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Grade 8 Language Arts

41 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.8.1

Cite the strongest textual evidence

Independently cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. across representations and contexts.

Component progression

  1. 1I can identify several pieces of textual evidence that could support an analysis.
  2. 2I can evaluate which piece or pieces of evidence most strongly support the analysis.
  3. 3I can cite the strongest textual evidence to support an explicit claim or inference.
Reading Literature · CCSS.ELA-LITERACY.RL.8.2

Analyze theme development in relation to character, setting, and plot

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine a theme or central idea of a text.
  2. 2I can analyze how the theme's development relates to the text's characters, setting, and plot.
  3. 3I can write an objective summary of the text distinct from personal opinion.
Reading Literature · CCSS.ELA-LITERACY.RL.8.3

Analyze how dialogue and incidents propel action

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify a particular line of dialogue or incident significant to the story or drama.
  2. 2I can analyze how the identified dialogue or incident propels the plot's action or reveals a character trait.
  3. 3I can analyze how the identified dialogue or incident provokes a character's decision.
Reading Literature · CCSS.ELA-LITERACY.RL.8.4

Analyze the impact of word choice including analogies and allusions

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the figurative or connotative meaning of a word or phrase as used in a text.
  2. 2I can recognize an analogy or an allusion to another text within a passage.
  3. 3I can analyze how a specific word choice, analogy, or allusion impacts the text's meaning and tone.
Reading Literature · CCSS.ELA-LITERACY.RL.8.5

Compare structures of two or more texts

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify the structure used by each of two or more texts.
  2. 2I can compare and contrast the structures used by the texts.
  3. 3I can analyze how each text's differing structure contributes to its meaning and style.
Reading Literature · CCSS.ELA-LITERACY.RL.8.6

Analyze effects of differing points of view

Independently analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. across representations and contexts.

Component progression

  1. 1I can identify a difference between a character's point of view and the reader's or audience's point of view.
  2. 2I can analyze how a gap between character and reader knowledge creates suspense.
  3. 3I can analyze how a gap between character and reader knowledge creates humor.
Reading Literature · CCSS.ELA-LITERACY.RL.8.7

Evaluate a filmed or live production's fidelity to the text

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify a specific place where a filmed or live production departs from the original text or script.
  2. 2I can identify a specific choice made by the director or actors in the production.
  3. 3I can evaluate whether the identified choice strengthens or weakens the production's faithfulness to the text.
Reading Literature · CCSS.ELA-LITERACY.RL.8.9

Analyze how modern fiction draws on myths and traditional stories

Independently analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new. across representations and contexts.

Component progression

  1. 1I can identify a theme, pattern of events, or character type in a modern text that draws on a myth or traditional story.
  2. 2I can compare how the modern work presents the borrowed theme or pattern compared to the original source.
  3. 3I can describe how the modern work transforms or updates the borrowed material to be new.
Reading Literature · CCSS.ELA-LITERACY.RL.8.10

Read and comprehend grade 6-8 literature independently

Independently by the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 6-8 text complexity band independently and proficiently. across representations and contexts.

Component progression

  1. 1I can read a story or drama at the high end of the grades 6-8 text complexity band independently.
  2. 2I can read a poem at the high end of the grades 6-8 text complexity band independently.
  3. 3I can demonstrate proficient, independent comprehension of a grade 6-8 complexity literary text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.1

Cite the strongest textual evidence

Independently cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. across representations and contexts.

Component progression

  1. 1I can identify several pieces of textual evidence that could support an analysis.
  2. 2I can evaluate which piece or pieces of evidence most strongly support the analysis.
  3. 3I can cite the strongest textual evidence to support an explicit claim or inference.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.2

Analyze central idea development related to supporting ideas

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the central idea of an informational text.
  2. 2I can analyze how the central idea's development relates to the text's supporting ideas.
  3. 3I can write an objective summary of the text distinct from personal opinion.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.3

Analyze connections and distinctions among individuals or ideas

Independently analyze how a text makes connections among and distinctions between individuals, ideas, or events, such as through comparisons, analogies, or categories. across representations and contexts.

Component progression

  1. 1I can identify individuals, ideas, or events in a text that are connected or distinguished.
  2. 2I can analyze how the text uses comparisons or analogies to connect individuals, ideas, or events.
  3. 3I can analyze how the text uses categories to distinguish between individuals, ideas, or events.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.4

Analyze word choice's impact including analogies and allusions

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the figurative, connotative, or technical meaning of a word or phrase as used in a text.
  2. 2I can recognize an analogy or an allusion to another text within a passage.
  3. 3I can analyze how a specific word choice, analogy, or allusion impacts the text's meaning and tone.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.5

Analyze paragraph structure and sentence roles

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify the key concept a specific paragraph develops.
  2. 2I can analyze the role a particular sentence plays in developing the paragraph's key concept.
  3. 3I can analyze how a sentence refines or narrows the paragraph's key concept.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.6

Analyze how an author responds to conflicting evidence or viewpoints

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the author's point of view or purpose in a text.
  2. 2I can identify a conflicting piece of evidence or viewpoint the author acknowledges.
  3. 3I can analyze how the author responds to the identified conflicting evidence or viewpoint.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.7

Evaluate advantages and disadvantages of different mediums

Independently evaluate the advantages and disadvantages of using different mediums, such as print or digital text, video, multimedia, to present a particular topic or idea. across representations and contexts.

Component progression

  1. 1I can identify the features of two different mediums used to present the same topic or idea.
  2. 2I can evaluate an advantage of using a specific medium to present the topic or idea.
  3. 3I can evaluate a disadvantage of using a specific medium to present the topic or idea.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.8

Evaluate reasoning and recognize irrelevant evidence

Independently 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. across representations and contexts.

Component progression

  1. 1I can delineate the overall argument and specific claims an author makes across a text.
  2. 2I can assess whether the reasoning is sound and the evidence relevant and sufficient to support each claim.
  3. 3I can recognize when the author introduces evidence that is irrelevant to the claim being made.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.9

Analyze conflicting information between texts

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify two texts that provide conflicting information on the same topic.
  2. 2I can identify the specific point where the two texts disagree.
  3. 3I can determine whether the identified disagreement is a matter of fact or a matter of interpretation.
Reading Informational Text · CCSS.ELA-LITERACY.RI.8.10

Read and comprehend grade 6-8 literary nonfiction independently

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a literary nonfiction text at the high end of the grades 6-8 text complexity band independently.
  2. 2I can apply appropriate reading strategies while reading a challenging literary nonfiction text.
  3. 3I can demonstrate proficient, independent comprehension of a grade 6-8 complexity literary nonfiction text.
Writing · CCSS.ELA-LITERACY.W.8.1

Write arguments with credible sources and topic understanding

Independently write arguments to support claims with clear reasons and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. across representations and contexts.

Component progression

  1. 1I can introduce a claim and support it with clear, logical reasoning.
  2. 2I can use evidence from accurate, credible sources to support an argumentative claim.
  3. 3I can demonstrate an understanding of the topic or text's complexity within an argumentative piece.
Writing · CCSS.ELA-LITERACY.W.8.2

Write informative texts through selection and analysis

Independently write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. across representations and contexts.

Component progression

  1. 1I can select relevant content and organize it to examine a specific topic.
  2. 2I can analyze selected content to convey ideas and concepts about the topic.
  3. 3I can use appropriate evidence to support the ideas and concepts presented about the topic.
Writing · CCSS.ELA-LITERACY.W.8.3

Write narratives with effective technique and structure

Independently write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. across representations and contexts.

Component progression

  1. 1I can establish a context and introduce a narrator or characters using an effective technique.
  2. 2I can use relevant descriptive details to develop experiences, events, and characters.
  3. 3I can organize a well-structured event sequence that unfolds naturally for the reader.
Writing · CCSS.ELA-LITERACY.W.8.4

Produce writing appropriate to task, purpose, audience

Independently produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts.

Component progression

  1. 1I can identify the task, purpose, and audience for a given piece of writing.
  2. 2I can choose an organization and writing style appropriate to the task, purpose, and audience.
  3. 3I can produce writing that is clear and coherent given its chosen development, organization, and style.
Writing · CCSS.ELA-LITERACY.W.8.5

Strengthen writing focusing on purpose and audience

Independently with 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. across representations and contexts.

Component progression

  1. 1I can plan and draft a piece of writing with its purpose and audience in mind, with guidance and support.
  2. 2I can revise a draft to better address its purpose and audience, with guidance and support.
  3. 3I can recognize when a piece of writing needs a substantially new approach and rewrite it accordingly, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.8.6

Use technology to present relationships efficiently

Independently 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. across representations and contexts.

Component progression

  1. 1I can use technology, including the internet, to produce and publish a piece of writing.
  2. 2I can use technology's features to present relationships between information and ideas efficiently.
  3. 3I can use technology to interact and collaborate with others on a piece of writing.
Writing · CCSS.ELA-LITERACY.W.8.7

Conduct research allowing multiple avenues of exploration

Independently 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. across representations and contexts.

Component progression

  1. 1I can pose a clear question, which may be self-generated, to guide a short research project.
  2. 2I can draw on several sources to investigate and answer the research question.
  3. 3I can generate additional focused questions that open multiple avenues for further research.
Writing · CCSS.ELA-LITERACY.W.8.8

Gather sources using effective search terms and citation format

Independently 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. across representations and contexts.

Component progression

  1. 1I can use effective search terms to gather relevant information from print and digital sources.
  2. 2I can assess the credibility and accuracy of each gathered source.
  3. 3I can quote or paraphrase sources accurately, avoiding plagiarism, and cite them using a standard citation format.
Writing · CCSS.ELA-LITERACY.W.8.9

Draw evidence from literary or informational texts

Independently draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.

Component progression

  1. 1I can draw specific evidence from a literary text to support an analysis or reflection.
  2. 2I can draw specific evidence from an informational text to support an analysis or reflection.
  3. 3I can use drawn text evidence to support a piece of research writing.
Writing · CCSS.ELA-LITERACY.W.8.10

Write routinely for a range of tasks and audiences

Independently 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. across representations and contexts.

Component progression

  1. 1I can produce a piece of writing within a shorter time frame, such as a single sitting.
  2. 2I can produce a piece of writing over an extended time frame that includes research, reflection, and revision.
  3. 3I can adjust a piece of writing appropriately for its specific task, purpose, and audience.
Speaking And Listening · CCSS.ELA-LITERACY.SL.8.1

Engage in collaborative discussions

Independently engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. across representations and contexts.

Component progression

  1. 1I can come prepared to a discussion having read or studied the topic, text, or issue.
  2. 2I can build on a comment or idea shared by another participant in a discussion.
  3. 3I can express one's own ideas clearly in a collaborative discussion.
Speaking And Listening · CCSS.ELA-LITERACY.SL.8.2

Analyze purpose and evaluate motives in diverse media

Independently analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation. across representations and contexts.

Component progression

  1. 1I can analyze the purpose behind information presented in diverse media and formats.
  2. 2I can evaluate the motives that might explain why information was presented in a particular way.
  3. 3I can distinguish a media presentation's stated purpose from a possible underlying motive.
Speaking And Listening · CCSS.ELA-LITERACY.SL.8.3

Evaluate reasoning and identify irrelevant evidence

Independently 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. across representations and contexts.

Component progression

  1. 1I can delineate the overall argument and specific claims a speaker makes.
  2. 2I can evaluate whether a speaker's reasoning is sound and their evidence relevant and sufficient.
  3. 3I can identify when a speaker introduces evidence irrelevant to their claim.
Speaking And Listening · CCSS.ELA-LITERACY.SL.8.4

Present claims with sound reasoning and well-chosen details

Independently 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. across representations and contexts.

Component progression

  1. 1I can present claims and findings using sound, valid reasoning.
  2. 2I can support claims and findings with relevant evidence and well-chosen details.
  3. 3I can deliver a presentation using appropriate eye contact, adequate volume, and clear pronunciation.
Speaking And Listening · CCSS.ELA-LITERACY.SL.8.5

Integrate multimedia to strengthen claims and add interest

Independently integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. across representations and contexts.

Component progression

  1. 1I can select multimedia components appropriate to the claims and evidence being presented.
  2. 2I can integrate a multimedia component to strengthen a presentation's claims and evidence.
  3. 3I can use a multimedia component or visual display to add interest to a presentation.
Speaking And Listening · CCSS.ELA-LITERACY.SL.8.6

Adapt speech demonstrating command of formal English

Independently adapt speech to a variety of contexts and tasks, demonstrating command of formal english when indicated or appropriate. across representations and contexts.

Component progression

  1. 1I can identify a speaking situation that indicates or calls for formal english.
  2. 2I can demonstrate command of formal english when speaking in an appropriate context.
  3. 3I can adapt one's speech appropriately across a variety of contexts and tasks.
Language · CCSS.ELA-LITERACY.L.8.1

Use Grade 8 grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including explaining the function of verbals such as gerunds, participles, and infinitives, and forming and using verbs in the active and passive voice and in the indicative, imperative, interrogative, conditional, and subjunctive mood. across representations and contexts.

Component progression

  1. 1I can explain the function of a gerund, participle, or infinitive within a sentence.
  2. 2I can form and use verbs correctly in the active and passive voice, recognizing their different effects.
  3. 3I can form and use verbs correctly in the indicative, imperative, interrogative, conditional, and subjunctive mood.
Language · CCSS.ELA-LITERACY.L.8.2

Use Grade 8 capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including using punctuation such as a comma, ellipsis, or dash to indicate a pause or break, and using an ellipsis to indicate an omission. across representations and contexts.

Component progression

  1. 1I can use a comma, ellipsis, or dash correctly to indicate a pause or break in a sentence.
  2. 2I can use an ellipsis correctly to indicate an omission, especially when quoting a source.
  3. 3I can spell grade-appropriate words correctly, consulting references as needed.
Language · CCSS.ELA-LITERACY.L.8.3

Use verbs in active/passive voice and mood for effect

Independently use knowledge of language and its conventions when writing, speaking, reading, or listening, including using verbs in active and passive voice and in conditional and subjunctive mood to achieve particular effects, such as describing a state contrary to fact. across representations and contexts.

Component progression

  1. 1I can choose between active and passive voice deliberately to achieve a particular effect in writing.
  2. 2I can use conditional mood deliberately to express a hypothetical situation.
  3. 3I can use subjunctive mood deliberately to describe a state contrary to fact.
Language · CCSS.ELA-LITERACY.L.8.4

Determine meanings using context, morphology, and references

Independently 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, including using common, grade-appropriate greek or latin affixes and roots as clues. across representations and contexts.

Component progression

  1. 1I can use context clues to determine the meaning of an unfamiliar word.
  2. 2I can use knowledge of greek and latin roots and affixes to determine the meaning of an unfamiliar word.
  3. 3I can use a dictionary or other reference material to verify or clarify a word's precise meaning.
Language · CCSS.ELA-LITERACY.L.8.5

Interpret figures of speech and analyze word relationships

Independently demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figures of speech in context, and analyzing the relationship between particular words to better understand each of the words. across representations and contexts.

Component progression

  1. 1I can interpret the meaning of a figure of speech as it is used in a specific text context, including literary, biblical, and mythological allusions.
  2. 2I can analyze the relationship between two words to better understand each word's meaning.
  3. 3I can distinguish a subtle nuance in meaning between two closely related words.
Language · CCSS.ELA-LITERACY.L.8.6

Acquire vocabulary important to comprehension

Independently 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. across representations and contexts.

Component progression

  1. 1I can acquire and use a general academic word or phrase accurately in speaking or writing.
  2. 2I can acquire and use a domain-specific word or phrase accurately, relevant to a specific topic.
  3. 3I can identify a word or phrase important to comprehending a text and gather knowledge of its meaning and use.
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