Grade 8 ELA OLS Standards

Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active voice and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods. d. Recognize and correct inappropriate shifts in verb voice and mood.

Know and apply formal American English grammar, usage, and mechanics when writing or speaking.

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Explain the function of verbals (gerunds, participles, infinitives) in general and their function within the context of specific sentences.

Form and use verbs in the active and passive voice.

Form and use verbs in the active and passive voice.

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Recognize and correct inappropriate shifts in verb voice and mood.

Maintain consistency of verb voice and mood and recognize and correct inappropriate shifts.

Between the general standard and a:

Identify gerunds that end in -ing and are verbs used as nouns, which are the subjects, direct objects, indirect objects, or objects of the preposition in a sentence (e.g., Jenny bought new tennis shoes for hiking.).

Define gerunds.

Identify infinitives that are made up of to + a verb and are used as adjectives and nouns in a sentence (e.g. I want to go to the beach.).

Define participles (i.e., verbs used as adjectives, adverbs, or nouns in a sentence and end in -ing, -ed, -ed, -en, -t e.g., George threw the burnt chicken in the trash.).

Identify each verbal first by its ending, then its function.

Identify how words function in different ways in sentences.

Distinguish the difference between active and passive voice.

Identify which part of speech makes a sentence active or passive.

Identify how sentence structure plays a role in active and passive voice.

Between b and c:

Identify nouns and verbs in a sentence.

Label verbal as its part of speech in a sentence.

Identify the eight parts of speech, particularly nouns and verbs.

Explain how word endings change the meaning and function of the word.

Identify which parts of speech are used in each part of a sentence (e.g., Nouns can be used as subject, direct object, indirect object, object of the preposition).

Use any mode to communicate an idea, opinion, or event.

Actively engage in communication using sentences, pictures, or AAC/ VOCA.

Show cues of readiness for communication. (i.e. lean forward, make eye contact, reach out, etc.)

Engage with communication partner(s).

Generate complex sentences forming varied sentence structures to make content interesting.

Communicate using the conventions of standard English grammar, including Nouns, pronouns Verbs in active voice Prepositions Adjectives and adverbs Use a variety of sentence structures.

Communicate using sentences pictures, gestures, or AAC.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell words correctly

Know and apply formal American English capitalization, punctuation, and spelling when writing.

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Use punctuation (commas, ellipses, dashes) to indicate a pause or break.

Use an ellipsis to indicate an omission.

Use an ellipsis to indicate an omission.

Spell correctly.

Spell words accurately, using gradelevel spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.

Explain why ellipses are used in sentences.

Condense text by replacing nonessential phrases with ellipses.

Identify when a comma is should be added to writing.

Describe the rules for using a comma in a sentence.

Read or listen to the reading of sentences to understand how fluency is impacted by the inclusion or deletion of punctuation.

Identify punctuation as a signal to indicate a pause or break in the flow of reading.

Recognize complete sentences from capital letter to end mark.

Demonstrate an understanding of basic spelling rules.

Identify the components of a complete sentence.

Distinguish between various sentence types.

Sort words by parts of speech.

Actively engage in reviewing multiple examples of proper capitalization, punctuation, and spelling.

Engage with punctuation and capital letters.

Generate sentences in a variety of structures, using correct conventions of capitalization, punctuation (including commas in a series), and adherence to spelling patterns (CVC, CCVC, CVCC, VCe, VVC).

Generate simple sentences that include correct conventions of capitalization, punctuation, and spelling of grade-level words using available tools and resources.

Use capital letters and ending punctuation in sentences; spell phonetically regular words correctly.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice (e.g., emphasizing the actor or the action). b. Use verbs in the conditional and subjunctive mood to achieve particular effects (e.g., expressing uncertainty or describing a state contrary to fact).

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use verbs in the active and passive voice (e.g., emphasizing the actor or the action).

Use verbs in active and passive voice (e.g., emphasizing the actor or the action).

Use verbs in the conditional and subjunctive moods to achieve particular effects (e.g., expressing uncertainty or describing a state contrary to fact).

Use verbs in conditional and subjunctive mood to achieve particular effects (e.g., expressing uncertainty or describing a state contrary to fact).

Use language in the student’s preferred communication mode to share thoughts and feelings with others.

Define the different verb moods (i.e., indicative, imperative, interrogative, conditional, and subjunctive).

Identify how sentence structure plays a role in active and passive voice.

Change passive sentence to active by restructuring the sentence and the verb tense.

Explain how word endings change the meaning and function of the word.

Distinguish the difference between active and passive voice.

Identify which part of speech makes a sentence active or passive.

Identify the verbs in a passive sentence.

Use verbs in communications when writing or speaking.

List common verbs.

Identify verbs while reading, or listening.

Identify parts of speech, particularly verbs and their functions in a sentence.

Actively engage (through any mode of communication) in a conversation with one participant.

Engage with communication partner.

Apply conventions of standard English specific to the purpose when speaking or writing.

Apply conventions of standard English when speaking or writing.

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.

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).

Determine or clarify the meaning of unknown words or multiple-meaning words or phrases.

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.

Use context within and beyond a sentence to determine the intended meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

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 part of speech.

Consult print and/or digital resources (e.g. dictionaries, glossaries, thesauruses), to support the pronunciation of a word and verify its precise meaning or part of speech.

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).

Define denotation.

Define roots and affixes.

Use a dictionary to find the definition of a word.

Label the parts of a dictionary definition.

Recognize that the synonyms of a word found in a thesaurus indicate various connotations of the original word.

Define synonym.

identify the meaning of a word based on sentence or paragraph level context

Identify words represented in text or visually that have multiple meanings.

Determine which connotation is appropriate to use in a sentence based on the sentence’s context.

Determine the meaning of an unknown word without using reference materials (e.g., Greek and Latin roots and affixes, word association).

Match an object or picture to a word to convey correct meaning.

Actively engage with objects, tactile graphics, or other sensory experiences related to better understand the meaning of words.

Use context clues, word structure, or reference materials to determine the meaning of unknown words, including multiple-meaning words or phrases.

Use sentence or paragraph-level context to determine the meaning of unfamiliar or multiplemeaning words or phrases.

Determine the meaning of a word.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context.

Explain figurative language, including verbal irony and puns, in context.

Use the relationship between particular words to better understand each of the words.

Use the relationship between particular words to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Distinguish among the connotations (implied meanings, associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Define denotation (dictionary definition) and connotation (alternate meanings based on feelings associated with a word).

Identify when a word or phrase is being used in a nonliteral way.

Identify multiple meanings of words.

Identify words that share meaning.

Identify words with conceptual differences (e.g., hot/cold).

Match non-literal meanings (connotations) to words (denotations).

Communicate using any mode using various alternatemeaning and denotative word choices.

Using words with hidden meanings paired with graphic or tactile representations.

Explain the meaning of figurative language (e.g., similes, metaphors, idioms).

Identify the difference between literal and nonliteral meanings of words based on their use in context.

Identify connections between words and their uses.

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.

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.

Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through reading, writing, listening, and speaking.

Choose appropriate domain-specific words for writing or speaking.

Match grade-level subject specific words to their meanings using any form, including images or objects.

Engage with grade-level peers, and adults to gain ageappropriate word exposure.

Engage with a communication partner.

Use grade-level, age-appropriate academic and content-specific words and phrases in speaking and writing.

Use gradelevel, age-appropriate academic and content-specific words and phrases in conversations.

Communicate using words and phrases acquired through interactions with others.

Complexity c

Complexity a

Learning Progression

Complexity c

Complexity b

Vocabulary Acquisition and Use

Complexity b

Complexity a

Complexity b

Complexity b

Complexity c

Complexity c

Complexity a

Complexity b

Learning Progression

Complexity c

Range of Reading and Level of Text Complexity

Complexity b

Complexity c

Learning Progression

Complexity a

Complexity b

Language

Complexity b

Complexity b

Key Ideas and Details

Complexity b

Complexity b

Integration of Knowledge and Ideas

Complexity b

Complexity a

Learning Progression

Presentation of Knowledge and Ideas

Complexity a

Range of Reading and Level of Text Complexity

Complexity a

Complexity c

Complexity b

Complexity a

Complexity c

Learning Progression

Text Types and Purposes

Text Types and Purposes

Craft and Structure

Range of Reading and Level of Text Complexity

Conventions of Standard English

Craft and Structure

Learning Progression

Complexity a

Reading Standards for Literature

Learning Progression

Complexity c

Learning Progression

Complexity a

Complexity a

Complexity a

Complexity a

Production and Distribution of Writing

Complexity c

Learning Progression

Complexity c

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Learning Progression

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Learning Progression

Complexity a

Complexity c

Complexity a

Complexity b

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Complexity b

Complexity b

Learning Progression

Learning Progression

Complexity b

Complexity a

Writing Standards

Learning Progression

Complexity a

Complexity b

Research to Build and Present Knowledge

Presentation of Knowledge and Ideas

Learning Progression

Reading Standards for Informational Text

Language Standards

Complexity c

Learning Progression

Learning Progression

Speaking and Listening Standards

Complexity b

Key Ideas and Details

Complexity c

Learning Progression

Learning Progression

Complexity a

Learning Progression

Complexity b

Conventions of Standard English

Learning Progression

Complexity c

Complexity c

Complexity a

Knowledge of Language

Learning Progression

Range of Reading and Level of Text Complexity

Vocabulary Acquisition and Use

Learning Progression

Complexity c

Complexity b

Complexity c

Complexity c

Complexity b

Complexity a

Complexity b

Learning Progression

Integration of Knowledge and Ideas

Complexity a

Complexity c

Complexity c

Learning Progression

Complexity a

Complexity c

Learning Progression

Complexity a

Complexity a

Complexity c

Comprehension and Collaboration

Reading Standards for Informational Text

Learning Progression

Complexity c

Complexity c

Complexity b

Complexity a

Complexity b

Complexity b

Key Ideas and Details

Complexity c

Learning Progression

Complexity c

Complexity a

Range of Writing

Range of Writing

Complexity b

Learning Progression

Complexity c

Complexity a

Complexity b

Complexity b

Complexity b

Complexity a

Complexity a

Knowledge of Language

Complexity a

Learning Progression

Complexity b

Complexity b

Learning Progression

Complexity b

Complexity a

Complexity a

Complexity a

Learning Progression

Complexity c

Complexity b

Learning Progression

Complexity b

Complexity b

Writing

Complexity b

Complexity a

Complexity c

Complexity a

Craft and Structure

Complexity a

Complexity c

Complexity c

Complexity c

Complexity a

Learning Progression

Integration of Knowledge and Ideas

Learning Progression

Complexity b

Learning Progression

Learning Progression

Integration of Knowledge and Ideas

Complexity c

Complexity b

Speaking and Listening

Complexity b

Learning Progression

Reading Standards for Literature

Complexity c

Complexity c

Learning Progression

Key Ideas and Details

Complexity a

Complexity c

Learning Progression

Complexity a

Complexity b

Research to Build and Present Knowledge

Learning Progression

Craft and Structure

Complexity a

Comprehension and Collaboration

Production and Distribution of Writing

Reading Foundations

Decode words by applying morphological analysis, word recognition, and etymology including:

Roots

Prefixes

Suffixes

Read common high-frequency words with automaticity such as:

Phonetically regular words: winter, test, beside

Partially regular words: square, region, believe

Irregular words: average, effect, verify

Identify and know the meaning of common Latin and Greek:

Roots

Prefixes

Suffixes

Read connected texts with sufficient fluency to support comprehension.

Orally read grade-level text with accuracy (targeting 95% or greater), automaticity, and appropriate expression to gain meaning from text, targeting 146 or greater words correct per minute (wcpm) by the end of eighth grade.

Self-monitor word recognition and understanding, rereading as necessary.

Reading Informational

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

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

Cite text evidence that strongly supports analysis of what an informational text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate.

Distinguish the difference between explicit details and inferences in a text.

Answer inferential questions.

Identify a detail of the text related to the main idea.

Identify the main idea of a text.

Distinguish between main ideas and details in the text.

Identify details about a topic from the text.

Identify what the text is about

Actively engage in the reading of informational text.

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.

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.

Read and comprehend grade-level informational texts, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, textto-text, and text-to-world connections and comparisons.

Background Knowledge

Demonstrate background knowledge by identifying a concept, experience, information or text structure related to a text under study prior to reading the text.

Engage in the development of background knowledge (information, concept, experience or text structure) prior to reading a new text.

Define background knowledge as: knowledge of specific concepts, experiences, information or text structures developed through direct instruction prior to reading a text.

Prior Knowledge

Determine whether one’s own prior knowledge is accurate or inaccurate based on information presented in a given text.

Compare in formation, concept, experience or text structure presented in a given text to one’s own prior knowledge.

Share prior knowledge related to a given information, concept, experience or text structure.

Define prior knowledge as: Accurate or inaccurate text related knowledge, believed by the reader, prior to reading the text, based on previous life experiences. (Note: prior knowledge can be accurate or inaccurate)

Define previous experience as: life experiences, concepts and information acquired throughout life that develop prior knowledge. (Can be used in discussion of new text prior to reading)

Decoding / Phonological Awareness

Actively engage in the reading of grade-level, informational text.

Decode all word types with automaticity - this includes automatic recall of all sound symbol correspondences and automaticity with all Phonemic Awareness skills

Actively engage with grade-level nonfiction.

Actively engage in sharing grade-level nonfiction using assistive technology tools as needed.

Read and comprehend supported grade-level/ age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.

Read or participate in supported gradelevel/age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.

Actively engage in supported grade-level/ age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.

Given 2–3 pieces of evidence, choose the evidence in text that best supports answers to inferential questions.

Identify a detail from text that best supports the answers to literal or inferential questions.

Identify details that support answers to literal questions.

Analyze informational text development.

Analyze informational text development. a. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas. b. Incorporate central ideas and their relationships into an objective summary of the text.

Analyze informational text development.

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

Determine two or more central ideas in a text and analyze their development over the course of the text, including their relationship to supporting ideas.

Incorporate central ideas and their relationships into an objective summary of the text.

Provide an objective summary of the text that incorporates central ideas and their relationship to supporting ideas.

Distinguish between relevant and irrelevant information/ details in a text

Identify how the details appear in the paragraphs of the text.

Identify details about the topic.

Identify the topic of the text.

Identify the central/main idea in the text.

Actively engage during the sharing of a sentence or paragraph from informational text.

Identify a main idea and trace its development (e.g., supporting ideas, details) across events in the text.

Sequence related events, ideas, or steps in a process from beginning, middle, and end of the text; identify the central idea of the text.

Identify the topic(s) of a text including central ideas and details.

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

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

Analyze how an informational text makes connections and distinctions among individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Identify how a text, idea, or event connection is made in an informational text.

distinguish between topic and details that support the topic

Identify how the details appear in the paragraphs of the text.

identify what the text is mostly about

Actively engage in the sharing of the text.

Compare and/or contrast similarities and differences among ideas and events in a text.

Identify connections among ideas and events in a text.

Identify individuals, ideas, and/or events described in informational text.

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.

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.

Explain how words and phrases shape meaning and tone in an informational text.

Determine word and phrase meanings, including figurative, connotative, and technical meanings.

Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Explain the difference between literal and nonliteral language

Define tone.

Identify figurative language in the text.

Identify the connotative meaning of words in the text.

Identify how the author uses certain words and phrases to set the tone of the text.

Identify how words in the text impact meaning in the text.

Identify multiple meanings of words and phrases related to the topic.

Look for words that evoke feelings in text.

Match words or phrases to images of the feeling they represent

List words that evoke feelings.

Actively engage with objects, tactile graphics, or other sensory experiences related to better understand the meaning of words in a text.

Identify the meaning of technical, connotative, and figurative words or phrases as they are used in a text.

Explain how the author’s word choice affects the tone of the text.

Identify words or phrases that suggest the senses.

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Analyze the structure of a specific paragraph in an informational text, including the role of particular sentences and text features in developing and refining a key concept.

locate a set of sentences in a text that work together to convey a key concept within a text

Identify how the details appear in the paragraphs of the text.

Distinguish key concepts from minor details.

Examine similar ideas within the text.

Distinguish between sentences, paragraphs, and larger portions of text

Actively engage in the sharing of different types of informational text.

Explain how specific sentences within a paragraph work together to structure the key concepts within a text.

Identify a statement in the text that links one idea to another.

Identify a paragraph that addresses a specific key concept in the text.

Determine an author's perspective or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Determine an author’s perspective or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Determine an author’s perspective and/or purpose in an informational text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Identify conflicting evidence in a text.

Identify the purpose or perspective of a text.

Define perspective

Define the different types of author’s purpose.

Identify words or phrases that are linked to the author’s purpose.

Identify words in the text that are specific to the text topic.

Identify the topic of the text.

Identify the author.

Actively engage in the sharing of informational texts with various purposes.

Engage with objects or images that represent the author.

Describe conflicting evidence or viewpoints within a text.

Explain the perspective or the purpose of a text.

Identify differences in the purpose of texts.

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

Evaluate the advantages and disadvantages of using different media (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Evaluate the advantages and disadvantages of using different media (e.g., print or digital text, audio, video, multimedia) to present a particular topic or idea.

Compare and contrast print and multimedia presentations of the same topic.

Identify various print and multimedia depictions of the same topic

Recognize that various texts can convey the same information.

Identify the topic that is presented in various connected media.

Actively engage with two different media formats on the same topic.

Engage in information text shared through multimedia.

Identify similarities and differences in the treatment of a topic in different media forms.

Identify details in a text that are also evident in a different medium (e.g., a map, table, graph, or chart).

Identify the same idea depicted in two different forms of media (e.g., picture of George Washington at Mount Vernon and a paragraph describing Washington’s life at Mount Vernon).

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

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.

Trace and evaluate the argument in an informational text.

Identify specific claims in a text.

Assess the soundness of reasoning.

Assess if evidence is relevant and sufficient.

Recognize when irrelevant evidence is introduced.

Distinguish between a claim and an opinion in a text

Define claim

Define argument

Describe how to determine if a statement is true or false.

Sort examples as relevant or irrelevant statements about a given topic.

Identify language in text that suggests opinion.

Ask for opinions from others.

Provide evidence/reasons to support your opinion

Share and opinion

Listen to the opinions of others.

Identify a stated argument or claim and determine whether the support provided is relevant and sufficient.

Identify details in a text that support an opinion.

Identify an opinion statement in a text.

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.

Analyze a case in which two or more texts provide conflicting information on the same topic and identify whether the texts disagree on matters of fact or interpretation.

Analyze how two or more informational texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact and/or interpretation.

Identify and compare main ideas and overarching concepts in two or more texts.

Examine and compare text features for different forms of print (e.g., textbooks, magazines, websites, etc.,) in two or more text.

Recognize that various texts can convey the same information

Examine and compare text features for different forms of print (e.g., textbooks, magazines, websites, etc.,) in two or more text.

Identify the central idea in a text.

Actively engage with the sharing of the same or similar topics from two or more texts.

Explain discrepancies in information about the same topic in two or more sources.

Identify discrepancies in information about the same topic in two different sources.

Identify resources in two or more formats on the same topic (e.g., textbook, magazine, website, etc.).

Reading Literature

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

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

Cite text evidence that strongly supports analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate.

Identify signal words from questions or prompts as key look-fors in text

Identify signal words from questions or prompts within text to answer questions.

Distinguish between literal and inferential details in a text.

Recall that details in a text could be/should be combined to get a better understanding of what the text is communicating.

Recognize key details in a story.

Identify one or more main characters.

Identify setting of the story.

Identify what the text is about (main idea/theme).

Actively engage in the reading of a literary text.

Actively engage in discussion of literary text.

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. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text.

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. Build background knowledge and activate prior knowledge in order to make text-to-self or text-to-text and text-to-world connections that deepen understanding of the text.

Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, or text-toworld connections and comparisons.

Text-to-Self, Text-to-Text, and Text-to-World Connections / Comparisons

Demonstrate a purpose for reading by making text connections (text-toself, text-to-text, text-to-world) before, during or after reading.

Identify text-to-world connection related to a specific text.

Gather information, concepts and experiences from a given text that have real world connections beyond one’s own experiences. (“This could happen in real life.” Or “I saw this happen on the news, TV show, social media…”)

Acknowledge that people, places and events are broader than one’s own experiences.

Background Knowledge

Demonstrate background knowledge by identifying a concept, experience, information or text structure related to a text under study prior to reading the text.

Engage in the development of background knowledge (information, concept, experience or text structure) prior to reading a new text.

Define background knowledge as: knowledge of specific concepts, experiences, information or text structures developed through direct instruction prior to reading a text.

Prior Knowledge

Determine whether one’s own prior knowledge is accurate or inaccurate based on information presented in a given text.

Compare in formation, concept, experience or text structure presented in a given text to one’s own prior knowledge.

Share prior knowledge related to a given information, concept, experience or text structure.

Define prior knowledge as: Accurate or inaccurate text related knowledge, believed by the reader, prior to reading the text, based on previous life experiences. (Note: prior knowledge can be accurate or inaccurate)

Define previous experience as: life experiences, concepts and information acquired throughout life that develop prior knowledge. (Can be used in discussion of new text prior to reading)

Decoding / Phonological Awareness

Actively engage in the reading of grade-level, literary text. (stories, dramas, and poems)

Decode all word types with automaticity - this includes automatic recall of all sound symbol correspondences and automaticity with all Phonemic Awareness skills

Actively engage with grade-level stories, dramas, and poems.

Actively engage in sharing grade-level stories, dramas, and poems using assistive technology tools as needed.

Read and comprehend supported grade-level/ age-appropriate, adapted literature materials.

Participate in or read supported grade-level/age-appropriate, adapted literature materials.

Actively engage in supported grade-level/ age-appropriate, adapted literature materials.

Evaluate evidence in text to identify and select the evidence that most strongly supports answers to questions that require inference.

Locate evidence from the text and use it to support answers to literal and inferential questions.

Identify details that support answers to literal questions.

Analyze literary text development.

Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. b. Incorporate a theme and its relationship to other story elements into an objective summary of the text.

Analyze literary text development.

Determine a theme of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.

Determine and explain a theme of a literary text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.

Incorporate a theme and its relationship to other story elements into an objective summary of the text.

Provide an objective summary of the text, including theme and its relationship to other story elements.

Explain what the story is about (main idea or theme).

Match characters from a story with identified lessons/ themes.

When given more than one event, choose which came first in the story.

Identify events in a story.

Identify where and when the story takes place (setting).

Identify characters in a story (and if they are important to the plot).

Actively engage in discussing one or more of the events in a story.

Summarize text, including theme(s) or central idea(s), and show how these are supported through the sequence of events and through characterization and use of setting.

Identify the themes or central ideas and locate evidence from the text to support them.

Sequence main events in relation to a stated theme or central idea.

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.

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.

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.

Identify a piece of dialogue by the use of punctuation (quotes)

Trace the events and problems of the story in order.

Describe a main character (traits, feelings, behaviors, etc.).

Recognize that stories have conflict (problems) that need to be resolved.

Identify the problems characters have or could have.

Identify the characters in a story.

Actively engage in the retelling of a story.

Actively engage in discussion of “problems” (real or fictional).

Describe the story’s plot and explain how the events and characters contribute to the resolution of the story.

Explain how a character’s actions affect the plot.

Identify the problem in a story and how it is resolved.

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, mood, and tone, including analogies or allusions to other texts.

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, mood, and tone, including analogies or allusions to other texts.

Explain how words and phrases shape meaning and tone in a literary text.

Determine word and phrase meanings, including figurative and/or connotative meanings.

Analyze the impact of specific word choices, including analogies or allusions to other texts, on meaning, mood, and tone.

Locate words or phrases in the text that represent emotions.

Identify words or phrases in a text that mean something different than what is normally expressed by that word or phrase.

Identify words or phrases that have multiple meanings.

Identify/locate the specific comparison of two people or things.

Identify words such as “like” or “as” as signal words that indicate a comparison.

Actively engage in mood-related pictures.

Actively engage in visual representations of figurative language.

Explain the meaning of words/phrases indicated by analogies or allusions as they are used in a text, including figurative language.

Select phrases or passages in text that allude to something not directly stated.

Connect the term “analogy” with making a comparison.

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.

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.

Compare and contrast the structure of two or more literary texts and analyze how the differing structure of each text contributes to its meaning and style.

Recognize that texts have various structures.

Identify components of text structure.

Compare two texts with just a cursory glance through the pages.

Define comparison.

Actively engage with stories of differing structures.

Describe the similarities and differences in the structure and meaning of two different texts.

Identify similarities in structure and meaning of two different texts.

Identify structures within texts.

Analyze how differences in the points of view and perspectives of the characters and the audience or reader (e.g., created through the use of dramatic irony) create effects such as suspense or humor.

Analyze how differences in the points of view and perspectives of the characters and the audience or reader (e.g., created through the use of dramatic irony) create effects such as suspense or humor.

Analyze how differences in point of view and perspective between characters and the reader (e.g., developed through the use of dramatic irony) create effects such as suspense or humor.

Identify who is telling the story in a literary text.

Identify point of view of each main character. (particularly 1st and 3rd person).

Define perspective as an attitude, position, outlook, frame of reference, approach or interpretation regarding something.

Explain how a character feels about another character or situation happening in a story.

Identify events and problems in a story.

Identify the characters in the story.

Actively engage with the characters and narrator in a story.

Compare the perspective of two different characters in a story and explain how these perspectives add to the narrative.

Identify words or phrases the author uses to evoke feelings.

Identify characters and describe their perspectives.

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.

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.

Analyze the extent to which a filmed or live production of a story or drama is aligned to or departs from the text or script, evaluating the choices made by the director or actors.

Trace the plot of a story or drama in print.

Trace the plot of a story or drama presented in film or as a live production

Identify the problem the character(s) are having in the story.

Define drama and its intended use (i.e., to be performed, not read).

Identify the characters in a story or drama

Actively engage with a showing or reading of a story or drama.

Explain the effect of the choices made by directors or authors in print and multimedia/live productions of the same story, drama, or poem.

Describe the key similarities and differences between print and multimedia/ live productions of the same story, drama, or poem.

Identify key similarities or differences between print and multimedia/live productions of the same story, drama, or poem.

Not applicable to literature

(Not applicable to literature)

(Not applicable to literature)

Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as (but not limited to) the Bible and The Epic of Gilgamesh, including describing how the material is rendered new.

Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as but not limited to the Bible and the Epic of Gilgamesh, including describing how the material is rendered new.

Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, or religious works (e.g., the Bible and The Epic of Gilgamesh), including describing how the material is rendered new.

Identify allusions in a text.

Define allusion

Identifies the purpose of using religious text in literature (i.e,religious texts are used as literature not life influence).

Identify when a text has a word, phrase, or passage that refers to a character or situation from another piece of literature.

Identify theme as the subject or topic in a given story.

Identify an event as a happening in a story.

Identify characters as people or characters in a given story.

Demonstrates a foundational knowledge of myths, traditional stories, and religious texts.

Actively engage in myths, traditional stories, and religious literary texts.

Engage with the storyteller.

Recognize the influence of a traditional work of fiction on a more recent story.

Identify similarities in characters, themes, and events between two stories, including myths, traditional stories, and religious literary texts.

Identify a character, theme, or event from a story (e.g., myths, traditional stories, religious literary texts).

Speaking and Listening

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.

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 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 considering the evidence presented.

Participate in discussions about eighth grade topics and texts in small groups or whole-class settings, following agreed upon rules.

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.

Come to discussions prepared (having read and/or studied materials).

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Explicitly use the information known about the topic to explore ideas under discussion.

Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

Define individual assigned roles; set and track progress toward specific goals and deadlines as needed.

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Respond to others’ questions and comments with relevant evidence, observations, and ideas.

Pose questions that connect the ideas of several speakers.

Acknowledge new information expressed by others and, when warranted, qualify or justify personal views in light of the evidence provided.

List the rules of discussion

Sort key ideas from irrelevant ideas within a text.

Respond to verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.,).

Demonstrate active listening skills (e.g., paraphrase points made by the speaker, verbalize understanding of the speaker’s point, etc.,).

Identify verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.)

Actively engage in verbal and/or nonverbal communication with peers.

Ask and answer questions relevant to specific parts of the topic under discussion; share ideas and/or add details.

Follow rules of discussion; ask or answer questions to contribute to the discussion.

Actively listen to a small group of others and respond to questions.

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.

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.

Analyze the purpose of information presented in diverse media (e.g. video, audio, primary source document) and other formats (e.g. charts, tables, infographics) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Describe how the graphic influences the reader.

Identify how the graphic/manipulative supports the topic.

Identify the purpose of a presentation.

Describe the meaning/purpose of the graphics.

List the various purposes of a presentation.

Sort key ideas from irrelevant ideas within a text.

Actively engage in shared discussions using graphics and manipulatives to make choices.

Engage with objects or images representing key details from media presentation.

Summarize the main points of a presentation and show how the points support the speaker’s motives.

Identify possible motives (e.g., social, commercial, political) behind a presentation.

Identify key details from presentations in various media.

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.

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.

Delineate a speaker’s argument and specific claims, evaluating soundness of reasoning and the relevance, accuracy, and sufficiency of the evidence, and identify when irrelevant evidence is presented.

Identify perspective.

Distinguish main points versus details.

Identify details shared by a speaker.

Identify why the speaker is important.

Identify the speaker.

Actively engage in a guided discussion about the main points in an argument.

Identify a speaker’s argument or claim and explain how the evidence provided supports the position.

Sort key details that were included in an argument as relevant or not relevant.

Identify a speaker’s position or topic.

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.

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.

Present claims and findings using:

An emphasis on the most notable points in a focused, coherent manner;

Relevant evidence and elaboration supported with sound reasoning;

Appropriate eye contact;

Adequate speaking volume; and

Clear speech at an understandable pace.

Distinguish the difference between facts and falsehoods.

Describe the importance of details in a text.

Identify the purpose of a text/presentation.

Identify verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.,).

Respond to active listening skills (e.g., paraphrase points made by the speaker, verbalize understanding of the speaker’s point, etc.,).

Actively engage with various reading materials on a topic.

Express an opinion and provide valid information in a clear, coherent message, using appropriate social conventions.

Communicate a coherent message using appropriate details and social conventions (e.g., eye contact, voice tone, formal or informal language).

Communicate information using appropriate social conventions.

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Integrate multimedia components and visual displays into presentations when appropriate to clarify information, strengthen claims and evidence, and add interest.

Compare the different impacts various multimedia may have on presentations. (e.g., why a presentation should use audio rather than print).

Identify the importance of multimedia in presentation.

Identify the many components of multimedia (e.g., text, audio, visual, or interactive).

Use assistive technology appropriately to create digital media.

Use assistive technology with digital media.

Identify the main idea(s) of a presentation

Actively engage in various multimedia formats on a chosen topic.

Engage with assistive technology.

Engage with images and objects that represent points in a presentation

Use two or more multimedia components to clarify information or support an opinion independently.

Add multimedia components to enhance a presentation.

With guidance and support, choose materials to illustrate points in a presentation.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal language when indicated or appropriate.

identify the purpose of a communication

Distinguish between formal and informal communication.

Demonstrate active listening skills.

Identify examples of active listening.

Actively engage (using any mode) in discussions with peers.

Communicate ideas or opinions using formal or informal language that is specific to the purpose or audience.

Communicate multiple ideas of information specific to the purpose or audience.

Effectively communicate in formal and informal conversations.

Writing

Write arguments to support claims with clear reasons and relevant evidence.

Write arguments to support claims with clear reasons and relevant evidence. a. Establish a clear thesis statement to present an argument. b. Introduce claim(s), acknowledge and distinguish the claim(s) from alternative or opposing claims, and organize the reasons and evidence logically. c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources, and demonstrate an understanding of the topic or text. d. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the argument presented.

Write argumentative pieces that include:

Establish a clear thesis statement to present an argument.

A clear thesis statement, within the introduction, to present an argument;

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

An introduction of claim(s) with clearly organized reasons and an acknowledgement of alternate or opposing claims;

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Clear reasons and relevant evidence to support claim(s) that are well organized, include logical reasoning, and demonstrate an understanding of the topic or text;

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Words, phrases, and clauses that create cohesion and clarify the relationships among claim(s), reasons, and evidence;

Establish and maintain a formal style.

Precise language and domain-specific vocabulary;

Provide a concluding statement or section that follows from and supports the argument presented.

Language appropriate to the audience and purpose;

Use of accurate, credible sources; and

A concluding statement or section that supports the argument presented.

Identify the elements of persuasive writing (intro, body, and conclusion)

Distinguish relevant facts from reasons when supporting a position

Identify personal claim and/or counterclaim to include in writing.

Define claim and counterclaim.

Identify personal position to include in writing.

Determine relevant facts in a text.

Identify evidence to support a position

Provide evidence/reasons to support your opinion

share an opinion

Actively engage in the sharing of opinions on a topic.

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.

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.

Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.

Actively participate in each step of the research, write, reflect/review, revise cycle.

Break large writing task into smaller segments of writing.

Capture thoughts and communications as writing

Use of assistive technology to share ideas that will eventually be published as writing.

Actively participate in a shared writing experience using assistive technology tools as needed.

Increase the number of communication expressions over given time period

Develop a formal mode of communication that is understood by others

Establish a mode of access for communication

Engage in expressive communications (gestures, facial expressions, utterances, choice making – gaze, direct select, switch)

Actively participate in shared writing.

Engage by actively listening to shared writing.

Write routinely for a range of discipline-specific tasks, purposes, and audiences.

Produce writing to complete a specific task within a given time frame.

Participate in routine and varied writing activities.

Generate a text of one or more paragraphs on a topic. Provide an introduction, express a claim or argument, and organize relevant details to support the position.

Compare two or more opinions on the same topic by providing an argument statement to support each claim.

Express a claim or opinion in writing.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Establish a clear thesis statement to present information. b. 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 to aid comprehension, if needed. c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. d. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. e. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Establish and maintain a formal style. g. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Write informative/explanatory pieces that include:

Establish a clear thesis statement to present information.

A clear thesis statement, within the introduction, previewing what is to follow;

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 to aid comprehension, if needed.

Relevant facts, definitions, concrete details, quotations, or other information and examples, organized into broad categories, to develop the topic;

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Organized text structure such as description, chronology/sequence, problem/solution, compare/contrast, and cause/effect;

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Appropriate and varied transitions to create cohesion and clarify relationships among ideas and concepts;

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Precise language and domain-specific vocabulary;

Establish and maintain a formal style.

Language appropriate to the audience and purpose;

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Formatting, graphics, and multimedia to clarify information presented, if needed;

Use of accurate, credible sources; and

A concluding statement or section that supports the information or explanation presented.

Identify the key elements of an informative essay (intro, body, and conclusion).

Identify the elements of a paragraph (topic sentence, details, and concluding statement).

Distinguish between fact and opinion.

Identify evidence to support a topic.

Identify the purpose of an informative text.

Actively engage in the sharing of facts on a topic or personal story.

Generate an informative writing text using a formal style, including a topic sentence with supporting facts, details, and a concluding sentence.

Introduce a topic and generate three factual sentences about it.

Select a topic and provide a detail to support information about it.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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.

Write narratives that develop real or imagined sequenced events that include:

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.

An introduction to engage and orient the reader that establishes context and introduces a narrator and/or characters;

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

An organized event sequence;

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.

Dialogue, pacing, and description to develop experiences, events, and/or characters;

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

A variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another and show the relationships among experiences and events;

Provide a conclusion that follows from and reflects on the narrated experiences or events.

Precise language, relevant descriptive details, and sensory language; and

A conclusion that reflects on the narrated experiences or events.

Create dialogue to align with the sequential details.

Identify narrative techniques (e.g., dialogue, description, or reflection).

Communicate story elements and capture in own writing.

Capture plot development in a narrative writing.

Capture setting in the narrative writing.

Develop characters and their roles in the narrative writing.

Map sequential details and ideas for the story (beginning, middle, and resolution).

identify how the conflict is resolved in a narrative writing.

identify a conflict in a narrative writing.

Communicate a sequence of events based on personal experiences or events.

Use tools to capture communication about stories in writing.

Actively engage in personal storytelling.

Generate a text that includes narrative elements (e.g., dialogue, pacing, description); a logical sequence of events; and a conclusion (e.g., what was experienced, observed, or resolved).

Generate a narrative text with a logical sequence of events, descriptive details, and a conclusion that reflects on the experience or resolves the conflict.

Communicate a sequence of events based on personal experiences or events, including a logical conclusion.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Distinguish between language used for each writing style (persuasive, informative, and narrative).

Identify the types of language used in persuasive, informative, and narrative writing.

Develop an outline or organized framework to demonstrate organization of writing.

Identify how to construct an outline or organized framework (e.g., Intro, thesis, topic sentences, etc.,).

generate 2-3 sentences about a topic

choose a topic to communicate/generate text

Actively engage with writings with various purposes.

Apply formal and informal language appropriate for each writing task.

Organize sentences on a topic in a logical order, including an introductory sentence.

Identify terms that can be used to introduce a topic or story.

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.

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.

With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.

Edit writing for intended purpose or audience.

Editing sentences with errors in capitalization and end punctuation.

Identify the rules for capitalization.

Identify the rules for ending punctuation.

Distinguish clear from unclear sentences in a writing according to the purpose or task.

Identify errors in own writing using text to speech tools when needed to hear writing for error review.

Practice ordering sentences, presented on individual strips of paper or digitally, into the time, plot or sequential order.

Practice ordering sentences, presented on individual strips of paper or digitally, into paragraph order.

Actively engage in the sharing of text with and without errors in convention.

With guidance and support, plan, draft, and edit writing to convey a clear message for the intended purpose or audience.

With guidance and support, edit simple sentences to improve their clarity for the intended purpose or audience.

With guidance and support, recognize when the order of sentences should be revised.

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.

Use technology, including the Internet, to produce and publish writing, present the relationships between information and ideas efficiently, and interact and collaborate with others.

Use a variety of digital skills (e.g. keyboarding) and tools (e.g. multimedia platforms) to produce and publish writing, present the relationships between information and ideas efficiently, and collaborate with others.

Develop independence in the use of technology, including assistive technology, to research, produce and publish writing.

Determine which technology can assist with composing writing.

Examine text features of print and digital sources.

Use technology tools to review sentences for autocorrect errors.

Identify technology tools to review sentences for autocorrect errors

Actively participate in a shared writing experience using assistive technology tools.

Actively participate in the use of assistive technology to share ideas that will eventually be published as writing.

Use information from print or digital sources to generate several relevant sentences about a topic using collaboration.

Use information from multiple print or digital sources to generate more than one sentence about a topic.

Use information from print or digital sources to generate a simple sentence about a topic.

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.

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.

Conduct independent research projects to answer a question (including a self-generated question) by:

Using credible sources on a topic;

Recording relevant evidence;

Evaluating and determining the relevancy of evidence; and

Generating additional, related questions for further research and investigation.

Identify how to cite sources.

Distinguish relevant sources from irrelevant sources.

Determine what constitutes a relevant source.

Determine the types of questions that require research.

Ask questions related to a given topic

Brainstorm a list of questions that would require research.

Actively participate in Q & A.

Actively participate in selecting a topic for research.

Use two or more sources to answer a self-generated research question.

Collect information from relevant sources to answer a question.

Select and ask a question to gain information for research.

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.

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.

Gather and use relevant information from multiple print and digital resources.

Use search terms effectively.

Assess the credibility and accuracy of each source.

Accurately quote or paraphrase the data and conclusions of others to avoid plagiarism.

Cite sources to avoid plagiarism, using a standard format.

Identify how to cite sources.

Identify the research process.

Identify how to organize research.

Distinguish relevant sources from irrelevant sources.

Locate a quotation from a text

Distinguish key ideas from irrelevant ideas within a source.

Distinguish relevant from irrelevant information on a topic

Identify the topic for writing.

Actively engage in shared review of sources on a chosen topic.

Engage with website to gain information on a topic.

Select relevant information from several reliable sources (e.g., websites that end in .gov or .org) and organize it to describe, explain, or expand knowledge on a topic.

Select quotations from a source to support or summarize a topic.

Match information from a source to a relevant topic.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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 alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as but not limited to the Bible and the Epic of Gilgamesh, 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”).

Use evidence from grade-appropriate literary or informational texts to support analysis, elaboration, reflection, and research.

Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as (but not limited to) the Bible and The Epic of Gilgamesh, including describing how the material is rendered new").

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").

Determine evidence that will support the claims in a text.

Identify a claim.

Locate quotes in a text

Identify literary or informational texts as fiction or nonfiction

Actively explore fiction and nonfiction sources on a chosen topic for writing.

Engage in shared fiction and nonfiction.

Engage with modern works of fiction. (myths, religious literary texts)

Select information from several relevant and reliable sources and organize it to describe, explain, and expand knowledge on a topic.

Select quotations from a source to support or summarize a topic.

Classify works of literary or historical significance as fiction or nonfiction.

Writing Foundations

Write fluently and legibly in manuscript and/or cursive, at a pace that supports sustained composition and notetaking.

Apply knowledge of grade-appropriate morphological awareness, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

Encode grade-appropriate multisyllabic words using knowledge of syllable types.

Apply knowledge of roots, prefixes, and suffixes to encode unfamiliar multisyllabic words.

Encode grade-appropriate irregular words.

An English learner with significant cognitive disabilities can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

With prompting and support, use an increasing range of strategies to:

With prompting and support, use an emerging set of strategies to:

With prompting and support, use a very limited set of strategies to:

An English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade-appropriate speech and writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can speak and write about grade-appropriate complex literary and informational texts and topics.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can conduct research and evaluate and communicate findings to answer questions or solve problems

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.

With prompting and support and using context, visual aids, reference materials and knowledge of English:

With prompting and support and relying some on context, visual aids, reference materials and communicative experience:

With prompting and support and relying some on context, visual aids, reference materials and communicative experience:

An English learner with significant cognitive disabilities can create clear and coherent grade-appropriate speech and text.

With prompting and support:

With prompting and support:

With prompting and support:

produce simple, compound and complex sentences on familiar topics.

compose written text

identify a main point an author or speaker makes.

participate in short conversations.

communicate simple information

retell a short sequence of events.

respond to the ideas of others or express one’s own ideas about familiar topics and texts.

identify a point an author or speaker makes.

identify the main topic in and retell a few key details from oral communications and simple written texts.

provide information about a familiar topic.

retell a sequence of events or steps in a process.

determine the meaning of general academic and content-specific words and a growing number of expressions in texts about a variety of topics, experiences or events.

recognize and use a small number of frequently occurring nouns, noun phrases and verbs.

record some information from provided sources.

use a narrow range of frequently occurring vocabulary and simple sentences with limited control.

determine the meaning of general academic and content-specific words and frequently occurring expressions in texts about familiar topics, experiences or events.

communicate simple information.

deliver short presentations or information.

identify supporting details and how they support central ideas or themes in oral presentations or simple written texts.

communicate simple information about an event or familiar topic.

recognize and use an increasing number of nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions and prepositional phrases.

participate in short conversations.

express an opinion about a familiar topic.

identify a reason an author or speaker gives to support a main idea.

participate in short conversations.

participate in short written exchanges.

use an increasing range of linking and temporal words and common transitional words and phrases with increasing control.

use some frequently occurring general academic and content-specific words and phrases showing developing control in speech and writing.

about familiar texts, topics and experiences.

retell information from provided sources.

communicate simple information about an event or familiar topic.

provide one or two reasons or facts to support the information about a familiar topic.

summarize information from oral communications or simple written texts.

identify a few key words and phrases in oral communications and simple written texts.

use an increasing number of general academic and content-specific words and phrases showing increasing control in speech and writing.

recognize the meaning of some words learned through conversations, reading and being read to.

compose simple written text

use language appropriate for a purpose, task and audience.

connect phrases or simple statements using some frequently occurring linking and temporal words and some common transitional words with emerging control.

communicate a few pieces of information about a familiar topic.

produce simple and compound sentences on familiar topics.

gather information from some provided sources.

about familiar texts, topics and experiences.

recognize the meaning of a few frequently occurring words, phrases and expressions in texts about familiar topics, experiences or events.

about familiar texts, topics and experiences.

gather information from a few provided sources.

respond to simple questions (e.g., yes or no, wh- questions).

participate in short written exchanges.

label information from provided sources.

recognize and use a small number of nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions and prepositional phrases.

participate in short written exchanges.

identify two or more central ideas or themes in oral presentations or simple written texts.

gather information from several provided sources.

provide a few reasons or facts to support the information about a familiar topic.

provide information about a familiar topic.

use language appropriate for a task and audience.

respond to simple questions and some wh- questions about familiar topics and texts.

indicate whether author or speaker’s main point is supported or not.

retell the main point an author or speaker makes.

respond to simple questions about familiar topics and texts.

retell information, using labeled illustrations, diagrams or other graphics, as appropriate.

An English Language Learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

use a very limited set of strategies to:

identify a few key words and phrases in oral communications and simple written texts.

use an emerging set of strategies to:

identify the main topic in oral communications and simple written texts

retell a few key details.

use a developing set of strategies to:

determine the central idea or theme in simple oral presentations or written text

explain how the theme is supported by specific details

summarize part of the text.

use an increasing range of strategies to:

determine two or more central ideas or themes in oral presentations or written text

explain how the central ideas/themes are supported by specific textual details

summarize a simple text.

use a wide range of strategies to:

determine central ideas or themes in oral presentations or written text

explain how the central ideas/themes are developed by supporting ideas or evidence

summarize a text.

An English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.

with support (including context and visual aids) and non-verbal communication,

recognize and use a small number of frequently occurring nouns, noun phrases, and verbs

understand and respond to simple questions.

with support (including visual aids and sentences),

use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases

produce simple and compound sentences.

with support (including modeled sentences),

use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases

produce and expand simple, compound, and a few complex sentences.

using context, reference materials, and an increasing knowledge of English morphology,

use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices

place phrases and clauses within a sentence

recognize and correct most misplaced and dangling modifiers

produce and expand simple, compound, and complex sentences.

using context, reference materials, and knowledge of English morphology,

use intensive/reflexive pronouns

use verbs in the active and passive voices

place phrases and clauses within a sentence

recognize and correct misplaced and dangling modifiers

produce and expand simple, compound, and complex sentences.

An English Language Learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

use a very limited set of strategies to:

participate in short conversational and written exchanges on familiar topics

present simple information

respond to simple questions and some whquestions.

use an emerging set of strategies to:

participate in short conversational and written exchanges on familiar topics and texts

present information and ideas

respond to simple questions and whquestions.

use a developing set of strategies to:

participate in conversations, discussions, and written exchanges on familiar topics and texts

build on the ideas of others

express his or her own ideas

ask and answer relevant questions

add relevant information.

use an increasing range of strategies to:

participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues

build on the ideas of others

express his or her own ideas

ask and answer relevant questions

add relevant information and evidence

paraphrase the key ideas expressed.

use a wide range of strategies to:

participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues

build on the ideas of others

express his or her own ideas clearly

pose and respond to relevant questions

add relevant and specific evidence

summarize the key ideas

reflect on the key ideas expressed.

An English Language Learner can . . . speak and write about grade-appropriate complex literary and informational texts and topics.

use a very limited set of strategies to:

communicate simple information about familiar texts, topics, and experiences.

use an emerging set of strategies to:

deliver short oral presentations

compose written narratives or informational texts about familiar texts, topics, experiences, or events.

use a developing set of strategies to:

deliver short oral presentations

compose written narratives or informational texts

develop texts with some details

use an increasing range of strategies to:

deliver oral presentations

compose written narratives or informational texts

develop texts with some specific details

use a wide range of strategies to:

deliver oral presentations

compose written narratives or informational texts

develop texts with relevant details, ideas, or information

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence..

use a very limited set of strategies to:

express an opinion about a familiar topic.

use an emerging set of strategies to:

construct a claim about a familiar topic

give a reason to support the claim.

use a developing set of strategies to:

construct a claim about a familiar topic

introduce the topic

provide several supporting reasons or facts in a logical order

provide a concluding statement.

use an increasing range of strategies to:

construct a claim about a variety of topics

introduce the topic

provide sufficient reasons or facts to support the claim

provide a concluding statement.

use a wide range of strategies to:

construct a claim about a variety of topics

introduce the topic

provide compelling and logically ordered reasons or facts that effectively support the claim

provide a concluding statement.

An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.

use a very limited set of strategies to:

gather information from a few provided sources

label collected information.

use an emerging set of strategies to:

gather information from provided sources

record some data and information.

use a developing set of strategies to:

gather information from multiple provided print and digital sources

summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate

cite sources.

use an increasing range of strategies to:

gather information from multiple print and digital sources

use search terms effectively

quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate

cite sources

use a standard format for citations.

use a wide range of strategies to:

gather information from multiple print and digital sources

use search terms effectively

(at Grade 8) evaluate the credibility of each source

quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate

cite sources

use a standard format for citations.

An English Language Learner can analyze and critique the arguments of others orally and in writing.

use a very limited set of strategies to:

identify a point an author or a speaker makes.

use an emerging set of strategies to:

identify the main argument an author or a speaker makes

identify one reason an author or a speaker gives to support the argument.

use a developing set of strategies to:

explain the argument an author or a speaker makes

distinguish between claims that are supported by reasons and evidence from those that are not.

use an increasing range of strategies to:

analyze the argument and specific claims made in texts or speech

determine whether the evidence is sufficient to support the claims

cite textual evidence to support the analysis.

use a wide range of strategies to:

analyze and evaluate the argument and specific claims made in texts or speech/ presentations

determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims

cite textual evidence to support the analysis.

An English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.

use a very limited set of strategies to:

recognize the meaning of some words learned

through conversations, reading, and being read to.

with emerging control,

adapt language choices according to task and audience

begin to use frequently occurring general academic and content- specific words and phrases in conversations and discussions.

with developing ease,

adapt language choices and style according to purpose, task, and audience

use an increasing number of general academic and content-specific words and phrases in speech and short written texts

show developing control of style and tone in oral or written text.

with increasing ease,

adapt language choices and style according to purpose, task, and audience

use a wider range of general academic and content-specific academic words and phrases

maintain consistency in style and tone throughout most of oral or written text.

with ease,

adapt language choices and style according to purpose, task, and audience,

use a wide variety of complex general academic and content-specific academic words to precisely express ideas

maintain an appropriate and consistent style and tone throughout an oral or written text.

An English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text..

relying heavily on context, visual aids, and knowledge of morphology in their native language,

recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events.

using context, visual aids, reference materials, and knowledge of morphology in their native language,

determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events.

using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),

determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events.

using context, reference materials, and an increasing knowledge of English morphology,

determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events.

using context, reference materials, and knowledge of English morphology,

determine the meanings of general academic and content-specific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events.

An English Language Learner can create clear and coherent grade-appropriate speech and text.

with support (including context and visual aids) and non-verbal communication,

communicate simple information about an event or topic

use a narrow range of vocabulary and synatically simple sentences

with support (including modeled sentences),

recount a brief sequence of events in order

introduce an informational topic

present one or two facts about the topic

use some commonly occuring linking words (e.g., next, because, and, also)

provide a concluding statement

using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),

recount a short sequence of events with a beginning, middle, and end

introduce and develop an informational topic with a few facts and details

use common transitional words and phrases to connect, events, ideas, and opinions, (e.g., after awhile, for example, in order to, as a result)

provide a conclusion

using context, reference materials, and an increasing knowledge of English morphology,

recount a more detailed sequence of events or steps in a process, with a beginning, middle and end

introduce and develop an informational topic with facts and details

use a variety of transitional words and phrases to connect events, ideas and opinions (e.g., however, on the other hand, from that moment on)

provide a concluding section

using context, reference materials, and knowledge of English morphology,

recount a complex sequence of events or steps in a process, with a beginning, middle and end

introduce and effectivly develop and informational topic with facts and details

use a wide variety of transitional words and phrases to show logical relationships between events and ideas

provide a concluding section.