What's New: English Language Arts Worksheets and Study Guides

Trace Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Story Parts Kindergarten English Language Arts
Trace Kindergarten English Language Arts
Rhyming Words Kindergarten English Language Arts
Same & Different Sounds Kindergarten English Language Arts

Rhode Island Standards for Eighth Grade English Language Arts

RI.OC-8-1. NECAP (Writing) - Grade Level Expectation: Oral Communicates Strategies: Interactive Listening: In oral communication, students demonstrate interactive listening by:

OC-8-1.4. Participating in large and small group discussions showing respect for a range of individual ideas (Local)

RI.OC-8-2. NECAP (Writing) - Grade Level Expectation: Oral Communicates Strategies: Make Oral Presentations: In oral communication, students make oral presentations by:

OC-8-2.5. Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, inflection, intonation, rhythm, and gesture) to communicate ideas effectively (Local)

RI.R-8-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-8-11.1. Accuracy: reading material appropriate for grade 8 with at least 90-94% accuracy (Local)

R-8-11.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading (Local)

R-8-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue (Local)

RI.R-8-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting and Reading: Comprehension Strategies: Demonstrates ability to monitor comprehension for different types of texts and purposes by:

R-8-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting and confirming, rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, skimming, scanning, using syntax/language structure, semantics/meaning, or other context cues) (Local)

RI.R-8-13. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Reading Comprehension Strategies:

R -8-13.1. Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local)

RI.R-8-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by:

R-8-15.2. Evaluating information presented, in terms of completeness and relevance (Local)

R-8-15.3. Gathering, organizing, analyzing, and interpreting the information (Local)

R-8-15.4. Using evidence to support conclusions (Local)

RI.R-8-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Generates a Personal Response: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Generates a personal response to what is read through a variety of means:

R-8-16.2. Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

RI.R-8-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-8-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge) (Local)

RI.R-8-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breath of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:

R-8-3.1. Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, or word origins, including words from other languages that have been adopted into our language (Local)

R-8-3.2. Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (Local)

RI.R-8-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and High school GSEs. Demonstrate initial understanding of elements of literary texts by:

R-8-4.1. Identifying or describing character(s), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax, or falling action (Local)

R-8-4.4. Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics, novels, dramas) (Local)

R-8-4.5. Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, personification, or hyperbole (Local)

RI.R-8-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-8-5.2. Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters' traits, motivations, or their changes over time (Local)

R-8-5.3. Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (Local)

R-8-5.5. Explaining how the author's message or theme (which may include universal themes) is supported within the text (Local)

RI.R-8-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Analyze and interpret author's craft, citing evidence where appropriate by:

R-8-6.1. Demonstrating knowledge of author's style or use of literary elements and devices (e.g., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze literary works (Local)

RI.R-8-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-8-7.1. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (Local)

R-8-7.2. Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details (Local)

R-8-7.3. Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, or outlining) (Local)

R-8-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles, technical manuals; and practical/functional: procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets, schedules) (Local)

RI.R-8-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in NECAP GLEs and GSEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-8-8.1. Explaining connections about information within a text, across texts, or to related ideas (Local)

R-8-8.2. Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (Local)

R-8-8.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant (Local)

R-8-8.4. Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts (Local)

R-8-8.5. Making inferences about causes or effects (Local)

R-8-8.6. Evaluating the clarity and accuracy of information (Local)

RI.W-8-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-8-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)

RI.W-8-14. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students explore and share thoughts, observations, and impressions by:

W-8-14.1. Engaging the reader by establishing context (purpose) (Local)

RI.W-8-2. NECAP (Writing) - Grade Level Expectation: Writing in Response to Literary or Informational Text - Showing Understanding of Ideas in Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W-8-2.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas (Local)

RI.W-8-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text - Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-8-3.2. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft (Local)

W-8-3.3. Using specific details and references to text or relevant citations to support focus or judgment (Local)

W-8-3.4. Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas) (Local)

RI.W-8-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing - Organizing Information: In informational writing, students organize ideas/concepts by:

W-8-6.4. Drawing a conclusion by synthesizing information (Local)

W-8-6.5. Listing and citing sources (Local)

RI.W-8-8. NECAP (Writing) - Grade Level Expectation: Informational Writing (Reports, Procedures, or Persuasive Writing) - Using Elaboration Strategies: In informational writing, students demonstrate use of a range of elaboration strategies by:

W-8-8.3. Addressing readers' concerns (including counterarguments - in persuasive writing; addressing potential problems - in procedures; providing context - in reports) (Local)

RI.W-8-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions - Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-8-9.1. Applying rules of standard English usage to correct grammatical errors (Local)

W-8-9.2. Applying capitalization rules (Local)

W-8-9.4. Applying appropriate punctuation to various sentence patterns to enhance meaning (Local)

W-8-9.5. Applying conventional and word-derivative spelling patterns/rules (Local)

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

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