Grade 8 ELA Michigan standards Standards

Research and Inquiry

Demonstrate Standard English grammar and usage when communicating:

Using Language

Speaking and Listening

Demonstrate understanding of conventions of Standard English:

Conventions of Standard English

Write about events or personal experiences:

Writing: Text Types and Purposes

Demonstrate understanding of word relationships and use:

Demonstrate knowledge of word meanings:

Vocabulary Acquisition and Usage

Accessing Informational Text

Accessing Narrative Text

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.”).

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

College and Career Readiness Anchor Standards for Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

College and Career Readiness Anchor Standards for Speaking and Listening

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

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

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

College and Career Readiness Anchor Standards for Writing

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

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

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

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

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

(Not applicable to literature)

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

College and Career Readiness Anchor Standards for Reading

Research and Inquiry

Students can investigate topics and present information.

Using Language

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

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

Follow simple rules and carry out assigned roles during discussions.

Come to discussions prepared to share information previously studied.

Speaking and Listening

Students can communicate for a range of purposes and audiences.

Conventions of Standard English

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

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.”).

Provide a closing.

Use domain-specific vocabulary related to the topic

Write complete thoughts as appropriate.

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

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

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

Writing: Text Types and Purposes

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

Vocabulary Acquisition and Usage

Accessing Informational Text

Accessing Narrative Text

Students can comprehend text in increasingly complex ways.

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.