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Grade 8 ELA Standards

Page history last edited by Jason Stephenson 10 months, 2 weeks ago

On the hyperlinked pages below, each objective is analyzed with student actions, teacher actions, recommendations, and key terms and related objectives. Simply click the code of the objective for more information.

 

Standard 1: Listening and Speaking

Students will listen and speak effectively in a variety of situations.

Listening
Students will develop and apply effective

communication skills through active listening.

Speaking
Students will develop and apply effective

communication skills to share ideas through speaking.

8.1.L.1
Students will actively listen using agreed-upon discussion rules, recognizing verbal and nonverbal cues while maintaining social awareness and responding accordingly.
8.1.S.1
Students will work effectively and respectfully in diverse groups by showing willingness to make necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and recognizing individual contributions
8.1.L.2
Students will actively listen and interpret a speaker’s verbal and nonverbal messages and ask questions to clarify the speaker’s purpose and perspective.
8.1.S.2
 Students will engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole-class settings.
  8.1.S.3 Students will give formal and informal presentations in a group or individually, providing textual and visual evidence to support a main idea while determining the purpose, content, and form to suit the audience.

 

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

Reading

Students will read and comprehend inclusive, diverse,

and increasingly complex literary and informational texts.

Writing

Students will engage in a recursive process that may include

prewriting, drafting, revising, editing, and publishing.
8.2.R.1

Students will summarize alphabetic and/or multimodal texts about similar topics to demonstrate comprehension within and between texts.

8.2.W.1
Students will routinely and recursively prewrite (e.g., develop ideas and plan).
 
8.2.R.2

Students will analyze details in fiction, poetry, and nonfiction texts to identify characteristics of genres.

 8.2.W.2 Students will routinely and recursively organize and develop ideas to compose a first draft.
8.2.R.3

Students will paraphrase a passage in their own words to demonstrate comprehension.

 8.2.W.3 Students will routinely and recursively revise drafts for intended purpose, audience, organization, coherence, and style (e.g., word choice and sentence variety).
  8.2.W.4 Students will routinely and recursively edit for correct grammar, usage, and mechanics, using various resources.
8.2.W.5 Students will routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, performing, entering contests).

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

Reading

Students will analyze, interpret, and evaluate increasingly complex

literary and informational texts that include a wide range of historical,

cultural, ethnic, and global perspectives from a variety of genres.

Writing

Students will thoughtfully and intentionally write,

addressing a range of modes, purposes, and audiences.
 8.3.R.1 Students will analyze works written on the same topic from a variety of historical, cultural, ethnic, and global perspectives and analyze the methods the authors use to achieve their purposes.  8.3.W.1  Students will compose narratives reflecting real or imagined
experiences that:
● include plots involving complex characters resolving conflicts
● unfold in chronological or surprising sequence (e.g., flashback and foreshadowing)
● include a narrator, precise language, sensory details, and dialogue to enhance the narrative
● use sentence variety to create clarity
● emulate literary elements and/or literary devices from
mentor texts
 
8.3.R.2

Students will evaluate perspectives (e.g., historical, cultural, ethnic, and global) and describe how they affect various literary and informational texts.

8.3.R.3

Students will analyze literary elements to support interpretations of a literary text:

● setting

● plot

● characters (i.e., protagonist, antagonist)

● characterization

● conflict (i.e., internal, external)

● point of view (i.e., third person limited and omniscient, second person, and unreliable narrator)

8.3.W.2

 Students will compose informative essays or reports that:

● objectively introduce and develop topics

● incorporate evidence (e.g., specific facts, details, charts and graphs, data)

● maintain an organized structure

● use sentence variety and word choice to create clarity

● establish and maintain a formal style

● emulate literary devices from mentor texts

8.3.R.4

Students will analyze literary devices to support interpretations of a text:

● figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism, idiom)

● sound devices (i.e., onomatopoeia, alliteration

● verbal and situational irony 		8.3.W.3
  		  Students will compose argumentative essays that:
● introduce precise claims
● acknowledge counterclaims
● organize claims, counterclaims, and evidence in a logical sequence
● provide relevant evidence to develop arguments, using credible sources
● use sentence variety and word choice to create clarity
● establish and maintain a formal style
  
 8.3.R.5 Students will identify literary elements and devices that impact a text’s theme, mood, and tone.

 
 8.3.R.6

Students will evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.
8.3.R.7

Students will analyze how informational text structures support the author’s purpose:

● compare/contrast

● cause/effect

● problem/solution

● description

● sequential

     
8.3.R.8
Students will compare or contrast two or more texts, providing textual evidence to support their inferences. 

 

Standard 4: Vocabulary

Students will expand and apply their spoken and reading vocabularies to speak, read, and write effectively.

Reading
Students will expand their grade-level vocabularies

through reading, word study, and class discussion.

 Writing
Students will apply knowledge of vocabulary
to speak and write effectively.
8.4.R.1 Students will analyze the relationships among synonyms,antonyms, and analogies.
 8.4.W.1 Students will use precise, grade-level vocabulary in writing to clearly communicate ideas.
8.4.R.2 
Students will use context clues, connotation, and denotation to determine or clarify the meaning of words or distinguish among multiple-meaning words.
8.4.W.2
Students will select language in writing to create a specific effect according to purpose.

8.4.R.3
Students will use word parts (e.g., affixes, Greek roots, stems) to define and determine the meaning of increasingly complex words.
    
8.4.R.4
Students will use a dictionary, glossary, or thesaurus to determine or clarify the meanings, syllabication, pronunciation, synonyms, antonyms, and parts of speech of words.

 

Standard 5: Language

Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend texts and
communicate effectively.
Reading
Students will expand and apply knowledge of grammar, usage,
mechanics, and style to comprehend, analyze, and/or evaluate a
variety of texts.		 Writing
Students will expand and apply knowledge of grammar, usage,
mechanics, and style to speak and write effectively,
demonstrating standard usage when appropriate.
8.5.R.1

Students will recognize active and passive voice and misplaced and dangling modifiers in sentences.

 8.5.W.1

Students will compose simple, compound, complex, and compound-complex sentences to add clarity and variety in their writing.
8.5.R.2 
       		 Students will recognize and explain the impact on meaning of parts of speech in sentences:

● nouns

● verbals (i.e., gerunds, participles, infinitives)

● cumulative and coordinate adjectives

● vague pronouns

● singular they/them/their

● coordinating, subordinating, and correlative conjunctions

● adverbs

● interjections

    		 8.5.W.2
Students will create clarity and/or add variety to their writing with nouns, verbs, verbals, adjectives, prepositions, adverbs, pronouns, and conjunctions.
8.5.W.3
Students will recognize and correct the following: misplaced and dangling modifiers, vague pronouns, and second person point of view in formal writing.
8.5.W.4

Students will write using correct capitalization mechanics.

     Grade of Mastery: 4
8.5.W.5

Students will write using correct end mark mechanics.

     Grade of Mastery: 4
8.5.W.6

Students will write using correct apostrophe mechanics.

     Grade of Mastery: 5
           8.5.W.7
Students will use commas to separate coordinate adjectives (e.g., a fascinating, enjoyable movie).
8.5.W.8
Students will use a colon to introduce a quotation from a source.
8.5.W.9

Students will write using correct quotation marks mechanics.

     Grade of Mastery: 8
8.5.W.10
Students will use underlining or italics to indicate titles of works, thoughts in narratives, and words in a foreign language.
8.5.W.11
Students will use a semicolon to punctuate compound and compound-complex sentences.

 

Standard 6: Research

Students will engage in inquiry to acquire, refine, and communicate accurate information.
Reading
Students will gather, comprehend, evaluate, and synthesize researched
information to acquire and refine knowledge.		 Writing
Students will synthesize information ethically
through speaking and writing.
8.6.R.1  Students will find and comprehend information (e.g., claims, evidence) about a topic, using their own viable research questions.
8.6.W.1
Students will formulate and refine a viable research question.
8.6.W.2 Students will develop a clear, concise, defensible thesis statement.
8.6.R.2 Students will find, record, and organize information from a variety of primary and secondary sources, following ethical and legal guidelines. 8.6.W.3 Students will quote, paraphrase, and summarize findings following a consistent citation style (e.g., MLA, APA) to avoid plagiarism.
8.6.R.3 Students will determine the relevance, reliability, and validity of the information gathered. 8.6.W.4   Students will create research papers and/or projects independently for shorter timeframes (e.g., two or three days) and over extended periods of time (e.g., one week).

 

Standard 7: Multimodal Literacies

Students will comprehend and communicate knowledge through alphabetic, aural, visual, spatial, and/or gestural
content.
Reading
Students will comprehend and evaluate multimodal content.		 Writing
Students will create multimodal content to communicate effectively.
 8.7.R

Students will determine the intended purposes of techniques used for rhetorical effects in a variety of alphabetic, aural, visual, spatial, and/or gestural content from various perspectives.

 8.7.W

Students will create engaging multimodal content (i.e., alphabetic, aural, visual, gestural and/or spatial) that intentionally addresses an audience and accomplishes a purpose.

 

Standard 8: Independent Reading and Writing

Students will read and write independently for a variety of purposes and periods of time.
Reading
Students will read self-selected texts independently, choosing genres
to suit and expand their personal preferences and purposes.		 Writing
Students will write independently, intentionally selecting modes,
purposes, and audiences.
 8.8.R

Students will read self-selected texts independently and for various lengths of time, choosing genres to suit and expand their personal preferences and purposes.

 8.8.W

Students will write independently using print, cursive, and/or typing for various lengths of time, choosing and combining modes and genres to suit their audience and purpose.

 

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