New Jersey Standards
New Jersey 8th Grade ELA Standards
All 32 New Jersey English language arts standards for 8th grade, each explained in plain English. The official wording is one click away under each one.
32 standards
Language Domain
4 standardsL.SS.8.1
Use correct English, like explaining what gerunds and infinitives do, using active and passive voice and every verb mood, avoiding shifts, and using dashes and ellipses.
Official wording
Demonstrate command of the system and structure of the English language when writing or speaking.AExplain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.BForm and use verbs in the active and passive voice.CForm and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.DRecognize and correct inappropriate shifts in verb voice and mood.EUse punctuation (comma, ellipsis, dash) to indicate a pause or break.FUse an ellipsis to indicate an omission.GRecognize spelling conventions.
L.KL.8.2
Notice the difference between formal and casual English, like Good morning, Mrs. Lee versus Hey, and choose which fits the moment.
Official wording
Use knowledge of language and its conventions when writing, speaking, reading, or listening.AAcquire and use accurately grade-appropriate general academic and domain-specific words and phrases.BGather vocabulary knowledge when selecting a word or phrase important to comprehension or expression.CUse verbs in the 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).
L.VL.8.3
Pin down unknown and multiple-meaning words using context, roots like port in transport, and reference tools, verify the meaning, and judge how word choice sets tone.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, including technical meanings, choosing flexibly from a range of strategies.AUse 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.BAnalyze the impact of specific word choices on meaning and tone.CUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).DConsult 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.EVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.VI.8.4
Explain a nonliteral phrase like take steps, name someone who is friendly to link a word to real life, and rank knew, believed and suspected by how sure they are.
Official wording
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.AInterpret figures of speech (e.g., verbal irony, puns) in context.BUse the relationship between particular words to better understand each of the words.CAnalyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.DDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Reading Domain
15 standardsRL.CR.8.1
Use a wide range of quoted evidence to firmly support an analysis of several sides of a novel or story, both its plain statements and its implied meanings.
Official wording
Cite a range of textual evidence and make clear and relevant connections to strongly support an analysis of multiple aspects of what a literary text says explicitly as well as inferences drawn from the text.
RI.CR.8.1
Back a strong analysis of an informational text with a range of evidence, including its charts, graphs and diagrams, covering both stated facts and inferences.
Official wording
Cite a range of textual evidence and make clear and relevant connections (including informational text features such as charts, graphs, and diagrams) that strongly support an analysis of multiple aspects of what an informational text says explicitly, as well as inferences drawn from the text.
RL.CI.8.2
Name a theme of a novel or poem, explain which details develop it, and give a fair summary that keeps personal opinions out.
Official wording
Determine a theme of a literary text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.CI.8.2
Pin down a central idea of an article or essay, show the details that develop it, and write a neutral summary with no personal views mixed in.
Official wording
Determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.IT.8.3
Analyze how parts of a text affect each other, like how a setting shapes characters or how characters change ideas, across stories and nonfiction alike.
Official wording
Analyze how particular elements of a text interact (e.g., how setting shapes the characters or plot, how ideas influence individuals or events, or how characters influence ideas or events) across multiple text types, including across literary and informational texts.
RI.IT.8.3
Analyze how parts of a text affect each other, like how a historical setting shapes people's choices or how a person sways events, across fiction and nonfiction.
Official wording
Analyze how particular elements of a text interact (e.g., how contexts influence individuals or events, or how individuals influence ideas or events) across multiple text types, including across literary and informational texts.
RL.TS.8.4
Compare how two texts are built, like a poem told in stanzas and a story told in flashbacks, and how each structure shapes meaning, tone and style.
Official wording
Compare and contrast the structure of texts, analyzing how the differing structure of each text contributes to its meaning, tone and style.
RI.TS.8.4
Explain how an author uses text structure to organize and develop ideas, set a point of view, and build supporting arguments.
Official wording
Analyze and explain how an author organizes, develops and presents ideas, establishes a point of view or builds supporting arguments through text structure.
RL.PP.8.5
Analyze how an author builds a perspective or purpose by playing characters' views against the reader's, like dramatic irony where readers know more than the characters.
Official wording
Analyze how an author conveys or develops their perspective or purpose in a text through the use of different perspectives of the characters and that of the audience or reader (e.g., created through the use of dramatic irony).
RI.PP.8.5
Analyze how an author builds a perspective or purpose, including how they recognize and answer evidence or views that conflict with their own.
Official wording
Analyze how an author conveys or develops their perspective or purpose in a text and by acknowledging and responding to conflicting evidence or viewpoints.
RL.MF.8.6
Judge choices authors, directors or actors make when a story or scene appears in two media, like a memoir and its film, and what each version stresses or leaves out.
Official wording
Evaluate the choices made (by the authors, directors or actors) when presenting an idea in different mediums, including the representation/s or various perspectives of a subject or a key scene in two different artistic mediums (e.g., a person’s life story in both print and multimedia), as well as what is emphasized or absent in each work.
RI.MF.8.6
Judge the choices creators make when presenting an idea in different media, and weigh the pros and cons of formats like video or data charts for answering a question.
Official wording
Evaluate the choices made (by the authors, directors, or actors) when presenting an idea in different mediums and the advantages and disadvantages of using different mediums or formats (e.g., visually, quantitatively) to address a question or solve a problem.
RI.AA.8.7
Lay out a text's argument and its claims, judge whether the reasoning holds and the evidence is enough, and spot evidence that is off topic.
Official wording
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RL.CT.8.8
Using background knowledge, analyze how fiction and literary nonfiction writers shape an idea through chosen evidence, their reading of facts, or a fictional take on real history.
Official wording
Analyze and reflect on how the author’s idea in fiction and literary nonfiction texts (e.g., practical knowledge, historical/cultural context, and background knowledge) is shaped by the author’s emphasis on different evidence, advancing different interpretations of facts, or fictional portrayal of a time, place, or character and a historical account of the same period.
RI.CT.8.8
Use background knowledge to study two or more nonfiction texts that conflict on one topic, and point out where they disagree on facts or on how to read them.
Official wording
Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) two or more informational texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Writing Domain
7 standardsW.AW.8.1
Write arguments in any subject that set a claim apart from opposing ones, support it with accurate evidence from credible sources, link ideas clearly, and end strongly.
Official wording
Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.AIntroduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.BSupport claim(s) with logical reasoning and relevant evidence, using relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.CUse words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.DEstablish and maintain a formal or academic style, approach, and form.EProvide a concluding statement or section that follows from and supports the argument presented.
W.IW.8.2
Write explanations that preview the topic, organize ideas with structures and headings, use well-chosen facts and precise terms, and close by tying it all together.
Official wording
Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.AIntroduce a topic clearly, previewing what is to follow; and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aid in comprehension.BDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.CUse appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.DUse precise language and domain/grade-level- specific vocabulary to inform about or explain the topic.EEstablish and maintain a formal style/academic style, approach, and form.FProvide a concluding statement or section (e.g., sentence, part of a paragraph, paragraph, or multiple paragraphs) that synthesizes the information or explanation presented.
W.NW.8.3
Write a true or made-up story that sets the scene, uses dialogue, pacing and sensory detail, moves clearly through time and ends with a fitting conclusion.
Official wording
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.AEngage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.BUse narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.CUse a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.DUse precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.EProvide a conclusion that follows from and reflects on the narrated experiences or events.
W.WP.8.4
With help from peers and adults, plan and finish demanding writing, seek models, sources or feedback to polish it, and check that it suits its purpose and readers.
Official wording
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, sustaining effort to complete complex writing tasks; seeking out assistance, models, sources or feedback to improve understanding or refine final products; focusing on how well purpose and audience have been addressed.
W.WR.8.5
Run a short research project on a question, including one you came up with, using several sources and raising new focused questions along the way.
Official wording
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.SE.8.6
Pick good search terms to find print and online sources, check each for accuracy and reliability, and quote or paraphrase it with a citation in a format like MLA.
Official wording
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.RW.8.7
Write on a steady schedule, mixing multi-week research pieces with revision time and quick pieces done in a sitting, across subjects, purposes and audiences.
Official wording
Write routinely over extended time frames (time for research, reflection, metacognition/self- correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening Domain
6 standardsSL.PE.8.1
Come prepared to a discussion with evidence, follow the group's rules and roles, link speakers' ideas with questions, and adjust your view when the evidence warrants.
Official wording
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.ACome to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.BFollow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.CPose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.DAcknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.II.8.2
Analyze why information is presented in a chart, video or speech, and judge the social, commercial or political motive behind it.
Official wording
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.
SL.ES.8.3
Break down a speaker's argument, judge whether the reasoning holds and the evidence is enough, and catch evidence that is beside the point.
Official wording
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.PI.8.4
Present a claim and findings in a focused order with evidence, sound reasoning and well-chosen details, speaking clearly, loudly enough and with eye contact.
Official wording
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.
SL.UM.8.5
Add slides, images or video to a presentation where they make the information clearer, strengthen the evidence or add interest.
Official wording
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.AS.8.6
Tailor speaking to the moment and task, like a peer discussion or a speech to parents, using formal English when the situation calls for it.
Official wording
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
The official New Jersey documents
- New Jersey Student Learning Standards for English Language Arts, 2023 · adopted October 2023 · since 2024-25
New Jersey Student Learning Standards for English Language Arts, New Jersey Department of Education.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.