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Grade
Level Content
Expectations
8th Grade ELA
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READING
Word Study
Students will…
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R.WS.08.01 |
Use word
structure, sentence structure, and prediction
to aid in decoding and understanding the meanings of
words encountered in context. |
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R.WS.08.02 |
Use structural,
syntactic, and semantic analysis to
recognize unfamiliar words in context (e.g., idioms,
analogies, metaphors, and similes to infer, history
of the English language, common word origins,
syllabication). |
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R.WS.08.03 |
Recognize
frequently encountered words automatically
(“automatically” should be defined in the glossary). |
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R.WS.08.04 |
Know the meaning
of frequently encountered words in
written and oral contexts (research to support specific
words). |
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R.WS.08.05 |
Apply strategies
to construct meaning and identify
unknown words. |
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R.WS.08.06 |
Read fluently
eighth grade level texts (increasingly
demanding texts read with fluency as the year proceeds). |
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R.WS.08.07 |
Use strategies
(e.g., prior knowledge, text features,
structures) and authentic content-related resources to
determine the meaning of words and phrases in context
(e.g., historical terms, content area vocabulary,
literary terms). |
Narrative Text
Students will…
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R.NT.08.01 |
Investigate
through classic and contemporary literature recognized
for quality and literary merit various examples of
distortion and
stereotypes such as those associated with gender, race,
culture,
age, class, religion, and other individual differences. |
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R.NT.08.02
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Analyze
elements and style of narrative genres (e.g., historical
fiction, science fiction, realistic fiction). |
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R.NT.08.03 |
Analyze
the role of rising and falling actions, minor
characters in
relation to conflict, and credibility of the
narrator. |
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R.NT.08.04 |
Analyze how
authors use symbolism, imagery, and consistency
to develop credible narrators, rising and falling
actions and
minor characters. |
Informational Text
Students will…
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R.IT.08.01 |
Analyze elements
and style of informational genre
(e.g., comparative essays, newspaper writing, technical
writing, persuasive essays). |
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R.IT.08.02 |
Analyze
organizational patterns (e.g., theory, evidence,
sequence). |
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R.IT.08.03 |
Explain
how authors use text features to enhance the
understanding of central, key, and supporting ideas
(e.g., illustrations, author’s pages, prefaces,
marginal notes). |
Comprehension
Students will…
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R.CM.08.01 |
Connect
personal knowledge, experience, and understanding
of the world to themes and perspectives in the text.
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R.CM.08.02 |
Read,
retell, and summarize grade level appropriate
narrative
and informational texts. |
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R.CM.08.03
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State
global themes, universal truths, and principles
within
and across texts to create a deeper understanding.
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R.CM.08.04 |
Apply
significant knowledge from what has been read in grade
level appropriate science and social studies texts.
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Metacognition
Students will…
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R.MT.08.01 |
Independently
self-monitor comprehension when reading
or listening to text by automatically using and discussing
the strategies used by mature readers to increase
comprehension and engage in interpretative discussions
(e.g., predicting, constructing mental images representing
ideas in text questioning, rereading or listening again if
uncertain about meaning, inferring, summarizing).
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R.MT.08.02 |
Plan,
monitor, regulate, and evaluate skills, strategies,
and
processes for their own reading comprehension by
applying
appropriate metacognitive skills. |
Critical Standards
Students will…
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R.CS.08.01 |
Evaluate the
appropriateness of shared, individual, and expert
standards based on purpose, context, and audience in order
to
assess their own work and work of others. |
Reading Attitude
Students will…
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R.AT.08.01 |
Be enthusiastic
about reading and do substantial reading on
their own. |
WRITING
Writing Genres
Students will...
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W.GN.08.01 |
Write
a cohesive, narrative piece that includes appropriate
conventions to the genre (e.g., historical fiction, science
fiction,
realistic fiction) and employ literary and plot devices
(e.g.,
narrator credibility, rising and falling actions, and/or
conflict,
transitional language, and imagery). |
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W.GN.08.02 |
Write an
historical expository piece (e.g., journal,
biography,
simulated memoir) that includes appropriate
organization,
illustrations, marginal notes, and/or annotations.
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W.GN.08.03 |
Formulate research questions that demonstrate
critical evaluation
of multiple resources and perspectives and
arguments/
counterarguments that culminate in a presented,
final project. |
Writing Process
Students
will…
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W.PR.08.01 |
Set
a purpose, consider audience, and replicate authors’
styles and patterns when writing narrative or
informational text. |
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W.PR.08.02
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Apply a
variety of pre-writing strategies for narrative text
(e.g., story maps designed to depict rising and
falling
actions, roles of minor characters, credibility of
narrator)
and informational text (e.g., compare/contrast,
cause and
effect, sequential text patterns). |
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W.PR.08.03 |
Experiment with various ways of sequencing
information
(e.g., ordering arguments, sequencing ideas
chronologically
or by importance). |
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W.PR.08.04 |
Review
and revise their compositions for coherence and
consistency regarding word choice, cause and effect,
and
style, and they will read their own work from
another
reader’s perspective in the interest of clarity. |
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W.PR.08.05 |
Edit
their writing using proofreaders’ checklists both
individually and in peer editing group |
Personal Style
Students
will…
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W.PS.08.01 |
Exhibit
individual style to enhance the written message
(e.g., in narrative text: personification, humor, element
of surprise; in informational text: emotional appeal, strong
opinion, credible support). |
Grammar and Usage
In the context of writing, students will…
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W.GR.08.01 |
Use style
conventions (e.g., MLA) and a variety of
grammatical structures in their writing including
infinitives, gerunds, participial phrases, and dashes
or ellipses. |
Spelling
In the context of writing, students will…
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W.SP.08.01 |
Students will use correct spelling
conventions in the
context of their own writing
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Handwriting
Students' handwriting will…
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W.HW.08.01 |
Be legible in
their compositions. |
Writing Attitude
Students
will…
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W.AT.08.01 |
Be enthusiastic
about writing.
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SPEAKING
Conventions
Students will…
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S.CN.08.01 |
Use enunciation
and stress to emphasize key ideas
and concepts when presenting. |
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S.CN.08.02 |
Use body
language (e.g., gestures, posture, facial
expressions), tone of voice, and pace of speaking to
enhance meaning and influence interpretation when
presenting. |
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S.CN.08.03
|
Present
their work in standard American English if it is
their first language (students whose second language
is English will present their work in their
developing
version of standard American English). |
Discourse
Students will…
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S.DS.08.01 |
Engage in
interactive, extended discourse to socially
construct meaning (e.g., book clubs, literature circles,
partnerships or other conversation protocols).
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S.DS.08.02 |
Discuss
multiple text types in order to explore problems
and pose solutions, take a stand on an issue and
support
it, and identify personally with a universal theme. |
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S.DS.08.03 |
Discuss
their written narratives (e.g., biographies and
autobiographies) with a variety of literary and plot
devices
(e.g., description of relevant situations,
well-chosen details,
relevant dialogue, specific action, physical
description of
characters). |
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S.DS.08.04 |
Plan
(e.g., outline including introduction, points to be
made,
a summary, effective conclusion) and deliver an
informational
presentation that incorporates precise, interesting,
vivid
language in the active voice, is organized logically
to convey
the message, includes persuasive non-verbal
techniques (e.g.,
voice modulation, expression, tone, appropriate
pace), makes
use of rhetorical strategies (e.g., supportive
narratives, key
information, vivid descriptions) to support the
purpose of the
presentation and to positively impact the intended
audience. |
LISTENING &
VIEWING
Conventions
Students will…
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L.CN.08.01 |
Listen to and view a variety of peer speeches
and
presentations to analyze for key factors (e.g., main idea,
significant details), fact and opinion, bias, propaganda,
argumentation, or support. |
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L.CN.08.02 |
Demonstrate the appropriate social
skills of audience
behavior and critically examine the verbal and
non-verbal
strategies in the communication process. |
Response
Students will…
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L.RP.08.01 |
React to a
speaker’s intent and apply a speaker’s reasoning
to other situations and topics. |
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L.RP.08.02 |
Respond
thoughtfully to both classic and contemporary
texts recognized forquality and literary merit. |
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L.RP.08.03 |
Paraphrase a speaker’s main ideas, purpose, and
point of
view, and they will ask relevant questions about the
content,
delivery, and purpose of the presentation. |
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L.RP.08.04
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Analyze
oral interpretations of literature (e.g., language
choice,
delivery) and the effect of the interpretations on
the listener. |
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L.RP.08.05 |
Respond
to multiple texts when listened to or viewed by
speaking, illustrating, and/or writing in order to
anticipate
and answer questions, to determine personal and
universal
themes, and to offer opinions or solutions. |
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L.RP.08.06 |
Evaluate
the credibility of a speaker by determining whether
the speaker may have hidden agendas or be otherwise
biased. |
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L.RP.08.07 |
Interpret and analyze the various ways in which
visual image
makers (e.g., graphic artists, illustrators)
communicate
information and affect impressions and opinions. |
MICHIGAN
DEPARTMENT OF EDUCATION
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v.6.04
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ENGLISH LANGUAGE ARTS EIGHTH GRADE | |
