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Texas Standards

8th Grade ELA TEKS

All 64 Texas English language arts standards for 8th grade, each explained in plain English. The official wording is one click away under each one.

64 standards

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language

4 standards
The student develops oral language through listening, speaking, and discussion.
8.1(A)
Show active listening by restating a speaker's main points, asking questions and adding comments that build understanding.
Official wording
listen actively to interpret a message by summarizing, asking questions, and making comments;
8.1(B)
Carry out and give involved spoken directions for tasks, questions or problems, like guiding a partner through a math solution.
Official wording
follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
8.1(C)
Argue for a position out loud with stories, comparisons or examples, using eye contact, pacing, volume, clear speech, varied gestures and proper grammar.
Official wording
advocate a position using anecdotes, analogies, and/or illustrations employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively; and
8.1(D)
Work with a group in discussions by setting an agenda with goals and deadlines, timing each speaker, taking notes and voting on the main questions.
Official wording
participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary

3 standards
The student uses newly acquired vocabulary expressively.
8.2(A)
Consult print and digital references for a word's meaning, syllables, how to say it, its origin and its part of speech, like tracing quarantine.
Official wording
use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
8.2(B)
Use clues in the same paragraph or beyond it to pin down the meaning of unfamiliar words or words that could mean more than one thing.
Official wording
use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words; and
8.2(C)
Use Greek and Latin roots like ast, qui, path, mand and duc to work out and use academic words, like asterisk, empathy and conduct.
Official wording
determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as ast, qui, path, mand/mend, and duc.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency

1 standard
The student reads grade-level text with fluency and comprehension.
8.3
Match reading speed and phrasing to the task at hand, like reading a speech aloud with expression or slowing down for a dense history text.
Official wording
adjust fluency when reading grade-level text based on the reading purpose.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading

1 standard
The student reads grade-appropriate texts independently.
8.4
Select reading independently, from memoirs to science fiction, and stay with it alone for long, focused sessions.
Official wording
self-select text and read independently for a sustained period of time.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts

9 standards
The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
8.5(A)
Name a reason for reading before beginning a required or chosen text, like comparing viewpoints on an issue or enjoying a memoir.
Official wording
establish purpose for reading assigned and self-selected texts;
8.5(B)
Raise questions as a text begins, unfolds and ends to sharpen understanding and find facts, like questioning an author's evidence in an article.
Official wording
generate questions about text before, during, and after reading to deepen understanding and gain information;
8.5(C)
Use features, genre patterns and organization to forecast what a text will do, then test those predictions and adjust them as reading continues.
Official wording
make and correct or confirm predictions using text features, characteristics of genre, and structures;
8.5(D)
Form vivid mental images from a text's words to deepen understanding, like picturing a scientific process or a poem's imagery.
Official wording
create mental images to deepen understanding;
8.5(E)
Tie ideas in a text to personal experience, to other works and to society, like linking a dystopian novel to current debates about technology.
Official wording
make connections to personal experiences, ideas in other texts, and society;
8.5(F)
Infer what an author implies and support those conclusions with text details, like deducing a character's values from the choices made.
Official wording
make inferences and use evidence to support understanding;
8.5(G)
Assess the details in a passage to determine its most important ideas, like deciding which facts in an article drive its main point.
Official wording
evaluate details read to determine key ideas;
8.5(H)
Blend information from across a text or several sources into a new understanding, like merging a speech and a letter to explain a leader's views.
Official wording
synthesize information to create new understanding; and
8.5(I)
Check understanding throughout a text and, when confusion sets in, adjust by rereading, drawing on prior knowledge, questioning or writing margin notes.
Official wording
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Response skills: listening, speaking, reading, writing, and thinking using multiple texts

10 standards
The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
8.6(A)
Describe how varied sources, including independently chosen books, connect to personal experience, like a memoir echoing a family history.
Official wording
describe personal connections to a variety of sources, including self-selected texts;
8.6(B)
Write about texts in ways that prove understanding, including comparing sources within a genre or across genres, like two speeches or a poem and an essay.
Official wording
write responses that demonstrate understanding of texts, including comparing sources within and across genres;
8.6(C)
Use specific text evidence to support a well-reasoned response, like quoting statistics from an article to back up a point about it.
Official wording
use text evidence to support an appropriate response;
8.6(D)
Paraphrase passages and write summaries that stay true to the author's meaning and keep ideas in a sensible order, like summarizing an argument step by step.
Official wording
paraphrase and summarize texts in ways that maintain meaning and logical order;
8.6(E)
Respond to sources in purposeful ways, through annotations, notes, freewriting or sketches, like charting an argument's key points.
Official wording
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
8.6(F)
Weave newly learned vocabulary into responses where it fits, like describing an argument as compelling or a narrator as unreliable.
Official wording
respond using newly acquired vocabulary as appropriate;
8.6(G)
Explore in conversation and writing both the obvious and the deeper meanings of a text, like a short story's comment on fairness.
Official wording
discuss and write about the explicit or implicit meanings of text;
8.6(H)
Choose the right level of formality, words, tone and voice for spoken and written responses, like a persuasive speech versus a personal reflection.
Official wording
respond orally or in writing with appropriate register, vocabulary, tone, and voice;
8.6(I)
Reflect on a response and revise it as fresh evidence appears, like modifying an argument after reading a second source.
Official wording
reflect on and adjust responses as new evidence is presented; and
8.6(J)
Support or argue against an author's claims with relevant evidence from the text, like questioning whether statistics really prove a point.
Official wording
defend or challenge the authors' claims using relevant text evidence.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements

4 standards
The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
8.7(A)
Analyze how a theme takes shape as characters interact with each other and with events, like a friendship tested by a crisis.
Official wording
analyze how themes are developed through the interaction of characters and events;
8.7(B)
Analyze how characters' motives and actions shape events and how the conflict ends, like jealousy driving a betrayal.
Official wording
analyze how characters' motivations and behaviors influence events and resolution of the conflict;
8.7(C)
Analyze plots that jump in time through flashbacks, foreshadowing, subplots and parallel storylines, and compare them to plots told in order.
Official wording
analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and
8.7(D)
Explain how a story's setting shapes what its characters value and believe, like a small town's traditions guiding a family's choices.
Official wording
explain how the setting influences the values and beliefs of characters.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres

6 standards
The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
8.8(A)
Tell genres apart by their features, including realistic and historical fiction, adventure, mystery, humor, fantasy, science fiction and the short story.
Official wording
demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, fantasy, science fiction, and short stories;
8.8(B)
Analyze how punctuation, line length and other visual choices affect poems in many forms, from epic to lyric to humorous.
Official wording
analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry;
8.8(C)
Analyze how playwrights use acts and scenes to build a drama's action, like ending a scene on a cliffhanger.
Official wording
analyze how playwrights develop dramatic action through the use of acts and scenes;
8.8(D)
Analyze how an informational text backs its thesis with evidence, uses footnotes, endnotes and citations, and mixes several organizational patterns.
Official wording
analyze characteristics and structural elements of informational text, including:ithe controlling idea or thesis with supporting evidence;iifeatures such as footnotes, endnotes, and citations; andiiimultiple organizational patterns within a text to develop the thesis;
8.8(E)
Analyze an argument by stating its claim and judging its reasoning, explaining the opposing argument, and identifying the intended readers.
Official wording
analyze characteristics and structures of argumentative text by:iidentifying the claim and analyzing the argument;iiidentifying and explaining the counter argument; andiiiidentifying the intended audience or reader; and
8.8(F)
Analyze what makes media-rich and online texts distinct, like the layout, images and hyperlinks of a digital article or blog.
Official wording
analyze characteristics of multimodal and digital texts.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts

7 standards
The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
8.9(A)
Explain an author's purpose and the central message a text conveys, like a memoir written to honor a family's sacrifices.
Official wording
explain the author's purpose and message within a text;
8.9(B)
Analyze how a text's organization advances what the author set out to do, like cause and effect in an article about climate.
Official wording
analyze how the use of text structure contributes to the author's purpose;
8.9(C)
Analyze how an author uses typography and graphics, like italics, timelines or infographics, to accomplish specific aims.
Official wording
analyze the author's use of print and graphic features to achieve specific purposes;
8.9(D)
Describe how an author uses figurative language like an extended metaphor, carried through a whole passage, to achieve a purpose.
Official wording
describe how the author's use of figurative language such as extended metaphor achieves specific purposes;
8.9(E)
Identify and analyze literary devices such as shifting points of view and irony, like readers knowing something a character does not.
Official wording
identify and analyze the use of literary devices, including multiple points of view and irony;
8.9(F)
Analyze how an author's language builds mood, voice and tone, like formal, solemn wording in a speech honoring veterans.
Official wording
analyze how the author's use of language contributes to the mood, voice, and tone; and
8.9(G)
Explain why writers use devices like analogy and juxtaposition, and fallacies like bandwagon appeals or circular reasoning, to sway readers.
Official wording
explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process

5 standards
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
8.10(A)
Start a draft by matching the genre to the subject, purpose and readers, generating ideas through conversation, background research or passions.
Official wording
plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
8.10(B)
Organize a draft with a purposeful opening, transitions, tightly linked paragraphs and a closing, and deepen a compelling idea with facts, details and examples.
Official wording
develop drafts into a focused, structured, and coherent piece of writing by:iorganizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; andiideveloping an engaging idea reflecting depth of thought with specific facts, details, and examples;
8.10(C)
Revise drafts to make ideas clearer and fuller, tighten organization, refine style and diction, and vary sentence length and structure.
Official wording
revise drafts for clarity, development, organization, style, word choice, and sentence variety;
8.10(D)
Edit for complete sentences, steady tenses, active and passive voice, pronoun agreement, commas, semicolons, colons and parentheses, and mix-ups like there and their.
Official wording
edit drafts using standard English conventions, including:icomplete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;iiconsistent, appropriate use of verb tenses and active and passive voice;iiiprepositions and prepositional phrases and their influence on subject-verb agreement;ivpronoun-antecedent agreement;vcorrect capitalization;vipunctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses; andviicorrect spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and
8.10(E)
Present final writing to audiences that suit it, like entering a contest, posting online or sharing a report with the school board.
Official wording
publish written work for appropriate audiences.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres

4 standards
The student uses genre characteristics and craft to compose multiple texts that are meaningful.
8.11(A)
Craft personal narratives, fiction and poetry that use each genre's conventions and techniques, like flashback or figurative language.
Official wording
compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
8.11(B)
Write informational essays of several paragraphs that explain a topic around a clear thesis, using genre features and craft, like a report on renewable energy.
Official wording
compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
8.11(C)
Write multi-paragraph arguments using the traits and craft of the genre, like a clear claim, strong evidence and a counterargument.
Official wording
compose multi-paragraph argumentative texts using genre characteristics and craft; and
8.11(D)
Write formal or personal correspondence to voice an opinion, file a complaint or request details, like an email to a company about a faulty product.
Official wording
compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts

10 standards
The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
8.12(A)
Develop inquiry questions, independently and with teacher guidance, for both formal research papers and informal investigations.
Official wording
generate student-selected and teacher-guided questions for formal and informal inquiry;
8.12(B)
Draft a research plan with steps and sources, then revise it as findings come in.
Official wording
develop and revise a plan;
8.12(C)
Refocus the main research question when necessary, guided by answers to secondary questions, like narrowing from pollution to ocean plastic.
Official wording
refine the major research question, if necessary, guided by the answers to a secondary set of questions;
8.12(D)
Identify and pull together relevant information from a range of sources, like documents, studies and news reports.
Official wording
identify and gather relevant information from a variety of sources;
8.12(E)
Sort sources into primary and secondary, like a recording of a historical speech versus a biography about the speaker.
Official wording
differentiate between primary and secondary sources;
8.12(F)
Weave findings from many sources into a single, coherent explanation of a topic.
Official wording
synthesize information from a variety of sources;
8.12(G)
Recognize where paraphrasing ends and plagiarism begins when drawing on sources, like changing only a few words of a borrowed sentence.
Official wording
differentiate between paraphrasing and plagiarism when using source materials;
8.12(H)
Test sources for reliability, credibility and bias, including what they leave out, and spot faulty logic like bandwagon appeals, repetition and loaded words.
Official wording
examine sources for:ireliability, credibility, and bias, including omission; andiifaulty reasoning such as bandwagon appeals, repetition, and loaded language;
8.12(I)
Show academic citations for every source and use outside material responsibly, like formatting a bibliography correctly.
Official wording
display academic citations and use source materials ethically; and
8.12(J)
Choose a suitable way to deliver research results, in writing, aloud or through multimedia, like a podcast or a digital presentation.
Official wording
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The official Texas documents

Texas Essential Knowledge and Skills for English Language Arts and Reading, 19 Texas Administrative Code Chapter 110, adopted by the Texas State Board of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.