Washington Standards 8th Grade ELA Activities
Printable Eighth Grade English Language Arts Worksheets and Study Guides.
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WA.1. Communication: The student uses listening and observation skills and strategies to gain understanding.
1.1. Uses listening and observation skills and strategies to focus attention and interpret information.
1.1.1. Applies a variety of listening strategies to accommodate the listening situation.
1.1.1.a. Uses listening strategies for: enjoyment listening, active listening (GLE 1.1.2), empathetic listening, and critical listening (GLE 1.2.1) appropriate to the situation (e.g., teacher instruction, one-on-one discussion with teacher or peer, small group communication with peers, class discussion, listening to an oral presentation, listening to/viewing mediated communication, group work, interviews).
1.2. Understands, analyzes, synthesizes, or evaluates information from a variety of sources.
1.2.1. Evaluates effectiveness of and creates a personal response to visual and auditory information.
1.2.1.b. Constructs personal meaning from visual and auditory information (e.g., Dance: uses metaphor/analogy, Theater: uses pantomime, monologue, simile and discourse/debate; Social Studies: uses the photos of Jacob Riis to understand the effects of industrialization, immigration, and urbanization on the United States in the 19th century).
WA.1. Reading: The student understands and uses different skills and strategies to read.
1.2. Use vocabulary (word meaning) strategies to comprehend text.
1.2.2. Apply strategies to comprehend words and ideas.
1.2.2.a. Use word origins to determine the meaning of unknown words.
1.2.2.b. Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., statistic, statistician).
1.2.2.d. Use graphic features to clarify and extend meaning (e.g., science processes, diagrams).
1.4. Apply word recognition skills and strategies to read fluently.
1.4.3. Apply different reading rates to match text.
1.4.3.a. Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.
WA.1. Writing: The student understands and uses a writing process.
1.1. Prewrites to generate ideas and plan writing.
1.1.1. Analyzes and selects effective strategies for generating ideas and planning writing.
1.1.1.c. Gathers information (e.g., takes notes) from a variety of sources (e.g., Internet, interviews, multimedia, books, periodicals) and chooses an organizer to analyze, synthesize, and evaluate information to plan writing.
WA.2. Communication: The student uses communication skills and strategies to interact/work effectively with others.
2.2. Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.
2.2.1. Uses communication skills that demonstrate respect.
2.2.1.a. Monitors and adjusts one's own participation according to the situation and the needs of others (e.g., focuses on speaker; avoids interruptions; does not dominate conversation; uses techniques for taking turns; attends to cultural differences in communication styles, such as variations in pause time, pace, volume/intensity, and body language).
2.2.1.b. Responds to the clarification needs of others as necessary (e.g., provides examples, illustrates, or expands on a response).
2.2.2. Applies skills and strategies to contribute responsibly in a group setting.
2.2.2.a. Contributes relevant ideas with support/evidence by clarifying, illustrating, or expanding (e.g., contributes topics related to ideas with support and talks in turn, with consideration for others in the conversation).
WA.2. Reading: The student understands the meaning of what is read.
2.1. Demonstrate evidence of reading comprehension.
2.1.3. Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.3.a. State both literal and/or inferred main ideas and provide supporting text-based details.
2.1.3.b. State the theme/message and supporting details in culturally relevant literary/narrative text.
2.1.5. Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer.
2.1.5.a. Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences.
2.1.5.c. Select, from multiple choices, a prediction , inference, or assumption that could be made from the text.
2.1.7. Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text.
2.1.7.c. Select, from multiple choices, a sentence that best summarizes the text.
2.2. Understand and apply knowledge of text components to comprehend text.
2.2.2. Apply understanding of complex organizational features of printed text and electronic sources.
2.2.2.a. Use text features to verify, support, or clarify meaning.
2.2.2.b. Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
2.2.3. Understand and analyze story elements.
2.2.3.a. Interpret how situations, actions, and other characters influence a character's personality and development.
2.2.3.b. Explain how a story's plots and subplots contribute to (or don't advance) the conflict and resolution.
2.2.3.c. Explain the influence of setting on mood, character, and plot.
2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1. Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.
2.3.1.b. Compare and contrast how characters react to the same event using text-based evidence.
2.3.4. Synthesize information from a variety of sources.
2.3.4.a. Integrate information from different sources (e.g., newspaper article, biographical sketch, poem, oral records) to draw conclusions about character traits and/or author's assumptions.
2.4. Think critically and analyze author's use of language, style, purpose, and perspective in literary and informational text.
2.4.1. Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights.
2.4.1.a. Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
2.4.1.b. Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.
2.4.2. Analyze author's purpose and evaluate an author's style of writing to influence different audiences.
2.4.2.b. Explain and provide examples of how an author uses a wide variety of language structures to create an intended effect (e.g., words or phrases from another language, dialect, simile, and metaphor).
2.4.2.d. Select, from multiple choices, a sentence that explains why an author includes a specific technique.
2.4.3. Analyze and evaluate text for validity and accuracy.
2.4.3.a. Examine and critique the logic (reasoning, assumptions, and beliefs) and use of evidence (existing and missing information; primary and secondary sources) in an author's argument or defense of a claim.
2.4.4. Analyze and evaluate the effectiveness of the author's use of persuasive devices to influence an audience.
2.4.4.a. Examine and explain the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence reader's opinions or actions.
2.4.4.b. Examine and explain the intended effects of propaganda techniques the author uses to influence readers' perspectives.
2.4.4.c. Judge the author's effectiveness in the use of persuasive devices to influence an audience.
2.4.5. Analyze text to generalize, express insight, or respond by connecting to other texts or situations.
2.4.5.b. Select, from multiple choices, a sentence that describes the most important idea, concept, or conclusion that can be drawn from the selection.
2.4.5.c. Provide a response to text that expresses an insight (e.g., author's perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information in an article about fitness to design an exercise routine).
2.4.6. Analyze treatment of concepts within, among, and beyond multiple texts.
2.4.6.b. Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.
2.4.7. Analyze and evaluate the reasoning and ideas underlying an author's beliefs and assumptions within multiple texts.
2.4.7.b. Compare and critique two author's beliefs and assumptions about a single topic or issue, citing text-based evidence and decide which author presents the stronger argument.
2.4.7.c. Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.
2.4.7.e. Select, from multiple choices, a sentence that describes the faulty reasoning of the author or character.
WA.3. Communication: The student uses communication skills and strategies to effectively present ideas and one's self in a variety of situations.
3.1. Uses knowledge of topic/theme, audience, and purpose to plan presentations.
3.1.1. Applies skills to plan and organize effective oral communication and presentation.
3.1.1.a. Determines the topic and the audience and selects a purpose (e.g., variety show, news broadcast, science experiment, data presentation, speech, interview).
3.1.1.b. Matches verbal and nonverbal messages (e.g., voice modulation, expression, tone, body language, gestures, attire).
3.3. Uses effective delivery.
3.3.1. Applies skills and strategies for the delivery of effective oral communication and presentations.
3.3.1.a. Speaks with expression using purposeful volume, articulation, pace/rate, and tone.
3.3.1.b. Uses posture, body language, eye contact, facial expression, and gestures to heighten and emphasize message.
3.3.1.c. Matches verbal and nonverbal messages.
WA.3. Reading: The student reads different materials for a variety of purposes.
3.1. Read to learn new information.
3.1.1. Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.1.1.a. Examine resource materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor).
3.3. Read for career applications.
3.3.1. Understand and apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.
3.3.1.a. Select, use, monitor, and adjust appropriate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring information from graphs and charts).
3.4. Read for literary experience in a variety of genres.
3.4.3. Understand and analyze recurring themes in literature.
3.4.3.a. Identify motivations and reactions of literary characters from different cultures or historical periods when confronting similar conflicts.
WA.3. Writing: The student writes clearly and effectively.
3.1. Develops ideas and organizes writing.
3.1.2. Analyzes and selects effective organizational structures.
3.1.2.d. Uses transitional words and phrases between paragraphs to show logical relationships among ideas (e.g., moreover ... , because of this issue ... , equally important ... , as opposed to ... ).
3.2. Uses appropriate style.
3.2.2. Analyzes and selects language appropriate for specific audiences and purposes.
3.2.2.f. Selects and uses literary devices (e.g., metaphor, symbols, analogies).
3.3. Knows and applies writing conventions appropriate for the grade level.
3.3.2. Spells accurately in final draft.
3.3.2.a. Uses spelling rules and patterns from previous grades.
3.3.2.b. Uses multiple strategies to spell. Examples: homophones (e.g., capital and capitol); affixes (e.g., dis-, ir-, -ist -ism); Greek and Latin roots (e.g., circus, spiral, vision); words from other languages (e.g., arena, buffet, souffle, lariat); frequently misspelled words (e.g., accommodation, cemetery, receive)
3.3.3. Applies capitalization rules.
3.3.3.a. Uses capitalization rules from previous grades.
3.3.3.b. Capitalizes the title of a specific course (e.g., History 9A as opposed to history).
3.3.3.c. Uses resources to check capitalization.
3.3.4. Applies punctuation rules.
3.3.4.a. Uses punctuation rules from previous grades.
3.3.4.e. Uses apostrophes to form plurals of letters or numbers (e.g., Know your ABC's.).
3.3.4.f. Uses apostrophes in possessive compound nouns (e.g., the mother-in-law's birthday).
3.3.4.h. Uses diagonal slash (/) correctly: in a fraction; to show choice
3.3.4.i. Uses resources to check punctuation.
3.3.5. Applies usage rules.
3.3.5.a. Applies usage rules from previous grades.
3.3.5.c. Uses fewer vs. less correctly.
3.3.5.e. Uses resources to check usage.
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