English Language Arts Worksheets and Study Guides Eighth Grade. Thinking Skills

The resources above correspond to the standards listed below:

Vermont Standards

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.
R8.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.
R8.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support).
VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).
W8.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:
W8.8.2. Selecting appropriate information to set context, which may include a lead/hook.
W8.8.4. Drawing a conclusion by synthesizing information from the report (i.e., 'aha!' 'so what?').
VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.
R8.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R8.12.3. Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/ contrasting, or outlining).
R8.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R8.13.2. Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters' personalities or their changes over time.
R8.13.3. 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 subplots).
R8.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded personal response to what is read through a variety of means and through:
R8.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas.
R8.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R8.16.1. Explaining connections about information within a text, across texts, or to related ideas.
R8.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message, explaining how purpose may affect the interpretation of the text; or forming and supporting warranted opinions/ judgments and assertions about the text that are relevant.
R8.16.6. Making inferences about causes or effects.
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
W8.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:
W8.5.1. Selecting and summarizing key ideas to set context.
W8.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas.
W8.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
W8.6.1. Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question.
W8.6.2. Using specific details and references to text or relevant citations to support focus or judgment.
W8.6.3. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft.
W8.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W8.7.1. Organizing ideas using transition words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrating a connection to the broader world of ideas).
W8.7.3. Using effective voice and tone (word choice and sentence patterns) for desired effect on reader, if appropriate.
W8.7.4. Excluding loosely related or extraneous information.
VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.
W8.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:
W8.8.2. Selecting appropriate information to set context, which may include a lead/hook.
W8.8.4. Drawing a conclusion by synthesizing information from the report (i.e., 'aha!' 'so what?').
W8.8.5. Obtaining information from multiple locations or sources when appropriate.
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
R8.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R8.13.2. Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters' personalities or their changes over time.
R8.13.3. 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 subplots).
R8.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded personal response to what is read through a variety of means and through:
R8.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas.
W8.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:
W8.5.1. Selecting and summarizing key ideas to set context.
W8.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas.
W8.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
W8.6.1. Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question.
W8.6.2. Using specific details and references to text or relevant citations to support focus or judgment.
W8.6.3. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft.
W8.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W8.7.1. Organizing ideas using transition words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrating a connection to the broader world of ideas).
W8.7.2. Addressing the reader's possible questions.
W8.7.3. Using effective voice and tone (word choice and sentence patterns) for desired effect on reader, if appropriate.
W8.7.4. Excluding loosely related or extraneous information.
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
R8.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R8.12.3. Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/ contrasting, or outlining).
R8.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R8.13.2. Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters' personalities or their changes over time.
R8.13.3. 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 subplots).
R8.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded personal response to what is read through a variety of means and through:
R8.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas.
R8.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R8.16.1. Explaining connections about information within a text, across texts, or to related ideas.
R8.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message, explaining how purpose may affect the interpretation of the text; or forming and supporting warranted opinions/ judgments and assertions about the text that are relevant.
R8.16.6. Making inferences about causes or effects.
W8.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:
W8.5.1. Selecting and summarizing key ideas to set context.
W8.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas.
W8.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
W8.6.1. Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question.
W8.6.2. Using specific details and references to text or relevant citations to support focus or judgment.
W8.6.3. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft.
W8.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W8.7.1. Organizing ideas using transition words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrating a connection to the broader world of ideas).
W8.7.2. Addressing the reader's possible questions.
W8.7.3. Using effective voice and tone (word choice and sentence patterns) for desired effect on reader, if appropriate.
W8.7.4. Excluding loosely related or extraneous information.

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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