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New York Standards

New York 8th Grade ELA Standards

All 26 New York English language arts standards for 8th grade, each explained in plain English. The official wording is one click away under each one.

26 standards

Reading Standards (Literary and Informational Text)

9 standards
Key Ideas and Details
8R1
Cite the strongest quotes and details to support your analysis of a text, both its stated meaning and the inferences you draw, like an author's unstated bias.
Official wording
Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
8R2
Identify one or more themes or central ideas, analyze how each develops through the text, and summarize the text in your own words.
Official wording
Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text. (RI&RL)
8R3
Analyze how a line of dialogue or an event drives the action, reveals character or sparks a decision, and how nonfiction develops people, events and ideas.
Official wording
In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)
Craft and Structure
8R4
Interpret figurative language, connotations and multiple-meaning words in context, and analyze how picking slammed over closed changes the tone and mood.
Official wording
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. (RI&RL)
8R5
Compare the structures of two or more texts, fiction or nonfiction, and analyze how each structure shapes its meaning, style, theme or central idea.
Official wording
In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme, or central idea. (RI&RL)
8R6
Analyze how gaps in what characters, audience and reader know create mood and tone, as in dramatic irony, and how a nonfiction author handles conflicting views.
Official wording
In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone. (RL) In informational texts, analyze how the author addresses conflicting evidence or viewpoints. (RI)
Integration of Knowledge and Ideas
8R7
Weigh the pros and cons of presenting a subject in text, audio, video, stage or digital form, and analyze how closely a film or stage version follows the written work.
Official wording
Evaluate the advantages and disadvantages of using different media—text, audio, video, stage, or digital—to present a particular subject or idea and analyze the extent to which a production remains faithful to or departs from the written text. (RI&RL)
8R8
Follow an argument step by step and test it, asking if the logic holds and the evidence fits and is enough, and catching evidence that is off the point.
Official wording
Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced. (RI&RL)
8R9
Create your own criteria for judging a text's quality, like a rubric for strong speeches, and connect texts to other works, ideas, cultures, eras and your life.
Official wording
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)

Writing Standards

7 standards
Text Types and Purposes
8W1
Write an argument with a clear claim, reasons and evidence from credible sources, linking words, a formal style and a conclusion that follows from it.
Official wording
Write arguments to support claims with clear reasons and relevant evidence.aIntroduce a precise claim, acknowledge and distinguish the claim(s) from a counterclaim, and organize the reasons and evidence logically.bSupport claim(s) with logical reasoning and relevant evidence, using credible sources while demonstrating an understanding of the topic or text.cUse precise language and content-specific vocabulary to argue a claim.dUse appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.eProvide a concluding statement or section that explains the significance of the argument presented.fMaintain a style and tone appropriate to the writing task.
Common Core W.6.1
8W2
Write an informative piece that introduces a topic, organizes facts, definitions and examples under headings or charts where they help, and ends with a conclusion.
Official wording
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.aGRADE Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, 8 and cause/effect.bDevelop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include formatting, graphics, and multimedia when useful to aid comprehension.cUse precise language and content-specific vocabulary to explain a topic.dUse appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.eProvide a concluding statement or section that explains the significance of the information presented.fEstablish and maintain a style appropriate to the writing task.
Common Core W.6.2
8W3
Write true or imagined narratives with a set point of view, dialogue, pacing and reflection, transitions that link events, and an ending that looks back on them.
Official wording
Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details and clear sequencing.aEngage the reader by establishing a point of view and introducing a narrator and/or characters.bUse narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters.cUse a variety of transitional 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 what is experienced, observed, or resolved over the course of the narrative.
8W4
Respond to a text or your own experience with an original poem, story, play or artwork, and explain where and why your version departs from the source.
Official wording
Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; explain divergences from the original text when appropriate.
8W5
Ground your analysis, reflections and research in evidence from novels, poems and nonfiction, using grade 8 reading skills on both kinds of text.
Official wording
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 8 Reading Standards to both literary and informational text, where applicable
Research to Build and Present Knowledge
8W6
Research answers to questions, including your own, across several sources, refocus as needed, and raise new related questions that open several paths to explore.
Official wording
Conduct research to answer questions, including self-generated questions, drawing on multiple sources, refocusing the inquiry when appropriate. Generate additional related questions that allow for multiple avenues of exploration.
8W7
Pull relevant facts from many sources after checking each for credibility and accuracy, then quote or paraphrase without plagiarizing and cite in a standard style.
Official wording
Gather relevant information from multiple sources; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a standard format for citation.

Speaking and Listening Standards

6 standards
Comprehension and Collaboration
8SL1
Come to discussions ready with evidence, follow group norms and roles, ask questions that tie several speakers' ideas together, and justify or adjust your views.
Official wording
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.aCome to discussions prepared, having read or researched material under study; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.bFollow norms for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as neededcPose 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 personal views in light of the evidence presented.
8SL2
Analyze why information is presented in charts, data or speech, and evaluate the social, commercial or political motives behind it, like those of an ad.
Official wording
Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
8SL3
Outline a speaker's argument and claims, judge whether the reasoning is sound and the evidence fits and is enough, and point out evidence that does not belong.
Official wording
Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas
8SL4
Present claims and findings with focus, backing key points with relevant evidence, sound reasoning and well-chosen details, plus eye contact, volume and clear speech.
Official wording
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation.
8SL5
Blend digital media or visuals into presentations, like an infographic or video clip, to clarify information, strengthen claims and keep the audience interested.
Official wording
Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of interest to engage the audience.
8SL6
Fit your speech to different settings and tasks, switching to formal English when it is expected, like during a class debate.
Official wording
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language Standards

4 standards
Knowledge of Language
8L3
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.aUse 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).
Common Core L.2.3
Vocabulary Acquisition and Use
8L4
Determine unknown and multiple-meaning words using context, Greek or Latin roots like cede in precede, and general or specialized references, then confirm the guess.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, 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.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).cConsult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.dVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
8L5
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 including irony and puns in context.bUse the relationship between particular words to better understand each of the words.cDistinguish among the connotations of words with similar denotations (e.g., bullheaded, willful, firm, persistent, resolute).
Common Core L.3.5
8L6
Gain and precisely use academic and subject-specific vocabulary, like bias or variable, and lean on that knowledge when a word is key to understanding or expression.
Official wording
Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

The official New York documents

New York State Next Generation English Language Arts Learning Standards, Copyright 2017, New York State Education Department, used with permission.

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.