Texas TEKS Standards for Eighth Grade English Language Arts

Descriptive TextWorksheets: 3Study Guides: 1Library Skills Worksheets: 3Study Guides: 1Prepositions, Conjunctions, and Interjections Worksheets: 4Study Guides: 1Punctuation Worksheets: 4Study Guides: 1Regular and Irregular Verbs Worksheets: 4Study Guides: 1Sentences Worksheets: 4Study Guides: 1Titles and Authors Worksheets: 3Study Guides: 1Usage Worksheets: 4Study Guides: 1

TX.110.17(b) Figure 19 TAC, Reading/Comprehension Skills Eighth Grade

(8.1) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

8.1 (A) Establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension.
8.1 (C) Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images).
8.1 (D) Make complex inferences about text and use textual evidence to support understanding.
8.1 (E) Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts.

TX.110.20. English Language Arts and Reading, Grade 8

(8.10) Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

8.10 (B) Distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text.
8.10 (C) Make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns.
8.10 (D) Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence.

(8.11) Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

8.11 (B) Analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts.

(8.12) Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

8.12 (B) Evaluate graphics for their clarity in communicating meaning or achieving a specific purpose.

(8.14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

8.14 (C) Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed.

(8.15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

8.15 (B) Write a poem using:
8.15 (B) (ii) Figurative language (e.g., personification, idioms, hyperbole)

(8.17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

8.17 (A) Write a multi-paragraph essay to convey information about a topic that:
8.17 (A) (iv) Accurately synthesizes ideas from several sources
8.17 (B) Write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context.

(8.19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

8.19 (A) Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
8.19 (A) (i) Verbs (perfect and progressive tenses) and participles
8.19 (B) Write complex sentences and differentiate between main versus subordinate clauses.
8.19 (C) Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

(8.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

8.2 (A) Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.
8.2 (B) Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings.
8.2 (C) Complete analogies that describe a function or its description (e.g., pen:paper as chalk: ______ or soft:kitten as hard: ______).
8.2 (D) Identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passe, flora, fauna).
8.2 (E) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

(8.20) Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to:

8.20 (A) Use conventions of capitalization.
8.20 (B) Use correct punctuation marks, including:
8.20 (B) (i) Commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences

(8.21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

(8.22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

8.22 (B) Apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.

(8.23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

8.23 (B) Categorize information thematically in order to see the larger constructs inherent in the information.
8.23 (D) Differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.

(8.25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

8.25 (C) Presents the findings in a meaningful format.

(8.27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

(8.28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

(8.5) Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays.

(8.6) Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

8.6 (A) Analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved.
8.6 (B) Analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict.

(8.8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text.

TX.110.25. English Language Arts and Reading, Reading (Elective Credit). 2009-2010

(R.1) The student uses a variety of word recognition strategies. The student is expected to:

R.1 (A) Apply knowledge of letter-sound correspondences, language structure, and context to recognize words.
R.1 (B) Use dictionaries, glossaries, and other sources to confirm pronunciations and meanings of unfamiliar words.

(R.2) The student acquires vocabulary through reading and systematic word study. The student is expected to:

R.2 (B) Determine word meaning by using context.
R.2 (C) Use spelling, prefixes and suffixes, roots, and word origins to understand meanings.
R.2 (D) Use reference aids such as a glossary, dictionary, thesaurus, and available technology to determine meanings and pronunciations.
R.2 (E) Identify analogies, homonyms, synonyms/antonyms, and connotation/denotation.

(R.3) The student reads with fluency and understanding in increasingly demanding texts. The student is expected to:

R.3 (B) Adjust reading rate based on purposes for reading.

(R.4) The student comprehends selections using a variety of strategies. The student is expected to:

R.4 (B) Determine purpose for reading.
R.4 (E) Make inferences such as drawing conclusions and making generalizations or predictions, supporting them with prior experiences and textual evidence.
R.4 (G) Make connections and find patterns, similarities, and differences across texts.
R.4 (I) Determine important ideas from texts and oral presentations.

(R.5) The student reads texts to find information on self-selected and assigned topics. The student is expected to:

R.5 (F) Use text organizers such as overviews, headings, and graphic features to locate and categorize information.

(R.6) The student reads for different purposes in varied sources, both narrative and expository. The student is expected to:

R.6 (A) Read to enjoy, to complete a task, to gather information, to be informed, to solve problems, to answer questions, to analyze, to interpret, and to evaluate.
R.6 (B) Read sources such as literature, diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and technical documents.
R.6 (C) Understand and interpret visual representations.

(R.7) The student formulates and supports responses to various types of texts. The student is expected to:

R.7 (A) Respond actively to texts in both aesthetic and critical ways.
R.7 (B) Respond to text through discussion, journal writing, performance, and visual representation.
R.7 (C) Support responses by using prior knowledge and experience and/or citing textual evidence which may consist of a direct quotation, paraphrase, or specific synopsis.

(R.8) The student reads critically to evaluate texts in order to determine the credibility of sources. The student is expected to:

R.8 (B) Evaluate how a writer's motivation, stance, or position may affect text credibility, structure, or tone.
R.8 (C) Analyze aspects of text, such as patterns of organization and choice of language, for persuasive effect.
R.8 (E) Recognize logical and illogical arguments in text.

(R.9) The student reads to increase knowledge of own culture, the culture of others, and the common elements of cultures. The student is expected to:

R.9 (B) Recognize and discuss literary themes and connections that cross cultures.

TX.110.26. English Language Arts and Reading, Speech (Elective Credit) 2009-2010

(S.1) Understanding the communication process. The student demonstrates a knowledge of communication. The student is expected to:

S.1 (A) Recognize and explain the importance of communication in social, academic, civic, and professional roles.
S.1 (B) Identify the related components of the communication process.
S.1 (C) Identify standards of making communication choices considering appropriateness for self, listener, occasion, and task.
S.1 (D) Identify characteristics of oral language and analyze standards for using oral language appropriately.
S.1 (E) Identify the importance of using appropriate nonverbal communication.
S.1 (I) Analyze and develop techniques and strategies for building self-confidence and reducing communication apprehension.
S.1 (K) Explain the importance of assuming responsibility for communication decisions.

(S.2) Expressing and responding. The student develops skills for expressing and responding appropriately in a variety of situations. The student is expected to:

S.2 (G) Prepare and present an oral statement on a topic of interest or concern.

(S.3) Participating in social traditions. The student develops an understanding of social traditions. The student is expected to:

S.3 (D) Use effective techniques to prepare, organize, and present a speech for a special occasion.

(S.4) Informing. The student expresses and responds appropriately to informative messages. The student is expected to:

S.4 (C) Use appropriate verbal, nonverbal, and listening skills in interviews.
S.4 (E) Plan and present an informative group discussion for an audience.
S.4 (F) Plan, research, organize, prepare, and present an informative speech.
S.4 (H) Use notes, manuscripts, rostrum, and visual and auditory aids appropriately in speeches.
S.4 (I) Use effective verbal and nonverbal communication in presenting informative speeches.
S.4 (K) Develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

(S.5) Persuading. The student expresses and responds appropriately to persuasive messages. The student is expected to:

S.5 (A) Recognize and develop skills for analyzing persuasive strategies such as propaganda devices and emotional appeals.
S.5 (D) Demonstrate persuasive skills in informal or formal argumentation, discussions, or debates.

(S.6) Creating and imagining. The student uses imagination and creativity to prepare and perform various types of literature. The student is expected to:

S.6 (B) Use appropriate verbal and nonverbal skills to share stories.

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