary of the text.

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

Student Learning Targets for 8th Grade ELA:

Knowledge Targets

  • I can recall terms such as textual evidence, analyze, inference, explicit.

Reasoning Targets

  • I can analyze an author’s words and determine the textual evidence that most strongly supports both explicit and inferential questions.
  • I can explain how a reader uses textual evidence to reach a logical conclusion (“based on what I’ve read, it’s most likely true that …”)

Skills (Performance) Targets

  • I can read closely and find answers explicitly stated in text as well as answers that require an inference.

Product Targets

  • I can produce a writing or a speech that demonstrates my mastery of citing textual evidence to support a conclusion that I have drawn about the text.

Proficiency Scale

Score   RI.8.1  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student:

  • reads closely and finds answers explicitly stated in text as well as answers that require an inference.
  • analyzes an author’s words and determines the textual evidence that most strongly supports both explicit and inferential questions.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The student:

  • recognizes or recalls specific terminology, such as: textual evidence, analyze, inference, explicit.
  • defines textual evidence (“word for word” support).
  • defines inference and explains how a reader uses textual evidence to reach a logical conclusion (“based on what I’ve read, it’s most likely true that …”).
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-08.RI.02

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

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

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can describe what a central idea is.
  • I can define objective/subjective and unbias/bias.

Reasoning Targets

  • I can determine a central idea of a text.
  • I can analyze how a central idea is developed throughout the text.
  • I can explain how a central idea is supported within a text.

Skills (Performance) Targets

  • I can provide and objective summary of an informational text.

Proficiency Scale

Score   R.I.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student can

  • determine the central idea of the text.
  • analyze the development of central idea including the relationship to supporting ideas.
  • provide an objective summary of a grade-appropriate text (includes who wants what but so then). 
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The student can

  • determine the central idea of the text when given choices.
  • attempt to analyze the development of central idea including the relationship to supporting ideas.
  • provide a summary but it may contain unnecessary details or omissions of a grade-appropriate text.
  • define objective/subjective and unbias/bias.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.RI.03

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).

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.RI.04

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.

Student Learning Targets:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood/tone in different genres of literature.
  • I understand figurative language, word relationships, and nuances in word meaning

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can analyze prefix/suffixes and use them to make meaning.
  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can demonstrate the use of figurative language and sound devices.
  • I can choose the correct meaning of words in context.
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • 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.RI.05

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.

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.RI.06

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

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

Student Learning Targets for 8th Grade ELA:

Knowledge Targets

  • I can define point of view as it relates to informational texts.
  • I can define counterargument.
  • I can define claim.
  • I can identify conflicting evidence within a text.

Reasoning Targets

  • I can determine the author’s point of view in a text.
  • I can determine an author's purpose in a text.
  • I can explain how an author responds to others’ points of view.

Proficiency Scale

Score   RI.8.6:  Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The students can

  • determine point of view in a text.
  • analyze how an author acknowledges and responds to conflicting evidence or viewpoints.
  • determine author’s purpose or objective (to inform, instruct, entertain, etc.).
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The students can

  • define point of view as how the author views the situation/topic of a text.
  • identify conflicting evidence or viewpoints.
  • understand author’s purpose or objective (to inform, instruct, entertain, etc.).
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.RI.07

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.

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.RI.08

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.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • Argument -- Purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid
    • Claim -- A specific opinion that authors want readers to accept as true and act on; because a claim is debatable, it needs to be supported with evidence.
    • Delineate -- to describe in detail the author's argument and the reasons and evidence that he uses.
    • Fact -- indisputable evidence.
    • Opinion -- view not based on fact.
    • Speculation -- conclusion drawn without evidence.
    • Relevant -- related to the discussion.
    • Reasoning -- involves more than facts or opinion; involves drawing logical conclusions based evidence that is sound, relevant, and valid.
    • Valid(ity) -- the quality of one's thinking, being logically and factually sound.
    • Logos -- Appeals to logic, reason, proof. 
    • Pathos -- Appeals to emotion and values.
    • Ethos -- Appeals to credibility and trust.

Reasoning Targets

  • I can describe what reasoning and evidence the author uses to support his position.
  • I can trace how the author develops and supports his argument.
  • I can determine whether the reasoning is sound and the evidence is relevant and sufficient.
  • I can recognize when irrelevant evidence is introduced; e.g., when  texts cite data without having explained the original study, or speakers use weaker evidence to discredit oppositions.

Skills (Performance) Targets

  • I can determine and clearly articulate the author's position on a topic.
  • I can distinguish among fact, opinion, and speculation.

 

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).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-08.RI.09

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
Rubric - Resources

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

Product Targets

  • 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.RI.10

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.

Student Learning Targets:

Knowledge Targets

  • I can define prediction.
  • I can define visualizing. 
  • I can define inferences.
  • I can define clarify.

Reasoning Targets

  • I can analyze text through questioning.
  • I can interpret information from text.
  • I can compare/contrast characters, events, and information within a text.

Skills (Performance) Targets

  • I can comprehend nonfiction writing at my grade level.
  • I can make inferences from text.
  • I can use details from the text to support inferences.
  • I can make connections to the text.
  • I can make predictions. 
  • I can show comprehension through strategies listed - predictions, visualizing, inferring, clarifying, text questioning, comparing and contrasting, and making connections.
  • I ask pertinent questions of my teacher and/or my group.
  • I can determine evidence to support how I think. 

Product Targets

  • I can create a visual representation of a text.

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).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-08.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for (RL) Reading Literature

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

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

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

Calculation Method for Strands

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


ELA-08.RL.01

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

ELA-08.RL.01 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can define textual evidence.
  • I can identify the essential elements (character, setting, plot) of the story.
  • I can match characters and specific lines of dialogue
  • I can define motivation
  • I can define symbolism.
  • I can define analysis.
  • I can determine the difference between explicit and implicit (inferences).

Reasoning Targets

  • I can justify an inference with specific dialogue, or events from text.
  • I can determine the motivations of characters 

Skills (Performance) Targets

  • I can sequence a list of events.
  • I can discuss the story elements (character, setting, plot) of the narrative.
  • I can interpret symbolism.

Product Targets

  • I can present the order of events in a logical sequence, attending to cause and effect.

Student Learning Targets for Grade 8 Reading Pro:

Reasoning Targets

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

Proficiency Scale for Grade 8 ELA:

Score   RL8.1  Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student will use the TEXT to:

  • discuss the story elements (character, setting, plot) of the narrative.
  • justify an inference with specific dialogue, or events from text.
  • determine the motivations of characters and support with text.
  • interpret symbolism and explain how it relates to the meaning of the work.
  • present the order of events in a logical sequence, attending to cause and effect.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The student will:

  • identify the essential elements (character, setting, plot) of the story.
  • match characters and specific lines of dialogue.
  • define motivation.
  • determine symbolism by match choices.
  • sequence a list of provided events.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

Proficiency Scale for Grade 8 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student can:
  • justify an inference with specific lines, dialogue, or events from text.
  • analyze text explicitly by determining the meaning and purpose of the text.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 There are no major errors or omissions regarding the simpler details and processes as the student:
  • makes an inference but cannot thoroughly support with specific text.
  • attempts to analyze what the  text says explicitly by determining the meaning and purpose of the text.
  • defines academic vocabulary.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

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

Vocabulary

  • List

 


ELA-08.RL.02

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

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

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Student Learning Targets for Grade 8 Reading Pro:

Knowledge Targets

  • I can define theme and summary.

Reasoning Targets

  • I can analyze the theme in a text.

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale for Grade 8 ELA:

Score   8.RL.02 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student can

  • determine the theme of the text.
  • analyze the development of a theme in a text.
  • explain how the theme relates to characters, setting, plot, and supporting details.
  • provide an objective summary of a grade-appropriate text.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The student can

  • determine the theme of the text when given choices.
  • attempt to analyze the development of a theme in a text.
  • attempt to explain how the theme relates to characters, setting, plot, and supporting details.
  • provide a summary with unnecessary details or omissions of a grade-appropriate text.
- Given five options of theme choose three that are in the story you are reading
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 Proficiency Scale for Grade 8 Reading Pro

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • The student will analyze a theme of a higher level text. The student is also able to support his/her claims for that theme.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student:

  • can explore and analyze a theme’s development over the course of the text.

  • can write an objective summary of the text.

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

The student exhibits no major errors or omissions.

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

  • The student can also devise an argument to support their claims on the theme.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

  • recognizes or recalls specific terminology, such as:

    • theme and summary

  • performs basic processes, such as:

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

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

Resources

Websites

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

Vocabulary

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

 


ELA-08.RL.03

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

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

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Student Learning Targets for Grade 8 Reading Pro:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale for Grade 8 ELA:

Score   RL 8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student will:

  • apply specific terminology (dialogue, analyze, dialect, characterization, static, dynamic, exposition, suspense, conflict, narrator, rising action, flashback, climax, falling action, resolution, etc.) when discussing literature.
  • discuss how particular lines of dialogue in a story or drama reveals aspects of a character or provoke a decision.
  • analyze particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The student will:

  • recognize or recall specific terminology, such as: dialogue, analyze, dialect, characterization, static, dynamic.
  • identify particular lines of dialogue in a story or drama that reveals aspects of a character, or provoke a decision.
  • determine or recall particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 Proficiency Scale for Grade 8 Reading Pro:

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

Using a higher level text, the student will analyze the setting, characters, and resolution; the student is also able to compare and contrast the characters of a text.

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student:

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

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

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

The student exhibits no major errors or omissions.

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

  • The student will compare and contrast the characters of a text.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

  • recognizes or recalls specific terminology, such as:

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

  • performs basic processes, such as:

    • identifies the basic elements of a story or drama.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • The student will identify the characters in a text.

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

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-08.RL.04

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

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

Student Learning Targets for Reading Pro:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood/tone in different genres of literature.
  • I can define analogy and allusion. 

Reasoning Targets

  • I can analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can determine analogies or allusions in a text. 

Skills (Performance) Targets

  • I can demonstrate the use of figurative language.
  • I can read and appraise poetry.

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

Product Targets

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

Proficiency Scale for Grade 8 Reading Pro

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Using a higher level poem, the student can use text support to analyze literary techniques.

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

  • Using a higher level poem, the student will identify and analyze figurative language and sound devices.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

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

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

  • Using a grade level poem, the student will identify and analyze figurative language and sound devices.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

  • recognizes or recalls specific terminology, such as:

    • figurative language, mood/tone in different genres of literature, analogy and allusion.
  • performs basic processes, such as:

    • identify and define sound devices.

    • recognize the significance and effects of foreshadowing and flashbacks.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • The student will define figurative language, analogy, and allusion.

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

Resources

Websites

Vocabulary


ELA-08.RL.05

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.

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.RL.06

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

ELA-08.RL.06 Explain how differences in the point of view of characters and the audience or reader (e.g., created through the use of dramatic irony) creates such effects as suspense or humor.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can define point of view as the vantage point from which a story is told, the lens through which the reader is allowed to see the story.
  • I can identify from what point of view a story is told (first-person, third-person limited, third person omniscient).
  • I can define specific terminology such as narrator, omniscient, objective or unbiased, subjective, dramatic irony. 

Reasoning Targets

  • I can explain the advantages and disadvantages of various points of view.
  • I can detect episodes of dramatic irony and explain how that creates suspense.

Skills (Performance) Targets

  • I can discuss how points of view creates specific tones and moods (e.g., suspense, horror) with a piece of literature.
  • I can examine a story from a variety of viewpoints and explain how a story might be different if told from a different point-of-view.

Proficiency Scale

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

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

The student can

  • discuss how points of view creates specific tones and moods (e.g., suspense, horror) with a piece of literature.
  • examine a story from a variety of viewpoints and explain how a story might be different if told from a different point-of-view.
  • explain the advantages and disadvantages of various points of view.
  • detect episodes of dramatic irony and explain how that creates suspense.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

The student can

  • define point of view as the vantage point from which a story is told, the lens through which the reader is allowed to see the story.
  • identify from what point of view a story is told (first-person, third-person limited, third person omniscient).
  • define specific terminology such as narrator, omniscient, objective or unbiased, subjective, dramatic irony.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-08.RL.07

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.

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.RL.08

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

ELA-08.RL.08 Not applicable to literature

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.RL.09

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.

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.RL.10

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.

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.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

Narrative for (SL) Speaking and Listening

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such communication occurs, but so is the more informal discussion that takes place as students collaborate to ask and answer questions, build understanding, and solve problems.

These standards require that students gain, evaluate and present information, ideas, and evidence through listening and speaking as well as through incorporating media. Regardless of the speaking and listening setting, students are expected to use appropriate eye contact, adequate volume, and clear pronunciation.

The standards within this speaking and listening strand are closely linked with the other strands of reading, writing, and language as they discuss literature and informational texts and as they work through the writing process.

Calculation Method for Strands

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


ELA-08.SL.01

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

ELA-08.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

  • a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
  • c. Pose questions that connect the ideas of several speakers and elicit elaboration, and respond to others’ questions and comments with relevant evidence, observations, and ideas. 
  • d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can define individual roles for classroom discussions as well as for decision-making groups as needed.

Reasoning Targets

  • I can connect and question the ideas of several speakers and respond with relevant evidence, observations, and ideas.
  • I can ask relevant questions that move discussion forward.

Skills (Performance) Targets

  • I can closely read a text and prepare annotations/notes from my reading that will contribute to discussion.
  • I can explicitly draw on my preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • I can follow rules for discussions and decision-making.
  • I can track progress toward specific goals and deadlines.
  • I can acknowledge new information expressed by others, and, if needed, defend their own views in light of the evidence presented. 

Product Targets

  • I can generate discussion by actively participating.

Student Learning Targets for Grade 8 Reading Pro:

Skills (Performance) Targets

  • I can engage in a group discussion with classmates.
  • I can engage in a teacher-led group discussions with diverse partners on grade 8 topics
  • I can engage in discussion on grade 8 topics, texts, and issues building on others' ideas and expressing their own clearly.

Proficiency Scale for Grade 8 ELA:

Score   8.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student will:

  • come to discussions prepared (evidence: close read, notes/annotations, questions and comments of the text).
  • explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • follow rules for discussions and decision-making.
  • track progress toward specific goals and deadlines.
  • connect and question the ideas of several speakers and respond with relevant evidence, observations, and ideas.
  • acknowledge new information expressed by others, and, if needed, defend his or her own views in light of the evidence presented. 
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:
  • define individual roles of problem-solving groups or classroom discussion as needed.
  • come to discussions partially prepared; and/or does not explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • follow most rules for discussions and decision-making, attempts track progress toward specific goals and deadlines, and define individual roles as needed.
  • loosely connects and questions the ideas of several speakers and respond with relevant evidence, observations, and ideas.
  • acknowledge new information expressed by others, but defends his or her own views with limited evidence in light of the evidence presented.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Proficiency Scale for Grade 8 Reading Pro:

Score  

8.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.The student comes to discussions prepared, having read or studied required material:
  • Shows notes/annotation of text as evidence of preparation.
  • During discussion, uses textual evidence to support ideas.
  • Verbally gives input at all levels of discussion, in small group, large group, whole group.
  • Asks and answers questions of the text.
Within discussion, the student exhibits no major errors or omissions regarding an understanding of the text.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 Within discussion, student reveals no major errors or omissions regarding the simpler details of the text as the student:
  • shows verbal evidence of reading, but has not prepared for discussion beyond reading
  • supports some ideas with textual evidence, but not consistently
  • provides input in some levels of discussion, but not with whole group
  • answers some questions posed from the group, but does not ask questions that help advance discussion.
However, the student exhibits major errors or omissions regarding the more complex ideas and concepts of text.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-08.SL.02

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.

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.SL.03

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.

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.SL.04

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-08.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

  • I can define terms that apply to this standard: claim, salient, cite, evidence.

Reasoning Targets

  • I can select the more salient (prominent, most important) points and emphasize them when presenting claims or findings.
  • I can support claims with relevant evidence, valid reasoning, and well-chosen details.
  • I can cite sources, while blending my own thinking and problem solving.

Skills (Performance) Targets

  • I can present information logically for an audience.
  • I can speak conversationally when I present because I have planned and practiced and know my research.
  • I can maintain eye contact that is convincing.
  • I can maintain adequate volume throughout my presentation.
  • I can pronounce words correctly and can enunciate words clearly.

Product Targets

  • I can produce a presentation that thoroughly supports my claim.

Proficiency Scale for Grade 8 ELA:

Score   8.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Sample Activity
4.0

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

  • The student uses analogies to bridge concepts and audience.
  • Ideas flow together seamlessly.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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

The student:

  • selects the more salient (prominent, most important) points and will emphasize them when presenting claims or findings.

  • supports claims with relevant evidence, valid reasoning, and well-chosen details (most effective when students are able to cite sources, while blending their own thinking and problem solving).

  • presents information logically for an audience (student’s ideas flow naturally and are not stuck to a script; they know the subject matter well enough to speak conversationally).

  • maintains eye contact (eye contact is convincing).

  • maintains adequate volume and enunciates words clearly.

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

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

The student:

  • includes ideas while presenting claims (students don’t gather as much or enough information to get to choose what ideas are stronger).
  • provides support for claim (the claim is clear, but the support lacks depth – students here rely too heavily on first finds).
  • presents ideas sequentially (rather than responding to ideas as they come up, students stick to script).
  • makes eye contact (there are moments of eye contact, but this looks mostly like the student is reading from the page).
  • volume and enunciation ebbs and flows, there are times when speaker is not heard.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

Student Learning Targets for Grade 8 Communications:

Reasoning Targets

  • I can determine salient points of my findings.

Skills (Performance) Targets

  • I can speak conversationally when I present because I have planned and practice.
  • I can provide relevant evidence to support a claim.
  • I can use eye contact, appropriate volume, and clear pronunciation during a presentation.

Product Targets

  • I can present claims logically.

Proficiency Scale for Grade 8 Communications:

Click HERE to view proficiency scale. 

 

Student Learning Targets for Grade 8 Reading Pro:

Skills (Performance) Targets

  • I can produce an effective introduction (attention getter, context/transitions, claim) and presents strong conclusion.

  • I can maintain eye contact.

  • I can speak clearly, loudly, and at an appropriate rate.

  • I can maintain poise and confidence.

  • I can use transitions to move from one idea to the next.

Proficiency Scale for Grade 8 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.The student:
  • has an effective introduction (attention getter, context/transitions, claim) and presents strong conclusion.
  • maintains eye contact.
  • speaks clearly, loudly, and at an appropriate rate.
  • maintains poise and confidence.
  • uses transitions to move from one idea to the next.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

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

  • has two elements of the introduction/conclusion as listed under 3.0.

  • makes infrequent eye contact.

  • speaks clearly, loudly, and at an appropriate rate but not consistently.

  • shows some poise and confidence (only a little fidgeting or nervous movement).

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

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

ELA-08.SL.05

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-08.SL.05 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Student Learning Targets for 8th Communications:

Skills (Performance) Targets

  • I can use effective evidence in my visuals to support my findings
  • I can use an appropriate presentation format and media for my audience, argument, and goals.

Product Targets

  • I can incorporate visual elements that clarify my information and engage the viewer.

Proficiency Scale

Click HEREto view proficiency scale.


ELA-08.SL.06

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).

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

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

  • 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   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
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:

  • 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.
-
  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:

  • 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.
-
  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

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


ELA-08.W.10

8th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Range of Writing

ELA-08.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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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