Grade 8 ELA Arizona Standards

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 verbals, 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.

Use correct spelling.

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

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.

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.

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 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, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.

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, perspective and 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, proficiently and independently read and comprehend literature, including stories, dramas and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.

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.

(Not applicable to literature)

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.

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 based on 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.

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), counter-claims, reasons, and evidence.

Establish and maintain a formal style.

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

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write 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 well-chosen, relevant 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.

Apply grade 8 Reading standards to literary nonfiction.

Range of Reading and Level of Text Complexity

Vocabulary Acquisition and Use

Conventions of Standard English

Text Types and Purposes

Text Key Ideas and Details

Presentation of Knowledge and Ideas

Integration of Knowledge and Ideas

Key Ideas and Details

Comprehension and Collaboration

Craft and Structure

Writing Standards

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Language Standards

Research to Build and Present Knowledge

Knowledge of Language

Speaking and Listening Standards

Reading Standards for Informational

Production and Distribution of Writing

Range of Writing

Reading Standards for Literature

Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

determine the central idea or theme and explain how they are supported by using some text evidence.

recount specific details and information in a variety of texts.

identify and describe similarities and differences between multiple texts.

determine which text structures and text types impact the central idea or theme.

analyze the central ideas and themes and justify how they are supported by using text evidence.

summarize a text including specific details and information.

compare and contrast details from multiple texts.

explain how structure, text type, and other elements impacts the central idea or theme.

: identify the main topic and a few key details.

retell a familiar text including specific details and information.

identify similarities and differences within a text.

identify text structures and text types.

using an increasing range of singular and plural nouns.

using a wider range of prepositional phrases (e.g. after lunch) to provide detail (e.g., time, manner, place, cause) about a familiar or new activity or process .

using a wider range of frequently occurring conjunctions (e.g., and, but, because).

using a wider range of frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence.).

using a wider range of frequently occurring modals (e.g., shall, should, will, would).

increasingly using appropriate word order (subject-verb-object) in declarative, imperative, and interrogative sentences.

using an increasing range of common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

using possessive with some familiar nouns (e.g., That is Mary’s backpack.).

using personal subject and object pronouns.

using verbs distinguishing present progressive and simple present.

using an increasing range of verbs in the simple present and simple past, including familiar irregular past forms (e.g. , ate, ran, sang).

using an increasing range of verbs in the future with “going to” and “will”.

Applying subject - verb agreement using and increasing range of nouns and verbs.

using an increasing number of frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

using gradeappropriate singular and plural nouns.

using a variety of prepositional phrases (e.g. toward the playground) to provide detail (e.g., time, manner, place, cause) .

using frequently occurring conjunctions (e.g., and, but, or, so, because).

using frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence.).

using irregularly occurring modals (e.g., ought, had, better).

using appropriate word order (subject-verbobject) in declarative, imperative, and interrogative sentences.

using gradeappropriate common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

using possessives with grade-appropriate nouns (e.g., That is Mary’s backpack.).

using personal (subject and object), possessive, and indefinite pronouns.

using verbs in the past progressive.

using grade - appropriate verbs in the simple present and simple past, including irregular past forms (e.g. , drank, sat, wrote).

using grade - appropriate verbs in the future with “going to” and “will”.

Applying subject - verb agreement using grade -appropriate nouns and verbs.

using a variety of frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

using some familiar singular and plural nouns.

beginning to use some frequently occurring prepositional phrases (e.g., on the table) to provide detail (e.g., time, manner, place, cause) about a familiar activity or process .

using some simple, frequently occurring conjunctions (e.g., and, but).

using some simple, frequently occurring imperative sentences (e.g., Come in., Sit down.).

using some simple, frequently occurring modals (e.g., can, could, may, might).

beginning to use appropriate word order (subject-verb-object) in basic declarative and imperative sentences.

using some familiar common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

recognizing possessive nouns (e.g., That is Mary’s backpack.).

recognizing possessive nouns (e.g., That is Mary’s backpack.).

recognizing possessive nouns (e.g., That is Mary’s backpack.).

using some familiar verbs in the simple present and simple past, including irregular past forms for frequently used verbs (e.g. , had, was, went).

using some familiar verbs in the future with “going to”.

Applying subject -verb agreement using familiar nouns and verbs.

recognizing and use some frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

Deetermine the meaning of words and phrases in oral presentations and literary and informational text.

determine the meaning of frequently occurring academic and content specific words and phrases.

determine the meanings of some idiomatic expressions and figurative language (e.g., similes and proverbs) in familiar texts about a variety of topics, experiences, or events.

apply context clues, information from visual aids, reference materials, and a developing knowledge of grade-appropriate English morphology to determine meaning of unknown words.

determine the meaning of less frequently occurring words and phrases and content specific words.

determine the meaning of idiomatic expressions and figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events.

apply context clues, information from visual aids, reference materials, and knowledge of grade-appropriate English morphology to determine meaning of unknown words.

recognize the meaning of frequently occurring words, phrases, and expressions.

recognize the meanings of common idiomatic expressions.

apply information from visual aids, reference materials, and a developing knowledge of grade-appropriate English morphology to determine meaning of unknown words.

Speak and write about grade appropriate complex literary and informational texts and topics.

deliver short oral presentations that include some details to develop a topic.

compose written narratives, using appropriate conventions, that include details and examples to develop a topic.

compose informational texts that include details to develop a topic while using appropriate conventions.

produce sentences to clarify relationships among ideas and concepts using appropriate transitions.

use examples of precise language and domain-specific vocabulary within informative texts.

deliver oral presentations that include details and examples to develop a topic.

compose written narratives, using appropriate conventions, that include details, examples, narrative techniques, and precise language to develop a topic.

compose informational texts that include details and examples to develop a topic while using appropriate conventions.

produce sentences to clarify relationships among ideas and concepts using appropriate transitions.

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

deliver short oral presentations that include a few details.

compose written narratives, using appropriate conventions, about familiar topics and experiences that include details.

compose informational texts that include details while using appropriate conventions.

produce phrases that identify relationships among ideas and concepts using transition words (e.g. another, for example, also, because).

Construct grade appropriate oral and written claims and support them with reasoning and evidence.

construct a claim about a topic or text.

supply a reason that supports the opinion and is based on some textual evidence.

use grade-appropriate words and phrases.

provide a concluding statement to an argument.

construct a claim about a topic or text.

supply a reason that supports the opinion and is based on more detailed textual evidence and relevant background knowledge.

use grade-appropriate general academic and domain-specific words and phrases.

provide a conclusion that summarizes the argument presented.

express an opinion on a topic.

supply a reason that supports the opinion.

use grade-appropriate words.

provide a sense of closure to an argument.

demonstrate awareness of the need to adapt language choices according to purpose, task, and audience.

use general academic and content-specific words and phrases to express ideas.

adapt language choices and style (includes register) according to purpose, task, and audience.

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

demonstrate a developing awareness of the need to adapt language choices to different social and academic contexts.

use frequently occurring general academic and content-specific words and phrases to express ideas.

Participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

participate in discussions about familiar topics and texts.

participate in written exchanges about familiar topics and texts.

follow the rules for discussion.

ask questions to gain information or clarify understanding.

contribute relevant information and evidence to collaborative oral and written discussions.

refer to previously read or researched information during collaborative oral and written discussions.

participate in extended conversations and discussions about a variety of topics and texts.

participate in extended written exchanges about a variety of topics and texts.

express own ideas using the rules for discussion.

pose and respond to questions about a variety of topics and texts.

paraphrase key ideas expressed in collaborative oral and written discussions.

refer to previously read or researched information during collaborative oral and written discussions.

participate in conversations and discussions about familiar topics.

participate in written exchanges about familiar topics.

follow the basic rules for discussion.

respond to simple yes-no and wh- questions.

respond to simple yes-no and wh- questions.

refer to previously read information on familiar topic during collaborative oral and written discussions.

Conduct research and evaluate and communicate findings to answer questions or solve problems.

gather information from multiple provided resources to answer a question.

paraphrase observations/ information notes with labeled illustrations, diagrams, or other graphics, as appropriate.

cite sources used in research.

restate the main idea using evidence from text or presentations.

gather information from print and digital provided resources to answer a question.

summarize key ideas and information in detailed and orderly notes, with charts, diagrams, or other graphics, as appropriate.

identify credible sources used in research and use a standard format for citations.

make inferences and draw conclusions using evidence from text or presentations.

gather information from provided resources to answer a question.

record some information/ observations in simple notes.

identify sources used in research.

tell how one or two reasons support the claim an author or a speaker makes.

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

use academic words and phrases to make a claim.

explain how an author or speaker uses reasons and evidence to support or fail to support a claim.

determine and evaluate whether the evidence is sufficient to support the claims.

use academic and domain-specific words and phrases to make a claim.

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

identify claims supported by reasons and evidence and those that are not.

use words and phrases to express ideas and opinions.

introduce and present facts about an informational topic and provide a conclusion when writing and speaking.

introduce and develop a sequence of events, using an increasing range of temporal and other linking words to connect, compare, and contrast ideas, and information (e.g., before, because, also) when writing and speaking.

introduce and develop an informational topic with facts and details and provide a concluding statement or section when writing and speaking.

introduce and develop a more detailed sequence of events, with a beginning, middle, and end using a variety of temporal and linking words and phrases to connect, compare, and contrast ideas, information, or events when writing and speaking.

communicate simple information about a topic when writing and speaking.

present a sequence of events in order using frequently occurring linking words (e.g., and, then) when writing and speaking.

Listening, Speaking, Reading, and Writing

Pre-Emergent/Emergent

Pre-Emergent/Emergent

Language

Intermediate

Speaking and Writing

Intermediate

Basic

Adapt language choices to purpose, task, and audience when speaking and writing.

Make accurate use of standard English to communicate in grade appropriate speech and writing.

Basic

analyze and critique the arguments of others orally and in writing.

Pre-Emergent/Emergent

Intermediate

Basic

Pre-Emergent/Emergent

Basic

Basic

Pre-Emergent/Emergent

Listening and Reading

Create clear and coherent grade-appropriate speech and text.

Intermediate

Basic

Intermediate

Intermediate

Pre-Emergent/Emergent

Intermediate

Basic

Intermediate

Intermediate

Basic

Pre-Emergent/Emergent

Pre-Emergent/Emergent

Basic

Pre-Emergent/Emergent

Intermediate

Pre-Emergent/Emergent

Basic