| ANCHOR STANDARDS | GRADE-LEVEL STANDARDS | |
|---|---|---|
| Grade 8 | ||
| Key Ideas and Details | ||
| 1 | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions 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. |
| 2 | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. |
| 3 | Analyze how and why individuals, events, or ideas develop and interact over the course of a text. | Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
| Craft and Structure | ||
| 4 | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 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. |
| 5 | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 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. |
| 6 | Assess how point of view or purpose shapes the content and style of a text. | Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
| Integration of Knowledge and Ideas | ||
| 7 | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. | Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. |
| 8 | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 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. |
| 9 | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 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. |
| Range of Reading and Level of Text Complexity | ||
| 10 | Read and comprehend complex literary and informational texts 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. |
| ANCHOR STANDARDS | GRADE-LEVEL STANDARDS | |
|---|---|---|
| Grade 8 | ||
| Key Ideas and Details | ||
| 1 | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions 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. |
| 2 | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |
| 3 | Analyze how and why individuals, events, or ideas develop and interact over the course of a text. | 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. |
| Craft and Structure | ||
| 4 | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |
| 5 | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 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. |
| 6 | Assess how point of view or purpose shapes the content and style of a text. | Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. |
| Integration of Knowledge and Ideas | ||
| 7 | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. | 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. |
| 8 | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | (not applicable to literature) |
| 9 | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. |
| Range of Reading and Level of Text Complexity | ||
| 10 | Read and comprehend complex literary and informational texts independently and proficiently. | 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. |
| ANCHOR STANDARDS | GRADE-LEVEL STANDARDS | |
|---|---|---|
| Grade 8 | ||
| Text Types and Purposes | ||
| 1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | Write arguments to support claims with clear reasons and relevant evidence. (show more) |
| 2 | Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (show more) |
| 3 | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen 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. (show more) |
| Production and Distribution of Writing | ||
| 4 | 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 task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
| 5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. | 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. |
| 6 | Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficientlyas well as to interact and collaborate with others. |
| Research to Build and Present Knowledge | ||
| 7 | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 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. |
| 8 | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 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. |
| 9 | 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. (show more) |
| Range of Writing | ||
| 10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of 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. |
| ANCHOR STANDARDS | GRADE-LEVEL STANDARDS | |
|---|---|---|
| Grade 8 | ||
| Conventions of Standard English | ||
| 1 | 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. (show more) |
| 2 | 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. (show more) |
| Knowledge of Language | ||
| 3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. (show more) |
| Vocabulary Acquisition and Use | ||
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 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. (show more) |
| 5 | Demonstrate understanding of word relationships and nuances in word meanings. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (show more) |
| 6 | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term 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. |
| ANCHOR STANDARDS | GRADE-LEVEL STANDARDS | |
|---|---|---|
| Grade 8 | ||
| Comprehension and Collaboration | ||
| 1 | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 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. (show more) |
| 2 | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 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. |
| 3 | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 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. |
| Presentation of Knowledge and Ideas | ||
| 4 | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 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. |
| 5 | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. |
| 6 | Adapt speech to a variety of contexts and communicative 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. |
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