Common Planner
K–12 Standards

Grade 8

Other Michigan Alternative Content Standards - English Language Arts sets

Students can comprehend text in increasingly complex ways. 

  •  

    Accessing Narrative Text

    1. 1

      Cite text to support inferences from stories and poems. EE.RL.8.1

      1. H

        The student can answer questions about narrative text using explicit details, and/or identify specific details that support an inference.EE.RL.H.8.1

      2. M

        The student can use details from narrative text to answer simple questions and make predictions.EE.RL.M.8.1

      3. L

        The student can use concrete details to answer simple who, what, where, or when questions about short narrative text.EE.RL.L.8.1

    2. 2

      Recount an event related to the theme or central idea, including details about character and setting.EE.RL.8.2

      1. H

        The student can relate details about events, characters, and/or settings to the theme or main idea of a narrative text.EE.RL.H.8.2

      2. M

        The student can identify the theme or main idea of a short narrative text.EE.RL.M.8.2

      3. L

        The student can identify the theme or main idea of a short narrative text.EE.RL.L.8.2

    3. 3

      Identify which incidents in a story or drama lead to subsequent action.EE.RL.8.3

      1. H

        The student can identify how a particular event in a narrative text led to a later action or caused a subsequent happening to occur. EE.RL.H.8.3

      2. M

        The student can select the action/event in a narrative text that led to a later action (when the later action is given).EE.RL.M.8.3

      3. L

        The student can identify an event that occurred or a character’s action in a short narrative text.EE.RL.L.8.3

    4. 4

      Determine connotative meanings of words and phrases in a text.EE.RL.8.4

    5. 5

      Compare and contrast the structure of two or more texts. EE.RL.8.5

    6. 6

      Determine the difference in the points of view of a character and the audience or reader in a text with suspense or humor.EE.RL.8.6

    7. 7

      Compare and contrast a text version of a story, drama, or poem with an audio, video, or live version of the same text.EE.RL.8.7

    8. 9

      Compare and contrast themes, patterns of events, or characters across two or more stories or dramas.  EE.RL.8.9

    9. 10

      Demonstrate understanding of text while actively engaged in reading or listening to stories, dramas, and poetry. EE.RL.8.10

  •  

    Accessing Informational Text

    1. 1

      Cite text to support inferences from informational text.EE.RI.8.1

      1. H

        The student can answer questions about informational text using explicit details and/or identify specific details that support an inference.EE.RI.H.8.1

      2. M

        The student can use concrete details to answer simple questions and make predictions about short informational text.EE.RI.M.8.1

      3. L

        The student can use concrete details to answer simple who, what, where, or when questions about short informational text. EE.RI.L.8.1

    2. 2

      Provide a summary of a familiar informational text.EE.RI.8.2

      1. H

        The student can identify a sentence/statement that accurately summarizes a short informational text.EE.RI.H.8.2

      2. M

        The student can identify the main idea of a short informational text.EE.RI.M.8.2

      3. L

        The student can identify the main idea of a short informational text.EE.RI.L.8.2

    3. 3

      Recount events in the order they were presented in the text.EE.RI.8.3

      1. H

        The student can correctly sequence three events from an informational text.EE.RI.H.8.3

      2. M

        The student can put two events from a short informational text in order.EE.RI.M.8.3

      3. L

        The student can identify which of two events/actions came first in a short informational text.EE.RI.L.8.3

    4. 4

      Determine connotative meanings of words and phrases in a text.EE.RI.8.4

    5. 5

      Locate the topic sentence and supporting details in a paragraph.EE.RI.8.5

    6. 6

      Determine an author’s purpose or point of view and identify examples from text that describe or support it. EE.RI.8.6

      1. H

        The student can identify the author’s purpose or point of view and/or select one example from the text that describes/supports it.EE.RI.H.8.6

      2. M

        The student can identify one example from a short informational text that supports the author’s purpose or point of view (when the purpose or point of view is provided). EE.RI.M.8.6

      3. L

        The student can choose the author’s purpose or point of view when given choices.EE.RI.L.8.6

    7. 7

      Determine whether a topic is best presented as audio, video, multimedia, or text.EE.RI.8.7

    8. 8

      Determine the argument made by an author in an informational text. EE.RI.8.8

    9. 9

      Identify where two different texts on the same topic differ in their interpretation of the details. EE.RI.8.9

    10. 10

      Demonstrate understanding while actively reading or listening to literary nonfiction.EE.RI.8.10

  •  

    Vocabulary Acquisition and Usage

    1. 4.a

      Demonstrate knowledge of word meanings: Use context to determine which word is missing from a content-area text.EE.L.8.4.a

      1. H

        The student can use context as a clue to guide selection of a word or words that best completes a sentence including (but not limited to) content-area words. EE.L.H.8.4.a

      2. M

        The student can use context clues to determine the meaning of familiar words including (but not limited to) content-area words.EE.L.M.8.4.a

      3. L

        The student can use cues to recognize the meaning of familiar words when paired with pictures including (but not limited to) content-area words.EE.L.L.8.4.a

    2. 4.b

      Demonstrate knowledge of word meanings: Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking).EE.L.8.4.b

    3. 4.c

      Demonstrate knowledge of word meanings: Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating.EE.L.8.4.c

    4. 5.a

      Demonstrate understanding of word relationships and use: Demonstrate understanding of the use of multiple-meaning words.EE.L.8.5.a

      1. H

        The student can identify the meaning of literal or non-literal/figurative words or phrases when presented in the context of narrative or informational text, including (but not limited to) multiple-meaning words. EE.L.H.8.5.a

      2. M

        The student can identify the meaning of a word when presented in the context of a sentence.EE.L.M.8.5.a

      3. L

        The student can identify the meaning of a word or phrase used in context given choices of words paired with pictures/objects.EE.L.L.8.5.a

    5. 5.b

      Demonstrate understanding of word relationships and use: Use knowledge of common words to understand the meaning of compound and complex words in which they appear (e.g., birdhouse, household).EE.L.8.5.b

    6. 5.c

      Demonstrate understanding of word relationships and use: Use descriptive words to add meaning when writing and communicating.EE.L.8.5.c

Students can produce writing for a range of purposes and audiences.

  •  

    Writing: Text Types and Purposes

    1. 1

      Write claims about topics or texts.EE.W.8.1

      1. A

        Introduce the claim and provide reasons or pieces of evidence to support it.

      2. B

        Write reasons to support a claim about a topic or text.

    2. 2

      Write to share information supported by details:EE.W.8.2

      1. A

        Introduce a topic clearly and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.

      2. C

        Write complete thoughts as appropriate.

      3. D

        Use domain-specific vocabulary related to the topic

      4. F

        Provide a closing.

    3. 3.a

      Write about events or personal experiences: Write a narrative about a real or imagined experience introducing the experience, at least one character, and two or more events.  EE.W.8.3.a

      1. H

        The student can write/draw/dictate about a personal experience, including three details about such things as people/characters, settings, and/or events.  EE.W.H.8.3.a

      2. M

        The student can write/dictate a sentence to express ideas about a personal experience or other given topic.  EE.W.M.8.3.a

      3. L

        The student can provide a detail about a personal experience or other given topic while preparing to write/communicate about it. EE.W.L.8.3.a

    4. 3.c & e

      Write about events or personal experiences. C. Use temporal words (e.g., first, then, next) to signal order. E. Provide a closing.EE.W.8.3.c & e

    5. 4

      Produce writing that is appropriate for the task, purpose, or audience.  EE.W.8.4

    6. 5

      With guidance and support from adults and peers, plan before writing and revise own writing. EE.W.8.5

    7. 9

      Use information from literary and informational text to support writing.EE.W.8.9

      1. A

        Apply Essential Elements of Grade 8 Reading Standards to literature (e.g., “Compare and contrast themes, patterns of events, or characters across two or more stories or dramas.”).

      2. B

        Apply Essential Elements of Grade 8 Reading Standards to informational texts (e.g., “Use relevant and sufficient evidence for supporting the claims and argument.”).

    8. 10

      Write routinely for a variety of tasks, purposes, and audiences. EE.W.8.10

  •  

    Conventions of Standard English

    1. 2.a

      Demonstrate understanding of conventions of Standard English: Use end punctuation and capitalization when writing a sentence or question.EE.L.8.2.a

      1. H

        The student can identify a grammatically correct sentence that uses correct capitalization and ending punctuation.EE.L.H.8.2.a

      2. M

        The student can identify a sentence that uses the correct capitalization or ending punctuation.EE.L.M.8.2.a

      3. L

        The student can differentiate if a sentence is a statement or a question.EE.L.L.8.2.a

    2. 2.c

      Demonstrate understanding of conventions of Standard English: Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns.EE.L.8.2.c

Students can communicate for a range of purposes and audiences.

  •  

    Speaking and Listening

    1. 1

      Engage in collaborative discussions.EE.SL.8.1

      1. A

        Come to discussions prepared to share information previously studied.

      2. B

        Follow simple rules and carry out assigned roles during discussions.

      3. C

        Remain on the topic of the discussion when asking or answering questions or making other contributions to a discussion.

      4. D

        Acknowledge new information expressed by others in a discussion and relate it to own ideas. 

    2. 2

      Determine the purpose of information presented in graphic, oral, visual, or multimodal formats.EE.SL.8.2

    3. 3

      Determine the argument made by the speaker on a topic. EE.SL.8.3

      1. H

        The student can identify an argument made by a speaker and one point that supports it.  EE.SL.H.8.3

      2. M

        The student can identify one point that supports a speaker’s argument (when the argument is provided). EE.SL.M.8.3

      3. L

        The student can select one or more details from information presented orally or through other media. EE.SL.L.8.3

    4. 4

      Present descriptions, facts, or details supporting specific points made on a topic.  EE.SL.8.4

    5. 6

      Adapt communication to a variety of contexts and tasks. EE.SL.8.6

  •  

    Using Language

    1. 1.b

      Demonstrate Standard English grammar and usage when communicating: Form and use the simple verb tenses (e.g., I walked, I walk, I will walk).EE.L.8.1.b

      1. H

        The student can identify/use the appropriate verb tense when communicating.EE.L.H.8.1.b

      2. M

        The student can identify appropriate past tense verbs when communicating.EE.L.M.8.1.b

      3. L

        The student can identify the action a person is taking when given a picture prompt.EE.L.L.8.1.b

    2. 1.c

      Demonstrate Standard English grammar and usage when communicating: Use appropriate verbs to match nouns.EE.L.8.1.c

    3. 3

      Use language to achieve desired outcomes when communicating. A. Use to-be verbs (am are, is was, were, be, become, became) accurately when writing and communicating.EE.L.8.3

      1. H

        The student can use language to communicate effectively with peers and adults (e.g., asking and answering questions, sharing information, clarifying statements, making requests, etc.).EE.L.H.8.3

      2. M

        The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions, using appropriate body language).EE.L.M.8.3

      3. L

        The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite, and making simple requests, etc.).EE.L.L.8.3

    4. 6

      Use general academic and domain-specific words and phrases across contexts. EE.L.8.6

Students can investigate topics and present information.

  •  

    Research and Inquiry

    1. 2.b

      Write to share information supported by details: Write one or more facts or details related to the topic.EE.W.8.2.b

      1. H

        The student can identify/list/organize facts or details to support a given topic.EE.W.H.8.2.b

      2. M

        The student can select facts or details related to a given topic. EE.W.M.8.2.b

      3. L

        The student can select a fact or detail related to a given topic. EE.W.L.8.2.b

    2. 3.d

      Write about events or personal experiences: Use words that describe the feelings of characters or provide other sensory information about the setting, experiences, or events.EE.W.8.3.d

      1. H

        The student can identify/use words to describe the feelings of people/characters in a text or other sensory information about the setting. EE.W.H.8.3.d

      2. M

        The student can identify words that describe the feelings of people/characters in a text or other sensory information about a setting or event in a text.EE.W.M.8.3.d

      3. L

        The student can identify a word that describes feelings of people/characters in a text or other sensory information about a setting or event in a text.EE.W.L.8.3.d

    3. 6

      Use technology, including the Internet, to produce writing to interact and collaborate with others.  EE.W.8.6

    4. 7

      Conduct short research projects to answer and pose questions based on one source of information. EE.W.8.7

    5. 8

      Select quotes providing relevant information about a topic from multiple print or digital sources. EE.W.8.8

    6. 5

      Include multimedia and visual information into presentations. EE.SL.8.5

Frequently asked questions

What grade levels do these standards cover?
Grade 8
Where can I read the official document?
ESSENTIAL ELEMENTS FOR GRADE 8: ENGLISH LANGUAGE ARTS

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