Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Table of Contents
Reading Literature
2
Reading Informational
12
Writing
25
Speaking and Listening
31
Language
38
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Enduring Skills: Make logical inferences from complex text (Citing Textual Evidence).
Standard: R.L.8.1 Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
Know: What content does the student
need to know to demonstrate this standard? What are the key ideas
explicitly stated in the text?
What is the evidence in the text that strongly supports the key ideas?
Recognize the difference between inference and what is explicitly stated in the text
Do: What skill must the student
demonstrate?
Analyze text by making inferences about what a text says that is not directly stated.
Analyze text by evaluating which evidence must strongly support the identified key ideas.
Cite the evidence used to make inferences not explicitly stated in the text.
Mastery: How does the student
demonstrate the learning of the standard? Students will analyze text
by making inferences not directly stated, evaluating supportive evidence of key ideas and citing evidence.
(Products of mastery include: writing, oral presentation, collaborative discussion, summative assessment, etc.)
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas. Enduring Skill: Summarize key details and ideas of complex text (Determine central ideas; Write an objective summary). Standard R.L.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Know: What content does the student
need to know to demonstrate this standard?
Do you understand theme and central idea of a text?
Do you know the literary elements (characters, setting, plot)?
Can you objectively summarize a text?
Do: What skill must the student
demonstrate?
Analyze the development of a theme or central idea over the course of a text.
Analyze its relationship to the literary elements over the course of a text.
Provide an objective summary of the text.
Mastery: How does the student
demonstrate the learning of the standard?
Identify a main idea or theme, examining how the author introduces and develops this idea or theme through specific details, and summarizing the text without commenting on or evaluating it.
What key idea and theme does the author introduce and develop?
What specific details does the author use to convey this idea?
What details and facts must a summary of the text include (that offer no opinion or judgment)?
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact
over the course of the text.
Enduring Skills: Analyze individuals, events, and ideas throughout complex text (Analyze details
in a text).
Standard R.L.8.3 Analyze how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.
Know: What content does the student
need to know to demonstrate this standard? Can you identify elements
of literature: dialogue, plot, and characterization?
Do: What skill must the student
demonstrate?
Analyze dialogue and incidents for propelling action, revealing characters, and provoking decisions
Mastery: How does the student
demonstrate the learning of the standard? Students will clearly
analyze lines of dialogue and lines of incident by determining propelling action, revealing characters, and provoking decisions as they are depicted in a story or drama.
(Products of mastery include: writing, oral presentation, collaborative discussion, summative assessment, etc.)
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 4: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Enduring Skills: Interpret words and phrases to comprehend text independently (Interpret
words and phrases).
Standard: R.L.8.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meaning; analyze the impact of specific word choices of
meaning and tone, including analogies or allusions to other texts.
Know: What content does the student
need to know to demonstrate this standard? Can you identify in a text:
o Words and phrases o Figurative words and
phrases o Connotative words
and phrases Can you identify meaning
and tone of a text? Can you identify:
o Analogies o Allusions to other
texts
Do: What skill must the student
demonstrate? Determine the meaning of
words and phrases, including figurative and connotative meanings, as they are used in a text.
Analyze the impact of word choices on meaning and tone of a text.
Analyze the impact of: o Analogies o Allusions to other
texts on meaning and tone
Mastery: How does the student
demonstrate the learning of the standard? Students will correctly
determine the figurative and connotative word meanings as they impact tone and meaning.
Students will clearly analyze the impact of analogies and allusions to other text on meaning and tone.
(Products of mastery include: writing, oral presentation, collaborative discussion, summative assessment, etc.)
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 5: Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to
each other and the whole.
Enduring Skills: Analyze text structure.
Standard: R.L.8.5 Compare and contrast the structure of two or more texts and analyze how
the differing structure of each text contributes to its meaning or style.
Know: What content does the student
need to know to demonstrate this standard?
Can you identify structural
elements of two or more
texts?
Do: What skill must the student
demonstrate?
Compare and contrast structure of two literary texts.
Analyze how the structure of the texts contributes to their meaning and tone.
Mastery: How does the student
demonstrate the learning of the standard?
Students will effectively compare and contrast the structure of two literary texts and identify how the structure of each text contributes to meaning and tone.
(Products of mastery include: writing, oral presentation, collaborative discussion, summative assessment, etc.)
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a
text.
Enduring Skills: Determine point of view or purpose of a text.
Standard: R.L.8.6 Analyze how differences in point of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense and humor.
Know: What content does the student
need to know to demonstrate this standard? Can you define dramatic
irony, suspense, and humor?
Can you identify characters’ points of view?
Can you recognize the techniques a writer uses to build suspense?
Can you recognize the techniques writers use to add humor?
Do: What skill must the student
demonstrate?
Define dramatic irony,
suspense, and humor. Identify characters’ points
of view. Recognize the techniques
a writer uses to build suspense.
Recognize the techniques writers use to add humor.
Mastery: How does the student
demonstrate the learning of the standard? Students will correctly
analyze a text to provide examples of how character’s and audiences’ varying points of view create humor and suspense.
(Products of mastery include: writing, oral presentation, collaborative discussion, summative assessment, etc.)
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as words.
Enduring Skills: Evaluate content presented in diverse media and formats to comprehend
complex text (Integrate information).
Standard: R.L.8.7 Analyze the extent to which a filmed or live production of a story or drama
stays faithful to or departs from the text or script, evaluating the choices made by the director
or actors.
Know: What content does the student
need to know to demonstrate this standard? Recognize choices
directors and actors make. Define evaluate.
Do: What skill must the student
demonstrate?
Compare and contrast
text (story or drama) and live or filmed production.
Analyze the faithfulness or departure between the text (story or drama) and the live or filmed production.
Evaluate the outcome/impact of choices made by directors and actors.
Mastery: How does the student
demonstrate the learning of the standard?
Students will clearly compare and contest text (story or drama) and live or filmed production including details that support the faithfulness or departure from text and its impact on the outcome.
(Products of mastery include: writing, oral presentation, collaborative discussion, summative assessment, etc.)
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Enduring Skill:
Standard R.L.8.8 (Not applicable to literature)
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8th Grade English/Language Arts
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Reading Literature
Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the author’s take.
Enduring Skills: Analyze how two or more text address similar themes or topics.
Standard: R.L.8.9 Analyze how a modern work of fiction draws on themes, patterns of events,
or character types from myths, traditional stories, or religious works such as the Bible including
describing how the material is rendered new.
Know: What content does the student
need to know to demonstrate this standard?
Can you determine theme, pattern of events, or character types?
Can you determine the similarities and differences between a modern work of fiction, myth, traditional story, and religious work?
Do: What skill must the student
demonstrate?
Compare and contrast themes, patterns of events, character types of modern work of fiction, myth, traditional story or religious work and evaluate how they are rendered new.
Mastery: How does the student
demonstrate the learning of the standard?
Students will compare and contrast the theme, events, and character types found in modern works of fiction, myths, traditional stories, or religious works to analyze how each type is rendered new.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Literature
Anchor Standard 10: Read and comprehend complex literary and informational text independently and proficiently. Enduring Skills: Read and comprehend complex texts. Standard: R.L.8.10 By the end of the year read and comprehends literature, including stories, dramas, and poems in the grades at the high end of grades 6-8 text complexity band independently and proficiently.
Know – What content does the
student need to know to demonstrate this standard?
Identify/understand in literary text: o key ideas and details o craft and structure o integration of
knowledge and ideas at appropriate complexity
(Qualitative, Quantitative and Reader and Task) as seen in standards 1-9
Do: What skill must the student
demonstrate?
Identify/understand in literary text: o key ideas and details o craft and structure o integration of
knowledge and ideas at appropriate complexity
(Qualitative, Quantitative and Reader and Task) as seen in standards 1-9
Mastery: How does the student
demonstrate the learning of the standard?
Read a range of literary texts-fiction, poetry, and drama-within the grades 6-8 text complexity band, receiving help only when needed as they reach the high end of the 6-8 complexity band.
How complex is the text? How much more complex
is this text? What sort of support, if
any, would help?
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Informational
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual when writing or speaking to support conclusions drawn
from the text.
Enduring Skills: Make logical inferences from complex text (Citing Textual Evidence).
Standard: (RI.8.1) Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Know: What content does the
student need to know to demonstrate
this standard?
What is text evidence
that supports the key
ideas?
What is the difference
between inference and
what is explicitly stated
in the text?
Do: What skill must the student
demonstrate?
Read closely to
determine the textual
evidence that most
strongly supports
analysis of what the text
says explicitly.
Close read a text in order
to draw an inference
using prior knowledge
(what they already know)
and details from the text.
Cite textual evidence to
strongly support
inferences drawn from
the text.
Cite textual evidence to
strongly support what
the text says explicitly.
Mastery: How does the student
demonstrate the learning of the
standard?
Students can correctly
identify relevant textual
evidence to support an
inference.
Students use prior
knowledge and multiple
details from the text to
write an informational
paragraph making a
logical inference.
Students support their
inference in their
paragraph with evidence
that most strongly
supports an analysis of
what the text says
explicitly as well as
inferences drawn from
the text.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Informational
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Enduring Skills: Summarize key details and ideas of complex text (Determine central ideas;
Write an objective summary).
Standard: (RI.8.2) Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Know: What content does the
student need to know to demonstrate
this standard?
What is central
idea/main idea?
What are supporting
details?
What is an objective
summary?
How are objective
summaries recognized?
Do: What skill must the student
demonstrate?
Analyze a text to
determine the central
idea/main idea (may be
either stated in the text
or implied) and how
these are developed over
the course of a text.
Identify details that
support the central
idea/main idea of a text
and distinguish those
from extraneous
(inessential) details,
including its relationship
to supporting ideas.
Provide an objective
(non-biased/free from
opinions) summary of a
text.
Mastery: How does the student
demonstrate the learning of the
standard?
Students correctly
identify the central
idea/main idea of a text.
Students can identify
details that most strongly
supports the
central/main idea and
include its relationship to
the supporting ideas.
Students write an
objective (non-
biased/free from
opinions) summary that
accurately records the
key ideas of a text while
demonstrating their
understanding of the
relationship to the
supporting ideas.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Informational
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Enduring Skills: Analyze individuals, events, and ideas throughout complex text (Analyze the
development of individuals, events and ideas over the course of a text).
Standard: (RI.8.3) Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Know: What content does the
student need to know to demonstrate
this standard?
What is an anecdote
(brief story)?
Who are the key
individuals in a text?
What are the key events
in a text?
What are the key ideas in
a text?
How do ideas or events
influence an individual?
How do individuals
influence ideas or
events?
What are comparisons?
What are analogies?
What are categories?
Do: What skill must the student
demonstrate?
Read a text to first
identify the key
individuals, ideas, and
events.
Identify how pieces of
information in a text
(examples, anecdotes,
etc.) develop and support
the individuals and
events.
Analyze the interactions
or influences between
individuals, events, and
ideas in a text through
comparisons, analogies,
or categories.
Mastery: How does the student
demonstrate the learning of the
standard?
Students can answer the
following questions
either in a discussion or
writing:
Why did the author
choose to write about
the person, event, or
idea this way?
Is the author portraying
the subject in a positive,
negative, or neutral
light?
Is he or she trying to be
as emotionless as
possible, or is he or she
trying to appeal to the
reader’s emotions?
Does the description use
examples, anecdotes,
and statistics?
Does the ideas influence
individuals or events, or
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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how does the individual
influence idea or events?
If so, are the interactions
or influences are they
explained through
comparisons, analogies,
or categories.
Students correctly use
graphic organizers to
record the relationships
between individuals,
events, or ideas.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Informational
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning or tone.
Enduring Skills: Interpret words and phrases to comprehend text independently (Interpret
words and phrases to comprehend text independently).
Standard: (RI.8.4) Determine the meanings of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Know: What content does the
student need to know to demonstrate
this standard?
What is figurative
language?
What is connotative
language?
What is denotative
language?
What is technical
language?
How does a specific word
choice impact the
meaning and tone?
What is an analogy?
What is an allusion?
Do: What skill must the student
demonstrate?
Identify words/language
as figurative,
connotative, denotative,
and technical.
Determine the meaning
of unfamiliar/unknown
words or phrases as they
are used in a text by
strategies such as using
contextual clues.
Analyze the impact of
word choice including
analogies or allusions to
other texts.
Mastery: How does the student
demonstrate the learning of the standard?
Students correctly identify
words/language as
figurative, connotative,
denotative, and technical.
Students correctly
determine the meaning of
words or phrases as they
are used in a text.
Students use the words
correctly in writing or
speaking.
Students correctly identify
how word choice impacts
the meaning and tone
within a text through guided
reading practice.
Students compare word
choice through analogies or
allusions to other texts.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Informational
Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Enduring Skills: Analyze text structure.
Standard: (RI.8.5) Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Know: What content does
the student need to know to
demonstrate this standard?
What is text
structure?
What is
chronology?
What is
compare/contrast?
What is
cause/effect?
What is
problem/solution?
What are the
major sections in a
text?
Do: What skill must the student demonstrate?
In a text, identify the text
structure.
Analyze the sequence of events
and chronologic order.
Analyze the causes and their
effects.
Analyze the problems and their
solutions.
Analyze the similarities and
differences.
Identify the transition words
that signal a specific text
structure.
Identify the major sections in a
text and describe how these
sections contribute to the
overall development of ideas.
Analyze in detail the structure
of a specific paragraph and the
role of each sentence in
relationship to the
development and refinement of
a key concept.
Mastery: How does the student
demonstrate the learning of the standard?
Given a text, students can
correctly identify the text
structure (chronology,
compare/contrast,
cause/effect, and
problem/solution).
Students can support their
reasoning with evidence
(sentences, paragraphs,
chapters, or sections) from
the text.
Students can explain how
that particular sentence,
paragraph, chapter, or
section contributes to the
overall structure of the text
and contributes to the
development of ideas.
Students can explain the
development of the
paragraphs in a text and the
effects of the structure of
the sentences.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Informational
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Enduring Skills: Determine Point of View or Purpose of text.
Standard: (RI.8.6) Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Know: What content does the student
need to know to demonstrate this standard? What is author’s point of
view?
What is author’s purpose?
o Persuade
o Inform
o Entertain
o Explain
o Describe
How does an author
distinguish his or her point
of view from that of
others?
What are controversial
issues?
What are opponents?
What are supporters?
Do: What skill must the student
demonstrate?
Determine the author’s
point of view or
perspective of a topic or
subject.
Determine the author’s
purpose for writing a text.
Determine how an author's
point of view or
perspective is different
from another author's
point of view or
perspective in a text.
Explain, {analyze} how the
author acknowledges and
responds to conflicting
evidence or viewpoints
Support your analysis with
textual evidence.
Mastery: How does the student
demonstrate the learning of the
standard?
Students correctly
determine the author’s
point of view or
perspective of a topic or
subject and use details or
examples to explain how
the author conveys this
through the text.
Students correctly
determine the author’s
purpose for writing a text
and use details or
examples to explain how
the author conveys this
through the text.
Students correctly identify
how the author's point of
view is different from the
opinions of others.
Students will read several
pieces of informational text
related to a similar topic.
Students will take note of
the differences between
author's opinions.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Students can explain how
the text would be different
if the author’s purpose was
to shift (for example, from
informing his/her audience
about facts and details to
persuading them to take
action).
Students can explain in a
discussion or written
response that topics may
have controversial issues
and identify how the
author acknowledges and
responds to the opposing
side.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Informational
Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Enduring Skills: Evaluate content presented in diverse media and formats to comprehend
complex text. (Integrate Information)
Standard: (RI.8.7) Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Know: What content does the
student need to know to demonstrate
this standard?
What media can you use
to access information?
What is compare and
contrast?
How do the various types
of media portray the
subject?
What are advantages?
What are disadvantages?
Do: What skill must the student
demonstrate?
Compare and contrast
texts across various
genres.
Gather information from
various media sources to
compare and contrast a
topic or issue.
Show how the delivery of
a speech affects the
impact of the words.
Evaluate the advantages
and disadvantages of
using different mediums
to present a particular
topic or issue.
Mastery: How does the student
demonstrate the learning of the
standard?
Students can use diverse
media to compare and
contrast texts across
various genres on the
same theme or topic.
Students can gather
information from various
media sources to gain
insight into a topic.
Students can take several
pieces of information and
integrate them in order to
understand a topic or
issue.
Students can use one text
and analyze how it is
portrayed in a variety of
different mediums (text,
audio, multimedia, etc.)
Using a Venn diagram,
students will correctly
compare and contrast
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8th Grade English/Language Arts
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how a particular text is
conveyed in more than
one medium.
Students compose a
product to show coherent
understanding of the
topic or issue. For
example, writing piece,
PowerPoint, presentation,
etc.
Students choose a
medium to compose a
product to show coherent
understanding of the
topic or issue. For
example, writing piece,
PowerPoint, presentation,
etc.
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8th Grade English/Language Arts
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Reading Informational
Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Enduring Skills: Delineate and evaluate the argument and specific claims in complex text
(Evaluate claims and arguments).
Standard: (RI.8.8) Delineate and evaluate the argument and specific claims in a text, accessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Know: What content does the
student need to know to demonstrate
this standard?
What is an argument?
What is a claim?
What is relevant?
What is sufficient?
Do: What skill must the student
demonstrate?
Identify
claims/arguments that
are supported by reasons
and evidence from claims
that are not.
Identify relevant reasons
and evidence that
supports a
claim/argument.
Identify reasons and
evidence that do not
support a
claim/argument.
Evaluate if the reasons
given to support a
claim/argument are
strong and clear.
Recognize when
irrelevant evidence is
introduced.
Mastery: How does the student
demonstrate the learning of the
standard?
Students can correctly
determine if there is
enough evidence to make a
particular claim valid.
Students can answer the
following questions
whether in discussion or
writing:
Is the evidence relevant to
the claim/argument?
Is there enough evidence
to support the
claim/argument?
Does the author provide
strong reason to support
the claim/argument?
Students can correctly
evaluate arguments and
claims to distinguish those
supported by evidence
from those which are not.
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8th Grade English/Language Arts
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Reading Informational
Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Enduring Skills: Analyze how two or more texts address similar themes or topics.
Standard: (RI.8.9) Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Know: What content does the
student need to know to demonstrate
this standard?
What is compare and
contrast?
How do two or more
different authors present
the same topic
differently?
How do two or more
different authors use
different evidence to
describe the same topic?
What are facts?
What are
interpretations?
Do: What skill must the student
demonstrate?
Compare and contrast
the common events in
texts written by different
authors.
Identify the different
evidence that each
author uses to present
common events.
Identify how different
authors provide different
interpretations of similar
facts.
Analyze two or more text
that provide conflicting
information on the same
topic and identify where
text agree on facts or
interpretations.
Mastery: How does the student
demonstrate the learning of the standard?
Students compare/ contrast
the common events in texts
written by different authors
to view the similarities and
differences of how
information is presented.
Students make text-to-text
connections with texts
comparing and contrasting
various themes and topics.
Students read two or more
texts addressing the same
topic and compare/contrast
how each author interprets
the information differently.
Students make text-to-text
connections with conflicting
information given in two or
more texts and identify the
misconceptions in oral
discussion or written
responses.
Pike County School District Standards Mastery Document
8th Grade English/Language Arts
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Reading Informational
Anchor Standard 10: Read and comprehend complex literary and informational text independently and proficiently.
Enduring Skills: Read and comprehend complex texts.
Standard: (RI.8.10) By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Know: What content does the student
need to know to demonstrate this
standard?
What is literary
nonfiction?
o Expository/Exposition
o Argument
o Functional Text
What is an informational
text?
Do: What skill must the student
demonstrate?
Read and comprehend
literary nonfiction {at the
high end of} the grades 6-
8-text complexity band
{independently}
proficiently.
Mastery: How does the student
demonstrate the learning of the
standard?
Students can read literary
nonfiction {at the high end
of} the grades 6-8-text
complexity band
{independently}
proficiently, and answer
comprehension based
questions related to the
text.
Students can determine
when they are not
comprehending and/or
making meaning, and will
be able to apply
appropriate strategies to
increase comprehension
when faced with a difficult
text.
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8th Grade English/Language Arts
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Writing
Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Enduring Skills: Write arguments to support claims.
Standard: W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
Know: What content does the
student need to know to demonstrate
this standard?
What is a claim? What is an opposing
claim? How can you distinguish
a claim from an opposing claim?
What are supporting and logical reasons and evidence?
What are accurate credible sources?
What accurate credible sources and information can be used to support the claim?
What words, phrases, and clauses clarify the relationships and recreate cohesion among the claims, counterclaims, and reasons?
What is the formal style for writing an argument?
What is a concluding statement that supports the argument?
Do: What skill must the student
demonstrate?
Read argumentative writing pieces in order to identify quality examples of this type of writing and be able to distinguish claims and supporting evidence along with counterclaims with supporting evidence and organize them in a logical order.
Discuss different sides of an issue. (Whole group discussion)
T-chart for each side of the argument, and use evidence to support that side of the argument, or other Graphic organizers.
Write a 3.8 paragraph stating and supporting the side they agree with.
Write a 3.8 paragraph stating and supporting the opposing side of the argument.
Use the prewriting strategy for writing (W-
Mastery: How does the student
demonstrate the learning of the
standard?
Write an argumentative paragraph.
Assessment requiring students to correctly identify the claim, the counterclaim, and the supporting evidence for each.
Write an argumentative essay, speech, or letter.
Debate (Notes)
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8th Grade English/Language Arts
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W-W), and hashtag method to brainstorm reasons and support. Use the last column in the hashtag for the counterclaim.
Write an introductory paragraph and concluding paragraph.
Use words, phrases, and clauses to connect their writing.
Use facts rather than emotional appeal and overgeneralizations to prove their points.
Find accurate credible resources to use to provide relevant evidence.
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8th Grade English/Language Arts
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Writing
Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection, organization, and
analysis of content.
Enduring Skills: Write informative/explanatory texts to convey ideas and information.
Standard W.6.2: Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection, organization, and
analysis of the content.
Know: What content does the
student need to know to demonstrate this standard?
Identify the following:
o Topic(s) o Transitions o Precise Language o Domain Specific
Vocabulary o Formal Style
Identify a conclusion for
the topic that follows
from the supports the
information or
explanation presented
Do: What skill must the student
demonstrate?
Organize the following:
o Ideas o Concepts o Information into
broader categories To develop the topic,
analyze and organize
relevant content using:
o Facts o Definitions o Concrete Details o Quotations
Select appropriate and
varied transitions to
create cohesion and
clarify relationships.
Determine an effective,
supportive conclusion for
the topic or section that
follows from and supports
the information or
explanation presented.
Mastery: How does the student
demonstrate the learning of the standard?
Write an
informative/explanatory
text examining a topic to:
o Convey ideas o Convey concepts o Convey information
through: 1. Selection 2. Organization 3. Analysis of
relevant content Organize (into broader
categories):
o Ideas o Concepts o Information
Develop the topic with:
o Relevant, well-chosen facts
o Definitions o Concrete details o Quotations o Examples o Other Information
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8th Grade English/Language Arts
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To aid comprehension,
apply the following tools:
o Formatting o Graphics o Multimedia
Use appropriate and
varied transitions to
clarify the relationships
among ideas and
concepts and create
cohesion.
Use precise language and
domain-specific
vocabulary.
Establish and maintain a
formal style and tone.
Provide an effective
concluding statement or
section that supports the
topic.
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8th Grade English/Language Arts
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Writing
Anchor Standard 3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event sequences.
Enduring Skills: Write narratives to develop real or imagined experiences.
Standard: W.7.3 Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.
Know: What content does the
student need to know to demonstrate
this standard?
What is a character? How is the point of view
established? What are narrative
techniques? What is dialogue and
how is it used in a text? How can transitional
phrases, words, and clauses be used to shift from one time frame or setting to another?
What is sensory language and how it is used to capture the action of the passage?
What makes a good conclusion that reflects on the narrated experiences or events?
Do: What skill must the student
demonstrate?
Identify characteristics of narrative writing.
Write a dialogue between characters using correct punctuation and capitalization.
Use the Narrative Writing Plan organizer.
Use varying points of view to describe a common event.
Describe an event using sensory details.
Write an engaging story to grab a reader's attention.
Write a short descriptive paragraph about a person.
Use sequential order to describe and capture the action of an event.
Understand the different purposes of narratives.
Mastery: How does the student
demonstrate the learning of the
standard?
Write a well-developed narrative of a real or imagined experience.
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8th Grade English/Language Arts
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o Identify the elements of a story using narratives.
Develop a controlling idea.
Select and incorporate relevant details.
Write a reflective conclusion.
Students will use writing techniques to incorporate suspense or conflict.
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Speaking and Listening
Anchor Standard 1: Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others' ideas and expressing their own clearly
and persuasively.
Enduring Skills: Prepare for and participate effectively in collaborative conversations.
Standard: SL 8.1. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
Know: What content does the
student need to know to demonstrate
this standard?
What is the topic being discussed?
How do I find evidence to support my topic?
What is the evidence that supports the discussion of my topic and the possible responses to counterarguments?
What are the rules for discussion?
How do I manage group work and track goals and deadlines?
How do I respond to the ideas and responses of others?
How do I acknowledge the information from others and justify personal views?
Do: What skill must the student
demonstrate?
Read various sources to
find the evidence needed
for the topic discussed
and for rebuttal of
counterarguments
presented by others.
Demonstrate and instruct
on how to use rules of
discussion.
Require students first to
respond to other
students' comments
before they can offer a
new one of their own.
Work in groups to
collaborate and bounce
ideas off one another on
various issues within a
text in order to reach a
common understanding.
Read text carefully for
predetermined purposes.
Mastery: How does the student
demonstrate the learning of the
standard?
Participation in book clubs, literature circles, and debates.
Synthesizing the information from discussion and textual referencing, making a personal decision on their position and beliefs through writing and sharing with others.
Effectively engaging an audience.
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Look for deep meanings
in a text.
Asked pointed questions.
Actively listen and gauge
other students'
responses.
Reflect and reevaluate
personal beliefs and
stances.
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Speaking and Listening
Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Enduring Skills: Evaluate others' presentations and how they use point of view, reasoning, use
of evidence and rhetoric.
Standard: SL 8.2. Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political)
behind its presentation.
Know: What content does the
student need to know to demonstrate
this standard?
What is the author's purpose and any underlying motives or biases?
What did the author use that form of media?
What is the meaning behind the presentation?
Who is the intended audience for the presentation?
What is the tone presented by the author?
Do: What skill must the student
demonstrate?
Learn about various forms of media and the purposes behind each.
Learn how to analyze the motives and deeper meanings of authors using different formats.
Give the students a common topic and have them find various forms of media and formats that present that topic.
Use the information the students collect to discover the intended audience, tone, meaning, and purpose.
Mastery: How does the student
demonstrate the learning of the
standard?
Proof of analyzing through written form, oral presentation, visual or media format.
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8th Grade English/Language Arts
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Speaking and Listening
Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric.
Enduring Skills: Delineate and evaluate the argument and specific claims in complex text.
Standard: SL 8.3 Delineate a speaker's arguments and specific claims, evaluating the soundness
of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduces.
Know: What content does the
student need to know to demonstrate
this standard?
What is the speaker's argument and claims?
What evidence is used by the speaker to support his/her claim?
What is the different between relevant and irrelevant details?
Is the evidence relevant for the author's argument or claim?
Do: What skill must the student
demonstrate?
As the speaker presents, collect notes on the speaker's argument or claim, and the evidence used.
Research the evidence given to see if it was viable.
Mastery: How does the student
demonstrate the learning of the
standard?
Outline the speaker's main points and evidences.
Peer review of speakers using specific criteria.
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8th Grade English/Language Arts
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Speaking and Listening
Anchor Standard 4: Present information, findings and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style are appropriate
to the task, purpose, and audience.
Enduring Skills: Independently prepare and present information, findings, and supporting
evidence that the listener can follow.
Standard: SL 8.4 Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
Know: What content does the
student need to know to demonstrate
this standard?
What is your claim? What salient points will
be used to support the claim?
What format will be used to present claims and findings?
What are the good presentation skills (eye-contact, adequate volume, clear pronunciation)?
Do: What skill must the student
demonstrate?
Consider the audience, and purpose for selection of format for presentation.
Practice using good presentation skills and have peer observations to help assist in areas that need improvement.
Select clear claims and details to include in the type of format being used for presentation.
When using written conventions, use appropriate formats for discussing evidence, and counterarguments.
Mastery: How does the student
demonstrate the learning of the
standard?
Speech Essay Debates Graphic organizer Use diverse formats to
present information (PowerPoints, visuals, or other types of media).
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8th Grade English/Language Arts
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Speaking and Listening
Anchor Standard 5: Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
Enduring Skills: Use digital media and visual displays to enhance presentations and
communicate effectively.
Standard: SL 8.5 Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
Know: What content does the
student need to know to demonstrate
this standard?
How do you integrate multimedia and visual displays into presentations to clarify information?
How do you strengthen a claim?
What can be used to strengthen your evidence?
What could be used to add interest and engage your audience?
Do: What skill must the student
demonstrate?
Model and practice how to embed multimedia and visual displays into your presentation.
Perform mini-tasks displaying their knowledge and understanding of how to integrate information using the various media formats.
Conduct interviews to strengthen your evidence and presentation.
Mastery: How does the student
demonstrate the learning of the
standard?
Product that includes multimedia or visual displays to give information concerning the topic discussed.
Variety of formats optional: Speeches, PowerPoints, Debates, Posters, Essays, etc.
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8th Grade English/Language Arts
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Speaking and Listening
Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
Enduring Skills: Independently prepare and present information, findings, and supporting
evidence that the listener can follow.
Standard: SL 8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Know: What content does the
student need to know to demonstrate
this standard?
How can speech be adapted to a variety of contexts and tasks?
What is the most appropriate and effective use of English according to audience and purpose?
Do: What skill must the student
demonstrate?
Learn about perspective and how to address various audiences.
Give a video clip or another format of text and have them write for different audiences and for different purposes.
Look at various passages and determine which use of formal English the most effective and appropriate for the purpose.
Mastery: How does the student
demonstrate the learning of the
standard?
Speech Essay Debate Story Writing in various points
of view Speaking to various
audiences Plays Role playing
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8th Grade English/Language Arts
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Language
Anchor Standard 1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Enduring Skills: Demonstrate command of English grammar and usage.
Standard: (L.8.1) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
A. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
B. Form and use verbs in the active and passive voice. C. Form and use verbs in the indicative, imperative, interrogative, conditional and
subjunctive mood. D. Recognize and correct inappropriate shifts in verb voice and mood.
Know: What content does the
student need to know to demonstrate
this standard?
What are verbals
(gerunds, participles,
infinitives)?
What are the functions of
verbals?
What is a verb?
What is active voice?
What is passive voice?
What are indicative,
imperative, interrogative,
conditional and
subjunctive mood.
Do: What skill must the student
demonstrate? Explain the function of
verbals in general.
Explain the function of
verbals in particular
sentences.
Use verbs in the active
voice.
Use verbs in the passive
voice.
Use verbs in the:
o indicative mood
o imperative mood
o interrogative mood
o conditional mood
o subjective mood
Mastery: How does the student
demonstrate the learning of the
standard?
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by: a. Explaining the
function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Forming and using verbs in the active and passive voice.
c. Forming and using verbs in the indicative, imperative,
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8th Grade English/Language Arts
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Recognize inappropriate
shifts in verb voice and
mood.
Correct inappropriate
shifts in verb and mood.
interrogative, conditional and subjunctive mood.
d. Recognizing and correcting inappropriate shifts in verb voice and mood.
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Language
Anchor Standard 2: Demonstrate command of the convention of Standard English capitalization, punctuation, and spelling when writing.
Enduring Skills: Demonstrate command of Standard English capitalization, punctuation, and
spelling.
Standard: (L.8.2) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, ellipsis, and dash) to indicate a pause or a break. b. Use an ellipsis to indicate an omission. c. Spell correctly.
Know: What content does the
student need to know to demonstrate
this standard?
What are the rules for
capitalization?
What are the rules for
punctuation to indicate a
pause or a break?
What is an ellipsis?
What is an omission?
What are the rules for
spelling correctly?
Do: What skill must the student
demonstrate?
Apply correct
capitalization,
punctuation, and spelling
when writing.
Use punctuation
(commas, ellipsis, and
dash) to indicate a pause
or a break.
Use an ellipsis to indicate
an omission.
Recall and apply spelling
rules.
Identify and correct
misspelled words.
Mastery: How does the student
demonstrate the learning of the
standard?
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing by:
a. Using punctuation (commas, ellipsis, and dash) to indicate a pause or a break.
b. Use an ellipsis to indicate an omission.
c. Spelling correctly.
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8th Grade English/Language Arts
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Language
Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Enduring Skills: Language functions in different contexts.
Standard: (L.8.3) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Use verbs in active and passive voice and in the conditional and subjunctive mood to achieve particular effects. (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
Know: What content does the
student need to know to demonstrate
this standard?
What is a verb?
What is active voice?
What is passive voice?
What is conditional
mood?
What is subjunctive
mood?
Do: What skill must the student
demonstrate?
Use verbs in the active
voice to achieve
particular effects.
Use verbs in the passive
voice to achieve
particular effects.
Use verbs in the
conditional mood to
achieve particular
effects.
Use verbs in the
subjective mood to
achieve particular
effects.
Mastery: How does the student
demonstrate the learning of the
standard?
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Use verbs in active and passive voice and in the conditional and subjunctive mood to achieve particular effects. (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
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8th Grade English/Language Arts
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Language
Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Enduring Skills: Determine the meaning of unknown words.
Standard: (L.8.4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Know: What content does the
student need to know to demonstrate
this standard?
What are word attack
strategies for
determining the meaning
of unknown
words/phrases?
What are multiple-
meaning words/phrases?
What is context?
What are common
context clues in text (e.g.,
overall meaning of
sentence or paragraph, a
Do: What skill must the student
demonstrate?
Use context as a clue to
the overall meaning of a
word or phrase.
Use common, grade-
appropriate Greek and
Latin affixes and roots as
clues to the meaning of a
word (e.g., audience,
auditory, audible).
Consult reference
materials to find the
pronunciation of a word.
Mastery: How does the student
demonstrate the learning of the
standard?
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grade 8 reading and
content, choosing flexibly
from a range of
strategies by:
a. Using context (e.g.,
the overall meaning
of a sentence or
paragraph; a word’s
position or function
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8th Grade English/Language Arts
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word’s position in a
sentence, a word’s
function in a sentence)?
What are Greek affixes
and roots?
What are Latin affixes
and roots?
What are reference
materials; print and
digital (e.g., dictionaries,
glossaries, thesauruses)?
Consult reference
materials to determine
the meaning of a word.
Consult reference
materials to clarify a
words precise meaning.
Consult reference
materials to determine a
words part of speech.
Verify preliminary
determination of the
meaning of a word or
phrase by checking
inferred meaning in
context or a dictionary.
in a sentence) as a
clue to the meaning
of a word or phrase.
b. Using common,
grade-appropriate
Greek and Latin
affixes and roots as
clues to the meaning
of a word (e.g.,
precede, recede, and
secede).
c. Consulting general
and specialized
reference materials
(e.g., dictionaries,
glossaries,
thesauruses), both
print and digital, to
find the
pronunciation of a
word or determine or
clarify its precise
meaning or its part of
speech.
d. Verifying the
preliminary
determination of the
meaning of a word or
phrase (e.g., by
checking the inferred
meaning in context or
in a dictionary).
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8th Grade English/Language Arts
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Language
Anchor Standard 5: Demonstrate understanding of figurative language, word relationship, and nuances in word meanings.
Enduring Skills: Understand Figurative Language.
Standard: (L.8.5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Know: What content does the
student need to know to demonstrate
this standard?
What are figures of
speech/figurative
language?
What are word
relationships?
What is a nuance?
What is connotation?
What is denotation?
Do: What skill must the student
demonstrate?
Interpret different types
of figures of speech (e.g.
personification) in
context.
Distinguish among the
different types of word
relationships (e.g.,
cause/effect, part/whole,
and item/category).
Analyze the relationship
between particular
words (e.g., cause/effect,
part/whole,
item/category) to better
understand each of the
words.
Mastery: How does the student
demonstrate the learning of the
standard?
Demonstrate
understanding of
figurative language, word
relationships, and
nuances in word
meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of
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8th Grade English/Language Arts
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Distinguish among the
connotations of words
with similar denotations
(e.g., stingy, scrimping,
economical, unwasteful,
thrift.)
words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
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8th Grade English/Language Arts
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Language
Anchor Standard 6: Acquire and use accurately general academic and domain -specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Enduring Skills: Use grade appropriate words and phrases.
Standard: (L.8.6) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Know: What content does the
student need to know to demonstrate
this standard?
What are general
academic words and
phrases?
What are domain-specific
words and phrases?
What reference
resources can be used to
gather vocabulary
knowledge?
Do: What skill must the student
demonstrate?
Acquire grade-
appropriate general
academic and domain-
specific words and
phrases.
Accurately use grade-
appropriate and domain-
specific words and
phrases.
Gather vocabulary
knowledge by consulting
reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital to find the
pronunciation of a word
or to determine or clarify
its precise meaning.
Mastery: How does the student
demonstrate the learning of the
standard?
Students acquire and use
accurately grade-
appropriate general
academic and domain-
specific words and
phrases; gather
vocabulary knowledge
when considering a word
or phrase important to
comprehension or
expression.