8th Grade English Language Arts. New York State Learning Standards and Core Curriculum New York State Learning Standards and Core Curriculum

New York State Learning Standards and Core Curriculum for Eighth Grade English Language Arts

CapitalizationWhich Words Should Be Capitalized? In English, there are very specific rules for capitalizing words. The following categories of words should always be capitalized: Languages: French; Races: Native Americans; Nationalities: Spanish; School: Subjects Math II; Brand Names: Coca Cola; Ships: Titanic; Books: Hatchet by Gary Paulsen; Newspapers: New York Times; Magazines: Newsweek; Songs: The Star-Spangled Banner; Movies: King Kong; Abbreviations: A.M. Read more...iWorksheets: 3Study Guides: 1

Prepositions, Conjunctions, and InterjectionsWhat is a Preposition? A preposition is a connective that shows a relationship between the noun or pronoun following the preposition and another word in the sentence. What is a Conjunction? A conjunction is a word that connects words, phrases, or simple sentences. What is an Interjection? An interjection is a word or group of words that expresses strong feelings. Read more...iWorksheets: 5Study Guides: 1

PunctuationWhat are Punctuation Marks? Punctuation marks are symbols to help readers understand how to read sentences. Examples: Period-ending marks, abbreviations; Question mark-ending marks; Exclamation point-ending marks; Comma-separating items or words, direct address, dates; Semicolon-joining two parts of a compound sentence; Read more...iWorksheets: 5Study Guides: 1

UsageThe way in which the English language is used is known as usage. To speak and write our language properly, certain rules must be followed. Some Usage Guidelines for English:<br/> Who and whom. Who is a subject. Whom is an object. Who went to the nurse's office? You expect to go to the dance with whom? Read more...iWorksheets: 4Study Guides: 1

Adding New Words to Our LanguageFreeOne way that words are added to our language is by word borrowing. Words are "borrowed" from other countries and from other languages. Examples: Tomahawk is the Native American word for a kind of weapon, Spaghetti is a word that came from Italy, Taco is a word that came from Mexico. Read more...iWorksheets: 3Study Guides: 1

SpellingAre There Any Tricks to Becoming a Successful Speller? One technique for successful spelling is to say, or pronounce, the word correctly. Another technique for successful spelling is to write the word. It is helpful to refer to a dictionary for the correct spellings of questionable words. A memory device may be of use: c-a-p-i-t-o-l is the spelling for our nation’s Capitol Building; the "o" looks like the dome of the Capitol Building. Read more...iWorksheets: 6Study Guides: 1

Reading and the InternetThe letters that are typed in to find a particular website are called the web address. A website address that is saved in the computer's memory is called a bookmark. An email address contains three parts: the name, the "at" symbol, and the name of the Internet Service Provider. Read more...iWorksheets: 3Study Guides: 1

Reading RateWhat is Reading Rate? Reading rate is the speed at which a person reads a particular text. A person needs to determine the purpose for reading before he/she chooses a reading rate. Purposes of Reading: Scanning - reading to find a specific fact or detail; Skimming - reading to get an overview of the text; Reading for comprehension - demands careful, thoughtful reading from the student, and rereading may be required. Read more...iWorksheets: 3Study Guides: 1

Reading-DramaDrama is a genre that uses dialogue to tell a story. The elements of drama are: characters, setting, plot and theme. A list of characters in the play is called the cast. The place and time of the play is known as the setting. The main events in the play make up the plot. The main idea of the play is called the theme. Read more...iWorksheets: 3Study Guides: 1

Library SkillsWhat Can Be Found in a Library? Books, almanacs, atlases, magazines, newspapers, dictionaries, and encyclopedias can be found in a library/media center. Most libraries are divided into areas, called sections: The Stacks: fiction and nonfiction books; Periodicals: magazines and newspapers; Reference, encyclopedias, dictionaries, atlases, and almanacs; Catalog: online catalog or card catalog drawers. Read more...iWorksheets: 3Study Guides: 1

Writing a Research ReportThe process of preparing a research report has numerous steps. The student chooses a subject, prepares a list of questions to guide his/her research, gathers information from two or more sources, organizes the information, and presents it to the reader in a readable form. Read more...iWorksheets: 3Study Guides: 1

NY.RH.6-8. Reading Standards for Literacy in History/Social Studies 6-8

Key Ideas and Details

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

Expository TextExpository writing explains a topic(s) to the reader. This type of writing may also inform the reader, or compare and contrast different subjects. Example: "How To," or Process Directions: How to Climb a Rock Wall, How to Train for a Marathon. Read more...iWorksheets :3Study Guides :1

Craft and Structure

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally, visually, and graphically).

Reading GraphicsWhat Is a Graphic? A visual aid that helps the reader understand information more easily is known as a graphic. Examples: Graphs-circle graphs, bar graphs, line graphs, picture graphs, Time lines, Illustrations, Photographs, Charts, Diagrams, Political cartoons, Maps. Read more...iWorksheets :3Study Guides :1

Text FeaturesWhat are Text Features? The elements of a textbook that are useful in helping to understand the content of the book are called the text features. An effective reader uses the text features to preview the textbook before beginning to read: The title page contains the title of the book, the author, the publisher, and the place where the book was published. The glossary contains the definitions of words from the textbook. Read more...iWorksheets :4Study Guides :1

RH.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g. rhetorical language, inclusion or avoidance of particular facts, images, visuals, etc.)

Integration of Knowledge and Ideas

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

NY.WHST.6-8. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-8

Research to Build and Present Knowledge

WHST.6-8.4. Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Thinking SkillsWhat are Thinking Skills? Thinking skills are reading tools used to better comprehend the text. Examples: Analysis-separating the text into its parts; Classifying-arranging information into categories; Comparing and Contrasting-finding likenesses and differences between items; Drawing Conclusions-coming to a decision based on the text. Read more...iWorksheets :3Study Guides :1

NY.LS.6-12. 6-12 Literacy Standards in History/Social Studies, Science, and Technical Subjects

LS.6-12. Literacy 6-12 Anchor Standards for Reading

Key Ideas and Details

LS.6-12.1. Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

LS.6-12.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

LS.6-12.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

LS.6-12.4. 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.

Vocabulary What Is Vocabulary? Vocabulary refers to a collection of words. Our English vocabulary developed in a variety of ways: Names of people and places provide some English words. Rudolf Diesel invented an engine that is named after him. The first letters of words, called acronyms, provide new words for our language. Shortened words provide some new English words. The word hamburger provides the shortened word burger. Read more...iWorksheets :3Study Guides :1

LS.6-12.5. 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.

LS.6-12.6. Assess how point of view or purpose shapes the content and style of a text, drawing on a wide range of global and diverse texts.

Author's PurposeThe Author's Purpose is the reason that the author wrote the piece. If the author's purpose is to inform, he/she plans to teach the reader. If the author's purpose is to entertain, he/she plans to amuse the reader. If the author's purpose is to persuade, he/she plans to convince the reader to believe his/her point of view. If the author's purpose is to create a mood, he/she plans to use much description to stir emotions in the reader. Read more...iWorksheets :4Study Guides :1

Integration of Knowledge and Ideas

LS.6-12.7. Integrate and evaluate content presented in diverse media and formats.

Listening and ViewingAn effective listener: has eye contact with the speaker, listens for the purpose of the speech, asks the speaker questions at the appropriate time, does not interrupt the speaker. An effective viewer: looks for the purpose in an advertisement, notices the date in a magazine or newspaper, searches for the labels on exhibits. Read more...iWorksheets :3Study Guides :1

LS.6-12.8. 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.

Persuasive TextWhat is Persuasive Text? Persuade means to convince. In persuasive text, the author attempts to convince the reader to believe that the author's viewpoint is correct. Some common persuasive techniques are: Bandwagon, Stacking the Deck, Testimonials, Citing Statistics, and Emotional Words. An author uses the Bandwagon technique when he/she tries to make us believe that we should do something because everyone is doing it. Read more...iWorksheets :3Study Guides :1

LW.6-12. Literacy 6-12 Anchor Standards for Writing

Text Types and Purposes

LW.6-12.4. Develop personal, cultural, textual, and thematic connections within and across genres through responses to texts and personal experiences.

Narrative TextWhat is Narrative Writing? Writing that tells a story is known as narrative writing. A narrative that tells a story based on imagined events is known as a fictional narrative. The characters, setting, and plot make up the elements of a story. Characters-the people involved in the plot of a narrative. Read more...iWorksheets :3Study Guides :1

Research to Build and Present Knowledge

LW.6-12.6. Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

LW.6-12.7. Draw evidence from literary or informational texts to support analysis, reflection, and research.

NY.8R. 8th Grade Reading Standards (Literary and Informational Text)

Key Ideas and Details

8R1. Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)

8R2. Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text. (RI&RL)

8R3. In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)

Craft and Structure

8R4. 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, tone, and mood, including words with multiple meanings. (RI&RL)

Figurative Language FreeLiteral language uses words exactly according to their conventionally accepted meanings. Figurative use of language is the use of words or phrases that implies a non-literal meaning which does make sense. When authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1

Reading-Figurative LanguageFigurative language is the opposite of literal language. The writer uses techniques like repetition, exaggeration, alliteration, personification, onomatopoeia, similes, and metaphors to create images in the reader's mind. Using a sound, word, or phrase more than once is known as repetition. When a writer intentionally stretches the truth, he/she is using exaggeration. When a writer repeats a consonant sound at the beginning of several words in a row, he/she is using alliteration. Poems are divided into groups of lines called stanzas. Words that end with the same sound are called rhyming words. Read more...iWorksheets :3Study Guides :1

8R6. In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone. (RL) In informational texts, analyze how the author addresses conflicting evidence or viewpoints. (RI)

Integration of Knowledge and Ideas

8R7. Evaluate the advantages and disadvantages of using different media-- text, audio, video, stage, or digital-- to present a particular subject or idea and analyze the extent to which a production remains faithful to or departs from the written text. (RI&RL)

8R8. Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced. (RI&RL)

NY.8W. 8th Grade Writing Standards

Text Types and Purposes

8W3. Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details and clear sequencing.

8W3b. Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters.

Descriptive TextWhat is Descriptive Text? Descriptive writing appeals to the senses. Writers often create a mood by choosing specific descriptive words. Descriptive writing can be made more precise by using exact words. Figures of speech, such as similes and metaphors, are often used in descriptive writing. Read more...iWorksheets :3Study Guides :1

8W3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

8W4. Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; explain divergences from the original text when appropriate.

Titles and AuthorsA student searching for a terrific book may want to try a book that has won a Newbery Medal. The Newbery Medal has been presented yearly since 1922 to the author of the most outstanding book written for children in the United States in the preceding year. The winning author must be either a citizen or a resident of the United States of America. Read more...iWorksheets :3Study Guides :1

8W5. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to both literary and informational text, where applicable

NY.8SL. 8th Grade Speaking and Listening

Comprehension and Collaboration

8SL1. Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

8LS1a. Come to discussions prepared, having read or researched material under study; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Conducting Interviews and DiscussionsWhat is an Interview? A conversation in which the purpose is to gather information is known as an interview. An effective interview should have a clear purpose. Before an interview, the interviewer should prepare a list of questions. An interviewer should make an appointment with the person he/she is interviewing. An interviewer should be prompt for his/her appointment. Read more...iWorksheets :3Study Guides :1

8SL1b. Follow norms for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Presentation of Knowledge and Ideas

8SL4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation.

SpeakingSpeaking, a type of communication, can be categorized into formal speaking and informal speaking. Informal speaking involves a situation where a speaker does not prepare ahead of time to speak, like answering the telephone and introducing people to each other. A prepared speech is an example of formal speaking. Read more...iWorksheets :3Study Guides :1

8SL6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

NY.8L. 8th Grade Language Standards

Conventions of Standard English

8L1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Core Conventions Skills for Grades 6→8:

8L1.2. Recognize and correct inappropriate shifts in pronoun number and person.

Parts of SpeechA part of speech refers to the function that a particular word plays in a sentence. The eight parts of speech are: noun, verb, adjective, adverb, conjunction, interjection, preposition and pronoun. Examples: Adverb-modifies a verb, an adjective, or another adverb. Conjunction-joins words or groups of words. Interjection-expresses emotions. Preposition-relates a noun or a pronoun to another word in the sentence. Pronoun-takes the place of a noun(s). Read more...iWorksheets :3Study Guides :1

8L1.3. Recognize and correct pronouns that have unclear or ambiguous antecedents.

8L1.4. Explain the function of phrases and clauses in general, as well as in specific sentences.

SentencesWhat is a Sentence? A sentence is a group of words that expresses a complete thought. A sentence must contain a subject and a predicate. An incomplete sentence is known as a sentence fragment. Two or more sentences written together are known as a run-on sentence. Read more...iWorksheets :4Study Guides :1

8L1.5. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Modifiers-AdjectivesWhat is an Adjective? A word that describes a noun or a pronoun is called an adjective. Modify means to change. Since adjectives change the meanings of nouns and pronouns, adjectives are also called modifiers. In the following sentence, intelligent is a predicate adjective. The word intelligent describes the word sister and follows the predicate, is: My sister is intelligent. Read more...iWorksheets :3Study Guides :1

Modifiers-AdverbsWhat is an Adverb? A word that modifies a verb, an adjective, or another adverb is called an adverb. Modify means to change. Since adverbs change the meanings of verbs and adjectives, adverbs are also called modifiers. Adverbs answer the questions: How? When? Where? or To What Extent? Read more...iWorksheets :4Study Guides :1

8L1.6. Use simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Kinds of Sentences There are four different kinds of sentences: A declarative sentence makes a statement. An exclamatory sentence expresses a strong emotion. An interrogative sentence asks a question. An imperative sentence gives a command. Example: A declarative sentence: My dog is a West Highland white terrier. Read more...iWorksheets :4Study Guides :1

Compound and Complex SentencesTwo or more sentences joined together are known as a compound sentence. The simple sentences in a compound sentence can be joined together with a comma and a conjunction, or with a semicolon. A complex sentence has one independent clause and one or more subordinate clauses. A subordinate clause does not express a complete thought. Subordinate clauses are either adjective clauses or adverb clauses. Read more...iWorksheets :4Study Guides :1

8L1.7. Explain the function of verbals (gerunds, participles, infinitives).

Gerunds, Infinitives, and ParticiplesWhat is a Gerund? A gerund is a verb that is used as a noun. A gerund is formed by adding -ing to the present form of a verb. What is an Infinitive? An infinitive is a verb that is used as a noun, adjective, or adverb. The word to is known as the sign of the infinitive. What is a Participle? A participle is a verb that is used as an adjective. The two types of participles are present participles and past participles. Read more...iWorksheets :3Study Guides :1

8L1.9. Recognize and correct inappropriate verb shifts.

VerbsWhat Is a Verb? A verb is the part of speech that expresses action or state of being. Examples: There are two types of verbs: action verbs (ran, jumped) and linking verbs (is, was). A linking verb is also called a verb of being. A transitive verb has an object, while an intransitive verb does not have an object. A verb phrase is made up of a verb and one or more helping verbs. Read more...iWorksheets :3Study Guides :1

Regular and Irregular VerbsWhat is a Verb? A verb is the "action" or "being" part of the predicate of a sentence. The different forms of a verb are called tenses and express present, past, and future times. The principal parts of a verb are: the infinitive, the present participle, the past tense, and the past participle. Regular verbs form their past tenses by adding -d or -ed to the infinitive. Irregular verbs form their past tenses in a different way. Read more...iWorksheets :4Study Guides :1

Vocabulary Acquisition and Use

8L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

8L4a. 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.

8L4b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Structural AnalysisIn order to derive the meanings of words, it is helpful to analyze the structure of the words in our language: Is there a Latin or a Greek root word? Is the word a base word that can stand alone? Are there prefixes and suffixes added to the base word? Is the word a shortened form of a longer word? Read more...iWorksheets :3Study Guides :1

Reading-Structural AnalysisWhat is Structural Analysis in Reading? In order to derive the meanings of words, it is helpful to analyze the structure of the words in English: Is there a Latin or a Greek root word? Is the word a base word that can stand alone? Are there prefixes and suffixes added to the base word? What are the meanings of the affixes added to the base word? Is the word a shortened form of a longer word? Read more...iWorksheets :4Study Guides :1

8L4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Dictionary SkillsA dictionary is a useful tool in the study of words. Words are listed alphabetically in a dictionary so that they are easy to find. We look up words in a dictionary to find out about the word, including how to use it, what it means, and other important attributes of the word. Read more...iWorksheets :3Study Guides :1

Using ReferencesWhat is a Reference? A reference is a book or an online source where a student can find facts. Examples: Encyclopedia, Atlas, Dictionary, Thesaurus, Almanac, Magazine, Pamphlet, Catalog. What reference is the Guinness Book of World Records? Read more...iWorksheets :3Study Guides :1

8L4d. 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).

8L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

8L5a. Interpret figures of speech including irony and puns in context.

8L5b. Use the relationship between particular words to better understand each of the words.

8L5c. Distinguish among the connotations of words with similar denotations (e.g., bullheaded, willful, firm, persistent, resolute).

Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

New York State Learning Standards and Core CurriculumAlabama Courses of StudyAlaska Content and Performance StandardsArizona's College and Career Ready StandardsArkansas Curriculum FrameworksCalifornia Content StandardsColorado Academic Standards (CAS)Common Core State StandardsConnecticut Core StandardsDelaware Standards and InstructionFlorida StandardsGeorgia Standards of ExcellenceHawaii Content and Performance StandardsIdaho Content StandardsIllinois Learning StandardsIndiana Academic StandardsIowa CoreKansas Academic StandardsKentucky Academic StandardsLouisiana Academic StandardsMaine Learning ResultsMaryland College and Career-Ready StandardsMaryland StandardsMassachusetts Curriculum FrameworksMichigan Academic StandardsMinnesota Academic StandardsMississippi College & Career Readiness StandardsMissouri Learning StandardsMontana Content StandardsNebraska Core Academic Content StandardsNevada Academic Content StandardsNew Hampshire College and Career Ready StandardsNew Jersey Common Core StandardsNew Jersey Student Learning StandardsNew Mexico Content StandardsNorth Carolina Standard Course of StudyNorth Dakota Academic Content StandardsOhio Learning StandardsOklahoma Academic StandardsOregon Academic Content StandardsPennsylvania Core and Academic StandardsRhode Island World-Class StandardsSouth Carolina Standards & LearningSouth Dakota Content StandardsTennessee Academic StandardsTexas Assessments of Academic Readiness (STAAR)Texas Essential Knowledge and Skills (TEKS)U.S. National StandardsUtah Core StandardsVermont Framework of Standards and LearningVirgin Islands Common Core StandardsVirginia Standards of LearningWashington DC Academic StandardsWashington State K–12 Learning Standards and GuidelinesWest Virginia College and Career Readiness StandardsWisconsin Academic StandardsWyoming Content and Performance Standards

New York State Learning Standards and Core Curriculum 8th Grade ELA Activities

New York State Learning Standards and Core Curriculum for Eighth Grade English Language Arts

NY.RH.6-8. Reading Standards for Literacy in History/Social Studies 6-8

Key Ideas and Details

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

Craft and Structure

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally, visually, and graphically).

RH.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g. rhetorical language, inclusion or avoidance of particular facts, images, visuals, etc.)

Integration of Knowledge and Ideas

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

NY.WHST.6-8. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-8

Research to Build and Present Knowledge

WHST.6-8.4. Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

NY.LS.6-12. 6-12 Literacy Standards in History/Social Studies, Science, and Technical Subjects

LS.6-12. Literacy 6-12 Anchor Standards for Reading

Key Ideas and Details

LS.6-12.1. Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

LS.6-12.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

LS.6-12.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

LS.6-12.4. 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.

LS.6-12.5. 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.

LS.6-12.6. Assess how point of view or purpose shapes the content and style of a text, drawing on a wide range of global and diverse texts.

Integration of Knowledge and Ideas

LS.6-12.7. Integrate and evaluate content presented in diverse media and formats.

LW.6-12. Literacy 6-12 Anchor Standards for Writing

Text Types and Purposes

LW.6-12.4. Develop personal, cultural, textual, and thematic connections within and across genres through responses to texts and personal experiences.

Research to Build and Present Knowledge

LW.6-12.6. Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

LW.6-12.7. Draw evidence from literary or informational texts to support analysis, reflection, and research.

NY.8R. 8th Grade Reading Standards (Literary and Informational Text)

Key Ideas and Details

8R1. Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)

8R2. Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text. (RI&RL)

8R3. In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)

Craft and Structure

8R4. 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, tone, and mood, including words with multiple meanings. (RI&RL)

8R6. In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone. (RL) In informational texts, analyze how the author addresses conflicting evidence or viewpoints. (RI)

Integration of Knowledge and Ideas

8R7. Evaluate the advantages and disadvantages of using different media-- text, audio, video, stage, or digital-- to present a particular subject or idea and analyze the extent to which a production remains faithful to or departs from the written text. (RI&RL)

8R8. Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced. (RI&RL)

NY.8W. 8th Grade Writing Standards

Text Types and Purposes

8W3. Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details and clear sequencing.

8W3b. Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters.

8W3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

8W4. Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; explain divergences from the original text when appropriate.

8W5. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to both literary and informational text, where applicable

NY.8SL. 8th Grade Speaking and Listening

Comprehension and Collaboration

8SL1. Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

8LS1a. Come to discussions prepared, having read or researched material under study; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

8SL1b. Follow norms for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Presentation of Knowledge and Ideas

8SL4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation.

8SL6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

NY.8L. 8th Grade Language Standards

Conventions of Standard English

8L1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Core Conventions Skills for Grades 6→8:

8L1.2. Recognize and correct inappropriate shifts in pronoun number and person.

8L1.3. Recognize and correct pronouns that have unclear or ambiguous antecedents.

8L1.4. Explain the function of phrases and clauses in general, as well as in specific sentences.

8L1.5. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

8L1.6. Use simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

8L1.7. Explain the function of verbals (gerunds, participles, infinitives).

8L1.9. Recognize and correct inappropriate verb shifts.

Vocabulary Acquisition and Use

8L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

8L4a. 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.

8L4b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

8L4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

8L4d. 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).

8L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

8L5a. Interpret figures of speech including irony and puns in context.

8L5b. Use the relationship between particular words to better understand each of the words.

8L5c. Distinguish among the connotations of words with similar denotations (e.g., bullheaded, willful, firm, persistent, resolute).

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