8th Grade English


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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



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