8th Grade English


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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.



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