Grade 8

Reading Standards for Literature 

Reading Standards for Informational Text

Writing Standards 

Speaking and Listening Standards

Language Standards

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Key Ideas and Details 

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Text Types and Purposes

Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition and Use

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

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.

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.

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

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.  

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.

Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. 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. b. Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. 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. a. 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. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. 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. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. 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. (Gradespecific expectations for writing types are defined in standards 1–3 above.)

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

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. a. Apply grade 8 Reading standards to literature. b. Apply grade 8 Reading standards to informational text and nonfiction.

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.

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. a. 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. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. d. 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 wellchosen 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. (See grade 8 Language standards 1 and 3 for specific expectations.)

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verbals, voice, and mood.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Use correct spelling.

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. 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. a. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede). b. 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. c. 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. d. Verify the preliminary determination of the meaning of a word or phrase.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. 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.

Refer to details and examples in a text when explaining what the text says explicitly

Use two or more pieces of evidence to support inferences, conclusions, or summaries or text.

Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text.

Determine the theme or central idea of a text.

Analyze the development of the theme or central idea over the course of the text including its relationship to the characters, setting and plot.

Provide/create an objective summary of a 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.

Identify the use of literary techniques within a text.

Explain how the use of literary techniques within a text advances the plot or reveal aspects of a character.

Identify and interpret an analogy within a text.

Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.

Compare and contrast the structure of two or more texts.

Explain how language use contributes to the meaning of a poem or drama.

Analyze how differences in points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) creates such effects as suspense or humor.

Compare and contrast content presented in text, media, and live performance.

N/A

Compare modern works of literature to the texts from which they draw ideas.

Read or be read to a variety of texts or adapted texts including historical novels, periodicals, dramas or plays, poetry (including soliloquies and sonnets), fiction and nonfiction novels.

Use a variety of strategies to derive meaning from a variety of texts.

Use two or more pieces of evidence to support inferences, conclusions, or summaries of text.

Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text. 

Determine two or more central ideas in a text.

Analyze the development of the central ideas over the course of the text.

Provide/create an objective summary of a text.

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

Identify and interpret an analogy within a text.

Analyze how the use of figurative, connotative or technical terms affects the meaning or tone of text.

Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.

Determine the structure of a text.

Determine how the information in each section contribute to the whole or to the development of ideas.

Use signal words as a means of locating information.

Outline the structure (i.e., sentence that identifies key concept(s), supporting details) within a paragraph.

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.

No CCCs developed for this standard.

Identify an argument or claim that the author makes.

Evaluate the claim or argument to determine if it is supported by evidence. 

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.

Read or be read to a variety of texts including historical novels, periodicals, dramas or plays, poetry (including soliloquies and sonnets), fiction and nonfiction novels.

Use a variety of strategies (e.g., use context, affixes and roots, use reference materials to derive meaning from a variety of print/non-print texts.

Write an introduction that introduces the writer's claims and distinguishes it from alternate or opposing claims.

Create an organizational structure in which ideas are logically grouped to support the writer's claim.

Write arguments to support claims with logical reasoning and relevant evidence from credible sources.

Use words, phrases and clauses to link opinions and reasons and clarify relationship of ideas.

Maintain a consistent style and voice throughout writing.

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

Create an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples), to support paragraph focus.

Write an introduction that clearly previews information to follow and summarizes stated focus.

Develop the topic (e.g., add additional information related to the topic) with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use transitional words, phrases, and clauses that connect ideas and create cohesion within writing. 

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

Maintain a consistent style and voice throughout writing.

Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence.

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

Report on a topic with a logical sequence of ideas, appropriate facts, and relevant, descriptive details which support the main ideas.

Orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

Organize ideas and event so that they unfold naturally.

When appropriate use narrative techniques, such as dialogue, pacing, and description, 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 the narrated experiences or events.

Use literacy devices (e.g., similes, metaphors, hyperbole, personification, imagery) in narrative writing.

Produce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), and audience (e.g., reader).

Produce a clear, coherent, permanent product) that is appropriate to the specific task, purpose (e.g. to entertain), and audience.

 Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to persuade), and audience.

With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, provide a meaningful conclusion).

With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).

With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).

With guidance and support from peers and adults, strengthen writing by revising and editing.

With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).

With guidance and support from peers and adults, strengthen writing by revising and editing. 

Use technology to produce and publish writing (e.g., use word processing to generate and collaborate on writing).

Follow steps to complete a short research project (e.g., determining topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).

Gather information (e.g., highlight, quote or paraphrase from source) relevant to the topic from print and/or digital sources. 

Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism. 

Use a standard format to produce citations.

Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.

Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.

Use a standard format to write citations.

Provide evidence from grade appropriate literary or informational texts to support analysis, reflection, and research.

No CCCs developed for this standard.

Use information and feedback to refine understanding.

Use information and feedback to clarify meaning for readers.

Discuss how own view or opinion changes using new information provided by others.

Analyze the purpose of information presented in diverse media (e.g., visually, personal communication, periodicals, social media).

Identify the motives behind information presented in diverse media and formats (e.g., visually, personal communication, periodicals, social media).

Evaluate the motives and purpose behind information presented in diverse media and format for persuasive reasons.

Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument.

 Identify when irrelevant evidence is introduced within an argument.

Evaluate the soundness or accuracy (e.g., multiple sources to validate information) of reasons presented to support a claim.

Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence. 

Report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details which support the main ideas.

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

No CCCs developed for this standard.

Use active and passive verbs in writing.

Use verbs in indicative, imperative, interrogative, conditional, and/or subjunctive mood in writing.

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

Spell words correctly in writing. 

Use active and passive voice in writing to achieve particular effect.

Use verbs in the conditional and subjunctive mood to achieve particular effect.

Use context as a clue to the meaning of a grade-appropriate word or phrase.

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word.

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the synonym for a word.

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the precise meaning of a word.

Verify the prediction of the meaning of a new word or phrase (e.g., by checking a dictionary).

 Identify irony within a text or media 

Identify a pun within a text or media.

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

Use literacy devices (e.g., similes, metaphors, hyperbole, personification, imagery) in narrative writing.

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).

 Use grade appropriate general academic and domain-specific words and phrases accurately within writing.

Use general academic and domain specific words and phrases accurately.