Grade 8 ELA Michigan Standards

Form and use the simple verb tenses (e.g., I walked, I walk, I will walk).

Use appropriate verbs to match nouns.

Use end punctuation and capitalization when writing a sentence or question.

Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns.

Use language to achieve desired outcomes when communicating. A. Use to-be verbs (am are, is was, were, be, become, became) accurately when writing and communicating.

Use context to determine which word is missing from a content-area text.

Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking).

Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating.

Demonstrate understanding of the use of multiple-meaning words.

Use knowledge of common words to understand the meaning of compound and complex words in which they appear (e.g., birdhouse, household).

Use descriptive words to add meaning when writing and communicating.

Use general academic and domain-specific words and phrases across contexts.

Cite text to support inferences from informational text.

Demonstrate understanding while actively reading or listening to literary nonfiction.

Provide a summary of a familiar informational text.

Recount events in the order they were presented in the text.

Determine connotative meanings of words and phrases in a text.

Locate the topic sentence and supporting details in a paragraph.

Determine an author’s purpose or point of view and identify examples from text that describe or support it.

Determine whether a topic is best presented as audio, video, multimedia, or text.

Determine the argument made by an author in an informational text.

Identify where two different texts on the same topic differ in their interpretation of the details.

Cite text to support inferences from stories and poems.

Demonstrate understanding of text while actively engaged in reading or listening to stories, dramas, and poetry.

Recount an event related to the theme or central idea, including details about character and setting.

Identify which incidents in a story or drama lead to subsequent action.

Determine connotative meanings of words and phrases in a text.

Compare and contrast the structure of two or more texts.

Determine the difference in the points of view of a character and the audience or reader in a text with suspense or humor.

Compare and contrast a text version of a story, drama, or poem with an audio, video, or live version of the same text.

Compare and contrast themes, patterns of events, or characters across two or more stories or dramas.

Engage in collaborative discussions. A. Come to discussions prepared to share information previously studied. B. Follow simple rules and carry out assigned roles during discussions. C. Remain on the topic of the discussion when asking or answering questions or making other contributions to a discussion. D. Acknowledge new information expressed by others in a discussion and relate it to own ideas.

Determine the purpose of information presented in graphic, oral, visual, or multimodal formats.

Determine the argument made by the speaker on a topic.

Present descriptions, facts, or details supporting specific points made on a topic.

Include multimedia and visual information into presentations.

Adapt communication to a variety of contexts and tasks.

Write claims about topics or texts. A. Introduce the claim and provide reasons or pieces of evidence to support it. B. Write reasons to support a claim about a topic or text.

Write routinely for a variety of tasks, purposes, and audiences.

Write to share information supported by details: A. Introduce a topic clearly and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate. C. Write complete thoughts as appropriate. D. Use domain-specific vocabulary related to the topic. F. Provide a closing.

Write to share information supported by details: Write one or more facts or details related to the topic.

Write a narrative about a real or imagined experience introducing the experience, at least one character, and two or more events.

C. Use temporal words (e.g., first, then, next) to signal order. E. Provide a closing.

Write about events or personal experiences: Use words that describe the feelings of characters or provide other sensory information about the setting, experiences, or events.

Produce writing that is appropriate for the task, purpose, or audience.

With guidance and support from adults and peers, plan before writing and revise own writing.

Use technology, including the Internet, to produce writing to interact and collaborate with others.

Conduct short research projects to answer and pose questions based on one source of information.

Select quotes providing relevant information about a topic from multiple print or digital sources.

Use information from literary and informational text to support writing. A. Apply Essential Elements of Grade 8 Reading Standards to literature (e.g., “Compare and contrast themes, patterns of events, or characters across two or more stories or dramas.”). B. Apply Essential Elements of Grade 8 Reading Standards to informational texts (e.g., “Use relevant and sufficient evidence for supporting the claims and argument.”).

Conventions of Standard English

Accessing Narrative Text

Write about events or personal experiences:

Vocabulary Acquisition and Usage

Speaking and Listening

Demonstrate Standard English grammar and usage when communicating:

Writing: Text Types and Purposes

Using Language

Demonstrate understanding of word relationships and use:

Accessing Informational Text

Demonstrate knowledge of word meanings:

Demonstrate understanding of conventions of Standard English:

Research and Inquiry

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

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

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.

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.

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

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 considering a word or phrase important to comprehension or expression.

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.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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.

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.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

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.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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 informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

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

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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

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

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

Form and use verbs in the active and passive voice.

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

Recognize and correct inappropriate shifts in verb voice and mood.

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

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

Use an ellipsis to indicate an omission.

Spell correctly.

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

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

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.

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 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 its 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).

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

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

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).

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.

Cite specific textual evidence to support analysis of primary and secondary sources.

By the end of grade 8, read and comprehend history/social studies texts in the grades 6—8 text complexity band independently and proficiently.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Describe how a text presents information (e.g., sequentially, comparatively, causally).

Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.

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

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.

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

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.

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.

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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 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.

Cite specific textual evidence to support analysis of science and technical texts.

By the end of grade 8, read and comprehend science/technical texts in the grades 6—8 text complexity band independently and proficiently.

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6—8 texts and topics.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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.

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.

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

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

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

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.

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.

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.

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

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

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

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.

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

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating 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.

Establish and maintain a formal style.

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

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

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 when useful to aiding comprehension.

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

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

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

Establish and maintain a formal style.

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

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

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.

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

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.

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

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

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

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.

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.

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.

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.

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

Apply grade 8 Reading standards to literature (e.g., "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").

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").

Write arguments focused on discipline-specific content.

Write routinely over extended time frames (time for 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.

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

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

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

Establish and maintain a formal style.

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

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

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

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

Establish and maintain a formal style and objective tone.

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

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

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.

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

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.

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.

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

Demonstrate Standard English grammar and usage when communicating: Form and use the simple verb tenses (e.g., I walked, I walk, I will walk).

Demonstrate Standard English grammar and usage when communicating: Use appropriate verbs to match nouns.

Demonstrate understanding of conventions of Standard English: Use end punctuation and capitalization when writing a sentence or question.

Demonstrate understanding of conventions of Standard English: Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns.

Use language to achieve desired outcomes when communicating. A. Use to-be verbs (am are, is was, were, be, become, became) accurately when writing and communicating.

Demonstrate knowledge of word meanings: Use context to determine which word is missing from a content-area text.

Demonstrate knowledge of word meanings: Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking).

Demonstrate knowledge of word meanings: Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating.

Demonstrate understanding of word relationships and use: Demonstrate understanding of the use of multiple-meaning words.

Demonstrate understanding of word relationships and use: Use knowledge of common words to understand the meaning of compound and complex words in which they appear (e.g., birdhouse, household).

Demonstrate understanding of word relationships and use: Use descriptive words to add meaning when writing and communicating.

Use general academic and domain-specific words and phrases across contexts.

The student can identify/use the appropriate verb tense when communicating.

The student can identify a grammatically correct sentence that uses correct capitalization and ending punctuation.

The student can use language to communicate effectively with peers and adults (e.g., asking and answering questions, sharing information, clarifying statements, making requests, etc.).

The student can use context as a clue to guide selection of a word or words that best completes a sentence including (but not limited to) content-area words.

The student can identify the meaning of literal or non-literal/figurative words or phrases when presented in the context of narrative or informational text, including (but not limited to) multiple-meaning words.

The student can identify the action a person is taking when given a picture prompt.

The student can differentiate if a sentence is a statement or a question.

The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite, and making simple requests, etc.).

The student can use cues to recognize the meaning of familiar words when paired with pictures including (but not limited to) content-area words.

The student can identify the meaning of a word or phrase used in context given choices of words paired with pictures/objects.

The student can identify appropriate past tense verbs when communicating.

The student can identify a sentence that uses the correct capitalization or ending punctuation.

The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions, using appropriate body language).

The student can use context clues to determine the meaning of familiar words including (but not limited to) content-area words.

The student can identify the meaning of a word when presented in the context of a sentence.

Cite text to support inferences from informational text.

Demonstrate understanding while actively reading or listening to literary nonfiction.

Provide a summary of a familiar informational text.

Recount events in the order they were presented in the text.

Determine connotative meanings of words and phrases in a text.

Locate the topic sentence and supporting details in a paragraph.

Determine an author’s purpose or point of view and identify examples from text that describe or support it.

Determine whether a topic is best presented as audio, video, multimedia, or text.

Determine the argument made by an author in an informational text.

Identify where two different texts on the same topic differ in their interpretation of the details.

The student can answer questions about informational text using explicit details and/or identify specific details that support an inference.

The student can identify a sentence/statement that accurately summarizes a short informational text.

The student can correctly sequence three events from an informational text.

The student can identify the author’s purpose or point of view and/or select one example from the text that describes/supports it.

The student can use concrete details to answer simple who, what, where, or when questions about short informational text.

The student can identify the main idea of a short informational text.

The student can identify which of two events/actions came first in a short informational text.

The student can choose the author’s purpose or point of view when given choices.

The student can use concrete details to answer simple questions and make predictions about short informational text.

The student can identify the main idea of a short informational text.

The student can put two events from a short informational text in order.

The student can identify one example from a short informational text that supports the author’s purpose or point of view (when the purpose or point of view is provided).

Cite text to support inferences from stories and poems.

Demonstrate understanding of text while actively engaged in reading or listening to stories, dramas, and poetry.

Recount an event related to the theme or central idea, including details about character and setting.

Identify which incidents in a story or drama lead to subsequent action.

Determine connotative meanings of words and phrases in a text.

Compare and contrast the structure of two or more texts.

Determine the difference in the points of view of a character and the audience or reader in a text with suspense or humor.

Compare and contrast a text version of a story, drama, or poem with an audio, video, or live version of the same text.

Compare and contrast themes, patterns of events, or characters across two or more stories or dramas.

The student can answer questions about narrative text using explicit details, and/or identify specific details that support an inference.

The student can relate details about events, characters, and/or settings to the theme or main idea of a narrative text.

The student can identify how a particular event in a narrative text led to a later action or caused a subsequent happening to occur.

The student can use concrete details to answer simple who, what, where, or when questions about short narrative text.

The student can identify the theme or main idea of a short narrative text.

The student can identify an event that occurred or a character’s action in a short narrative text.

The student can use details from narrative text to answer simple questions and make predictions.

The student can identify the theme or main idea of a short narrative text.

The student can select the action/event in a narrative text that led to a later action (when the later action is given).

Engage in collaborative discussions.

Determine the purpose of information presented in graphic, oral, visual, or multimodal formats.

Determine the argument made by the speaker on a topic.

Present descriptions, facts, or details supporting specific points made on a topic.

Include multimedia and visual information into presentations.

Adapt communication to a variety of contexts and tasks.

The student can identify an argument made by a speaker and one point that supports it.

The student can select one or more details from information presented orally or through other media.

The student can identify one point that supports a speaker’s argument (when the argument is provided).

Write claims about topics or texts.

Write routinely for a variety of tasks, purposes, and audiences.

Write to share information supported by details:

Write to share information supported by details: Write one or more facts or details related to the topic.

Write about events or personal experiences: Write a narrative about a real or imagined experience introducing the experience, at least one character, and two or more events.

Write about events or personal experiences. C. Use temporal words (e.g., first, then, next) to signal order. E. Provide a closing.

Write about events or personal experiences: Use words that describe the feelings of characters or provide other sensory information about the setting, experiences, or events.

Produce writing that is appropriate for the task, purpose, or audience.

With guidance and support from adults and peers, plan before writing and revise own writing.

Use technology, including the Internet, to produce writing to interact and collaborate with others.

Conduct short research projects to answer and pose questions based on one source of information.

Select quotes providing relevant information about a topic from multiple print or digital sources.

Use information from literary and informational text to support writing.

The student can identify/list/organize facts or details to support a given topic.

The student can write/draw/dictate about a personal experience, including three details about such things as people/characters, settings, and/or events.

The student can identify/use words to describe the feelings of people/characters in a text or other sensory information about the setting.

The student can select a fact or detail related to a given topic.

The student can provide a detail about a personal experience or other given topic while preparing to write/communicate about it.

The student can identify a word that describes feelings of people/characters in a text or other sensory information about a setting or event in a text.

The student can select facts or details related to a given topic.

The student can write/dictate a sentence to express ideas about a personal experience or other given topic.

The student can identify words that describe the feelings of people/characters in a text or other sensory information about a setting or event in a text.

Vocabulary Acquisition and Use

Students can comprehend text in increasingly complex ways.

(Not applicable to literature)

Conventions of Standard English

Writing Standards

Speaking and Listening Standards

Research to Build and Present Knowledge

Integration of Knowledge and Ideas

Key Ideas and Details

Craft and Structure

Key Ideas and Details

Write complete thoughts as appropriate.

Remain on the topic of the discussion when asking or answering questions or making other contributions to a discussion.

Comprehension and Collaboration

Apply Essential Elements of Grade 8 Reading Standards to informational texts (e.g., “Use relevant and sufficient evidence for supporting the claims and argument.”).

Using Language

Craft and Structure

Range of Reading and Level of Text Complexity

Accessing Informational Text

Research to Build and Present Knowledge

Use domain-specific vocabulary related to the topic

Text Types and Purposes

Research and Inquiry

Range of Reading and Level of Text Complexity

Craft and Structure

College and Career Readiness Anchor Standards for Speaking and Listening

Production and Distribution of Writing

Integration of Knowledge and Ideas

Reading Standards for Informational Text

Reading Standards for Literature

Production and Distribution of Writing

Students can communicate for a range of purposes and audiences.

Write reasons to support a claim about a topic or text.

Key Ideas and Details

Come to discussions prepared to share information previously studied.

College and Career Readiness Anchor Standards for Writing

Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity

Craft and Structure

Text Types and Purposes

Comprehension and Collaboration

Integration of Knowledge and Ideas

Conventions of Standard English

Integration of Knowledge and Ideas

Students can investigate topics and present information.

Conventions of Standard English

Presentation of Knowledge and Ideas

Writing: Text Types and Purposes

Key Ideas and Details

Range of Reading and Level of Text Complexity

Range of Writing

Speaking and Listening

Knowledge of Language

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12

Introduce the claim and provide reasons or pieces of evidence to support it.

Acknowledge new information expressed by others in a discussion and relate it to own ideas.

Key Ideas and Details

Knowledge of Language

Vocabulary Acquisition and Use

College and Career Readiness Anchor Standards for Language

Vocabulary Acquisition and Usage

Production and Distribution of Writing

Language Standards

Presentation of Knowledge and Ideas

Students can produce writing for a range of purposes and audiences.

Follow simple rules and carry out assigned roles during discussions.

Range of Writing

Introduce a topic clearly and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.

Apply Essential Elements of Grade 8 Reading Standards to literature (e.g., “Compare and contrast themes, patterns of events, or characters across two or more stories or dramas.”).

Integration of Knowledge and Ideas

Provide a closing.

Reading Standards for Literacy in Science and Technical Subjects 6—12

Reading Standards for Literacy in History/Social Studies 6—12

Text Types and Purposes

Research to Build and Present Knowledge

Accessing Narrative Text

Range of Writing

College and Career Readiness Anchor Standards for Reading

Craft and Structure

Demonstrate understanding through non-verbal gestures or with single words or learned phrases

Follow simple two-step oral directions to complete a task in English

Interpret gestures and visual cues used in instruction

Perform basic classroom tasks when prompted

Follow simple three or four-step oral directions to complete a classroom task

Restate and execute multi-step oral directions

Respond appropriately and courteously to directions and questions

Perform most uncomplicated classroom tasks when prompted

Clarify classroom assignments with teacher and/or peers

Understand highly contextualized simple speech with frequent repetition and rephrasing

Understand basic language such as, greetings, leave-taking, questions, and directions

Understand simple speech produced by peers and adults on familiar topics with repetition and rephrasing

Understand age-appropriate social discourse with occasional repetition and rephrasing

Understand ageappropriate social discourse

Respond to messages by asking questions, challenging statements or offering examples that affirm the message

Demonstrate understanding of figurative language and idiomatic expressions by responding to and using such expressions appropriately

Use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes

Listen attentively to stories and information read aloud

Demonstrate comprehension of oral presentations and instructions through nonverbal responses

Listen and respond to stories and other texts read aloud, including classic and contemporary works

Orally identify main points of simple conversations and stories read aloud

Understand the major ideas and supporting evidence in spoken messages

Identify some supporting details from a variety of media messages

Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses

Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content

Identify main ideas and fact versus fiction in broadcast media

Listen attentively to stories or content information and identify key details and concepts using both verbal and written responses

Critique accuracy and intent of media presentation

Listen attentively to more complex stories/information on new topics across content areas in order to identify the main points and supporting details

Listen and respond appropriately to presentations and performances of peer or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts

Understand limited key content area vocabulary supported by visual representations and realia (real-life objects)

Understand key content area vocabulary supported by visuals and written text provided during classroom instruction

Understand vocabulary and discourse features of content areas

Use knowledge of language and develop content area vocabulary to support comprehension of the speaker's message

Take accurate notes based on classroom instruction; clarify questions regarding information with peers or teacher; and/or clarify from text or other references

Demonstrate understanding of speaker's feelings and attitudes toward a topic

Use age-appropriate social conventions that characterize the new culture while listening, such as eye contact, physical proximity, and turn-taking

Interpret speaker's messages, purposes, and perspectives

Listen critically to interpret and evaluate

Evaluate a spoken message in terms of its content, credibility and delivery

Identify the main ideas, points of view, and fact/fiction in broadcast and print media

Identify strategies presented by the media to present information for various purposes, such as perform, entertain or persuade

Respond to the implications of tones of voice

Infer speaker's implied meaning

Infer speaker's messages, purposes, and perspectives

Demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and perspectives

Differentiate fact and opinion on topics or issues presented by broadcast media

Build vocabulary to develop concepts

Make inferences, predictions, and conclusions from reading

Identify meaning of vocabulary in the content areas

Use multiple sources to extend writing

Use the writing process to produce writing

Use strategies to extend communicative competence

Read for research purposes

Understand and use grammatical structures of English to improve reading comprehension

Use spoken language for daily activities within and beyond the school setting

Apply reading skills in social and academic contexts

Identify author's voice, attitude and point of view

Use various types of writing for specific purposes

Use conventions and formats of written English

Demonstrate phonological awareness and the relationship of listening/speaking to decoding

Make inferences and predictions

Use grammatical conventions of English

Use spoken English and nonverbal communication in socially and culturally appropriate ways

Understand spoken English to participate in social contexts

Construct sentences and develop paragraphs to organize writing supporting a central idea

Write using appropriate vocabulary choice and variation

Recognize concepts of print literacy

Read and demonstrate comprehension of main idea and supporting details

Analyze style and form of various genre

Writing

Demonstrate comprehensible pronunciation and intonation for clarity in oral communication

Present information, concepts, and ideas to an audience of listeners on a variety of topics

Identify main ideas and supporting details from spoken English

Listening

Identify speaker attitude and point of view

Follow simple and complex directions

Reading and Comprehending

Use tone and voice to engage specific audiences

Engage in conversations for personal expression and enjoyment

Provide and obtain information; express and exchange opinions

Use English to interact in the classroom

Speaking

Demonstrate initial print awareness that print carries message

Know the order of the alphabet; name and identify each letter of the alphabet

Know the difference between capital and lower case letters

Distinguish letters from words

Demonstrate directionality by tracking print from left to right, and using return sweep

Recognize that sentences in print are made up of separate words

Recognize that words have correct spelling

Identify the front cover, back cover, and title page of a book

Understand that printed materials provide information

Use knowledge of simple spelling patterns when reading

Recognize capitalization and punctuation to convey meaning

Understand that authors write for different purposes such as persuading, informing, entertaining and instructing

Distinguish personal opinions and points of view from that of the author and support with examples

Describe how the author's perspective or point of view affects the text

Analyze text for the voice of the author

Recognize how style, tone and mood contribute to the effect of the text

Demonstrate that print represents spoken language

Understand that as letters change, so do sounds

Use knowledge of consonants and vowels sounds to match sounds to letters

Use knowledge of consonants, consonant blends, and vowel sounds in decoding words

Read common word families and rhyming words

Use decoding skills to read known and unfamiliar words

Match oral words to printed words

Recognize high frequency words

Develop basic sight words

Use context clues as a strategy to figure out meaning of unfamiliar words and phrases

Use meaning clues and language structure to expand vocabulary (pictures, background knowledge, context clues)

Apply knowledge of letter-sound correspondences, language structure, and context to recognize words

Identify simple words with multiple meanings

Identify simple literary terms (title, author, illustrator)

Recognize common cognates

Demonstrate knowledge of prefixes and suffixes, root, antonyms, homonyms, synonyms and abbreviations to determine meaning

Recognize words that have multiple meanings in literature and texts in content areas

Recognize simple idioms and figures of speech

Identify simple literary terms across a variety of genre (title, author, illustrator)

Use knowledge of cognates and false cognates when reading

Recognize simple analogies and metaphors in literature and texts in content areas

Identify nouns and verbs (subjects and predicates)

Recognize basic English syntax (sentence structure) and grammar to derive meaning

Use knowledge of complex syntax (sentence structure) and grammatical features to derive meaning from narrative text

Apply knowledge of complex syntax (sentence structure) and advanced grammatical features to derive meaning from content area texts

Name characters and identify setting of story

Recognize the beginning, middle and end of narratives

Answer factual, simple questions about content of text

Participate in discussions describing characters, setting, events and plot

Identify the topic or main idea of text

Restate facts and details of text

Distinguish between fact and opinion in informational text

Summarize informational or narrative selections

Compare and contrast characters; describe setting and events in text

Demonstrate knowledge of story structure and sequence

Describe the development of plot and identify how conflicts are addressed and resolved

Recognize the theme (general observation about life and human nature) within a text

Identify main ideas and supporting details from grade appropriate texts

Identify common signs and logos

Use prior background knowledge to approach text

Use print from the environment to derive and reinforce meaning

Read and follow simple written directions

Use simple reference materials (such as picture dictionaries) to acquire concepts

Locate pictures, maps, keys, charts, tables, graphs, diagrams, chapter headings, and table of contents

Read and follow sequential or multiple step written directions to complete tasks and assignments

Use simple reference materials to acquire concepts (dictionary, thesaurus, technologies, vocabulary categories, and alphabetical order)

Use text features such as illustrations, diagrams, charts, glossaries, and indexes to draw information from text

Use strategies to read text (preview, predict, question while reading, reread, and self-correct)

Apply information using table of contents, index, and chapter headings, diagrams, keys, charts, tables, pictures, maps, graphs and glossary

Make connections between prior knowledge, personal experiences and what is read

Develop questions about a topic

Collect and organize information using a resource other than the textbook for presentations and/or projects

Collect and organize information from multiple resources for presentations and/or projects

Evaluate and synthesize information from multiple sources for use in presentations and/or projects

Use pictures/graphics to make predictions about text, and discuss conclusions

Use pictures to make predictions about stories and informational text

Make and confirm predictions about the subject/story from text clues

Draw conclusions from information provided in the text

Draw inferences about stories read aloud and use simple phrases to communicate the inferences

Read text and use detailed sentences to identify orally the main ideas and use them to make predictions supported by details

Read text and use detailed sentences to identify orally the main ideas and use them to make predictions with supporting details about informational text, literary text, and text in content areas

Identify elements of a story, including character, setting, and sequence of events

Recognize format differences between poetry and prose

Recognize differences between expository and narrative text

Use graphic displays (photos, art, pictures, icons, symbols) and textual aides (sub-heading, graphs, charts) to understand stories and informational text

Demonstrate knowledge of story structure and sequence

Differentiate between fiction and non-fiction

Understand literary forms by recognizing and distinguishing among stories, poems, and information books

Distinguish between reality and fantasy in literature

Understand literary forms by recognizing and distinguishing among stories, poems, myths, fables, tall tales, plays, biographies, autobiographies, and historical fiction

Use text structure or sequence of ideas such as cause/effect or chronology to recall information

Distinguish between explicit examples of fact, opinion, and cause/effect in text

Determine whether the evidence in a text supports a conclusion

Identify information from graphic displays and textual aides

Understand literary forms by recognizing and distinguishing among short essays, novels, journals, informational text

Discuss significant structural patterns in text such as, compare/contrast, sequence or chronological order, and cause/effect

Analyze a variety of rhetorical styles found in consumer and informational materials

Analyze characteristics of text including its structure, word choices and intended audiences

Judge the internal consistency or logic of stories and texts, such as Would this character do this? Does this action make sense here?

Describe how graphic displays and textual aids convey meaning

Analyze the features and rhetorical devices of public documents and primary source material

Distinguish elements of literary technique (foreshadowing, flashbacks, figurative language, dialogue, metaphor, simile)

Identify literacy devices narrative voice, symbolism, dialect, and irony

Analyze text for the purpose, ideas and style of the author

Read and analyze how clarity is affected by patterns of organization, repetition of key ideas, syntax, and word choice

Critique the effectiveness of graphic displays and textual aids

Use learned phrases to respond to questions and directions

Make requests and obtain information from the community

Participate in conversations on social topics by asking and requesting information

Acquire goods, services, or information by spoken request

Draw conclusions from interactions with individuals from other cultures

Communicate basic wants and needs in English

Use common social greetings and simple repetitive phrases

Participate in social conversations with peers and adults on familiar topics by asking and answering questions and requesting information

Participate in social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and requesting information

Demonstrate understanding of idiomatic expressions by responding to and using them appropriately

Negotiate and initiate social conversations by questioning, restating, requesting information and paraphrasing the communication of others

Talk about experiences using expanded vocabulary, descriptive words and paraphrasing

Maintain eye contact when communicating in person

Recognize some gestures, facial expressions and body language

Understand and interpret the significance of gestures, facial expressions, and body language

Produce appropriate gestures, facial expressions and body language

Use idiomatic expressions appropriately

Vary speech according to purpose, audience and subject matter

Recite rhymes, songs and simple stories

Respond orally to factual questions

Ask and respond to questions using phrases or simple sentences

Participate in classroom discussions

Restate in basic terms the main idea of oral presentations using subject area content

Ask and answer instructional questions using simple sentences

Give directions or instructions to classmates

Participate in guided discussions

Give simple oral reports

Participate actively in cooperative group activities and projects

Participate actively in content area discussions with peers and teachers

Exchange, support, and discuss opinions and individual perspectives with peers on a variety of topics dealing with content area information or issues

Answer instructional questions by using simple sentences

Answer instructional questions with supporting details

Respond to messages by asking questions, challenging statements, or offering examples that affirm the message

Talk about experiences using expanded vocabulary, descriptive words and paraphrasing

Negotiate and initiate conversations by questioning, restating, requesting information, and paraphrasing the communication of others

Use clearly spoken single words and learned phrases to be understood by a native speaker

Speak understandably with awareness of English intonation and phonological patterns

Speak clearly and comprehensibly by using standard English grammatical forms, pronunciation, phrasing and intonation

Demonstrate control of the English phonological system and patterns of intonation when conversing with a native speaker in spontaneous situations

Describe a concrete object or concept with prepared text

Prepare and deliver short oral presentations

Retell stories and participate in short conversations

Prepare and deliver short presentations on ideas, images and topics obtained from various common sources

Prepare and ask basic interview questions and respond to them

Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transitions, and appropriate conclusions

Use gestures for clarification and to support communication

Ask for clarification and repetition

Identify orally the main points of simple conversations and stories that are read aloud

Make requests relevant to the teaching learning process (homework instructions)

Formulate and pose questions during classroom discussions

Respond to messages by asking questions or by challenging statements

Summarize orally with accurate representation of the content of the conversation

Write the English alphabet legibly in manuscript (printing) using upper and lower case

Write messages from left to right and top to bottom of the page

Use word and letter spacing to make messages readable

Write personal information (name, address, phone number)

Write labels, notes and captions for illustrations, charts, and objects

Write words and short sentences from dictation with developmental spelling

Copy from a model text with attention to using lines, margins, and spacing

Write several sentences on a topic related to a visual prompt

Write the English alphabet legibly in cursive using upper and lower case

Write sentences from dictation with more conventional spelling of familiar words

Write simple sentences using key words available in the classroom environment

Organize and record expository information on pictures, lists, charts and tables from information presented in the classroom

Write several sentences on a topic in paragraph format using indentation

Write with consistent use of spelling patterns and rules

Organize, record and summarize expository information for posters and presentations for literature and content areas subjects

Write three paragraphs including a beginning, middle and end on a prompt/theme

Use resources to edit text for consistently correct spelling

Write an essay or narrative demonstrating control of paragraph formation

Use capitalization and punctuation to begin and end sentences

Use nouns (singulars and plurals), verbs (singular and plural), pronouns, adjectives, adverbs in writing

Use basic grammatical constructions in simple sentences

Capitalize and punctuate correctly to clarify and enhance meaning (such as capitalizing titles, using possessives, commas in a series, apostrophes and contractions, and abbreviations)

Identify and correctly use subject verb agreement and past, present, and future tenses in writing simple sentences

Demonstrate knowledge of negatives and contractions

Demonstrate knowledge of verbs, tenses and modals (auxiliaries), WH-words and pronouns and antecedents

Demonstrate knowledge of parts of speech

Use punctuation and capitalization to enhance meaning and express complex thoughts (such as direct quotes and compound sentences)

Use a variety of parts of speech to clarify writing

Use prepositional phrases to elaborate written ideas

Demonstrate knowledge of nominative, objective, and possessive case

Use verb tenses appropriately in present, past, future, perfect and progressive

Use punctuation and capitalization to enhance meaning and express complex thoughts to produce complex sentences without sentence fragments or run-on sentences

Demonstrate control over grammatical elements, subject-verb agreement, pronoun-antecedent agreement, verbs forms, transitions and parallel construction

Use clauses, phrases and mechanics with consistent variation in grammatical forms

Use descriptive vocabulary to clarify details

Use thematic and content-specific vocabulary introduced in the classroom for writing across the curriculum

Select words from an expanded personal vocabulary to accurately communicate ideas clearly and concisely across the curriculum

Use vocabulary to convey intended meaning while recognizing the meanings and cultural uses of the other registers in English which are often expressed through colloquialisms, idioms, and other language forms

Compose simple declarative, interrogative, imperative, and exclamatory sentences appropriate for language arts and other content areas based on a classroom model

Compose multiple sentences around a topic

Support a central idea with relevant details and examples

Write a brief expository composition that includes a thesis and some supporting details

Use resources to extend vocabulary choices in writing (bilingual dictionary, thesaurus, English dictionary)

Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms, including a variety of sentence types

Use varied sentence structure to express meaning and achieve desired effect

Produce cohesive and coherent written text by organizing ideas, using effective transitions, and choosing precise wording

Organize ideas in writing to ensure coherence, logical progression, and support for ideas

Use effective sequences and transitions to achieve coherence and meaning

Produce a multiple paragraph essay that elaborates a thesis

Structure ideas and arguments within a defined context including supporting and relevant examples

Prewriting: Generate ideas for writing by using prewriting techniques such as drawing and teacher assisted listing of key thoughts

Drafting: Develop drafts by categorizing ideas and organizing them into sentences with teacher assistance

Editing: Edit writing for punctuation, capitalization and spelling with teacher assistance; create legible final copy

Prewriting: Use graphic organizers as a prewriting activity to demonstrate prior knowledge, add information and prepare to write

Drafting: Use simple sentences to follow an outline or graphic organizer to create a draft of a paragraph

Revising: Revise draft by elaborating text with expanded use of adjectives, adverbs and a variety of sentence structures

Revising: Revise writing for expanded word choice and organization with variation in grammatical forms

Editing: Edit draft for basic grammatical constructions; expand use of adjectives and adverbs; check for singular and plural agreement

Prewriting: Plan ideas through independent organizing activities such as listing, webbing, clustering, sequencing, and classifying in English

Drafting: Develop a draft by organizing ideas into sentences and paragraphs following an organizational plan

Revising: Revise writing by adding, elaborating, combining, deleting, and rearranging text

Editing: Edit writing to ensure use of grammar conventions

Prewriting: Use planning strategies to organize information, generate ideas, and develop voice

Drafting: Develop a draft independently by organizing and reorganizing content and by refining style to suit occasion, audience and purpose

Revising: Revise writing for appropriate word choice, consistent point of view, introductions, transitions, and conclusions

Editing: Edit writing for developmentally appropriate syntax, spelling, grammar, usage, and punctuation

Write basic information on classroom assignments, such as, name, date, class subject, teacher

Write to communicate basic personal information such as filling out forms, autobiographical sketches, home-culture descriptions

List, label, or summarize content area information

Write a few words or phrases about an event or character from a story read by the teacher

Write a short narrative story that includes elements of setting and character

Write in different forms for different purposes including lists to inform, letters to invite or thank, and stories to entertain

Write brief responses to selected literature with factual understanding of the text using simple sentences

Write a brief narrative include elements of setting, character, and events

Narrate a sequence of events with some detail

Write friendly letters, formal letters, thank you letters, and invitations that address audience concerns, stated purpose and context using conventional letter formats

Write across the curriculum with teacher assistance stories and other compositions such as personal narratives, journal entries, friendly poems in English

Write simple compositions such as descriptions, compare/contrast that have a main idea and some supporting details

Write technical materials such as instructions for performing tasks or playing a game that include specific details

Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions

Use the writing process to write brief narratives using standard grammatical forms

Write simple compositions that address a single topic that include supporting sentences with concrete sensory details of people, places, things or experiences

Write in various forms with particular emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and resume

Write a brief expository composition that includes a thesis and some points of support; provide information from primary sources; organize and record information on charts and graphs

Write short expository text that proposes a solution to a problem or speculates on causes and effects

Write responses to selected literature that develop interpretations, exhibit careful reading, and cite specific parts of the text

Write stories or other compositions such as personal narrative, stories, and poetry, that employ a logical sequence of events, provide insight into why the incident is notable, and include details to develop the plot in English

Write expository compositions and reports that convey information from primary and secondary sources and use some technical terms

Write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address a counter argument

Write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on organizing logical arguments based on clearly related definitions, theses and evidence

Write in a variety of forms with an emphasis on persuasive forms (such as logical argument and expression of opinion) personal forms (such as response to literature, reflective essay, and autobiographical narrative) and literary forms such as, poems, plays and stories

Record or dictate knowledge of a topic in a variety of ways, such as by drawing pictures, making lists, or using graphic organizers to show connections among ideas

Identify questions for investigating a given topic

Use print or technology resources to write a simple informative paper

Use accepted format (including quotation and reference notes) to credit sources of information

Develop questions to guide research

Collect information, take notes, and synthesize information on a given topic from a variety of sources

Formulate questions, refine topics, and clarify ideas

Compile written ideas and representations into reports, summaries or other formats and draw conclusions

Identify an audience for writing in English

Produce writing for given audiences and purposes in English

Write in a voice and style appropriate to audience and purpose

Exhibit an identifiable tone and voice in personal narratives and stories