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Washington Standards

Washington 8th Grade ELA Standards

All 25 Washington English language arts standards for 8th grade, each explained in plain English. The official wording is one click away under each one.

25 standards

Reading

4 standards
Students read, comprehend, interpret, analyze, evaluate, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 4 and 5 are prioritized.
ELA.8.R.1
Find needed sections using text features, describe how visuals organize and add meaning, and describe the features found in genres like infographics or memoirs.
Official wording
Students know and use text/visual features.aUse text/visual features to identify sections of a longer text that are likely to contain needed information.bDescribe how text/visual features represent, organize, and/or add meaning to the written text.cDescribe the text/visual features of a given text in range of genres.
ELA.8.R.4
Read closely by previewing, visualizing and testing inferences, and explain how techniques and language like analogies, allusions and repetition shape meaning.
Official wording
Students comprehend and interpret texts using a variety of strategies.aPreview the text while reflecting on their purposes for reading.bVisualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake inferences and predictions, checking them against textual evidence.dMaintain motivation and reconnect to the flow of reading using a variety of strategies.eExplain how choices about text/visual features advance the author's purpose and fit within the genre, medium, or platform.fExplain literary techniques and their effects.gDescribe what they understand from the topic or story, including how information, ideas, or elements of a story interact and/or change.hExplain how the author's use of language, including analogies, allusions, and repetition of words or sounds, shapes meaning and affects reader understanding.iAnalyze how authors use text structure to guide readers' understanding and shape meaning.
ELA.8.R.5
Analyze texts with cited evidence, explaining how authors sway beliefs, the purpose, viewpoint, platform and intended audience, and the central idea or theme.
Official wording
Students analyze texts, introducing and attributing textual evidence when relevant.aExplain how authors' choices influence readers' choices, beliefs, and/or actions.bAnalyze the communicative situation in which an author writes a text, including their purposes, their perspectives, the genre and platform they choose, and their intended audience.cExplain the main idea, theme, or key information in a text, how it deepens, expands, or changes their previous understanding, and how it connects to their own experiences.dCompare and contrast similar content presented in different genres, mediums, and platforms.
ELA.8.R.6
Explain how well part of a text helps readers picture, empathize or act, judging it against criteria that fit, like for a vivid speech or a short story.
Official wording
Students evaluate texts.aExplain how effectively an element of a text invites the reader to visualize and/or empathize, using relevant criteria.bExplain how effectively an element of a text engages the reader or inspires ideas or action, using relevant criteria.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content, in which the development, organization, and language use are appropriate to genre, task, purpose, and audience. Standards 1, 3, and 5 are prioritized.
ELA.8.W.1
Compose texts for many purposes in every subject, like a lab analysis, an opinion essay, a persuasive ad or a personal narrative, using media where it helps.
Official wording
Students compose multimodal texts in a variety of genres across content areas for a variety of purposes.aCompose in order to describe situations, experience, ideas, and imaginings.bCompose in order to record observations and/or explain their observations and analysis of texts, ideas, and the world.cCompose in order to make a claim about an issue.dCompose in order to persuade others.eCompose in order to tell narratives of stories and events.
ELA.8.W.2
Plan sustained writing by analyzing the prompt, situation and readers' beliefs and background, prioritizing tasks on a timeline, and using feedback to refocus.
Official wording
Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.aAnalyze the prompt and communicative situation to determine the purpose of the project and how to meet it.bAnalyze the intended audience’s background knowledge, expectations, perspectives, beliefs, and/or values as they relate to the topic.cCreate a plan and manage a timeline for sustained writing projects, prioritizing tasks and adjusting strategies to meet goals.dUse feedback to make purposeful shifts in focus and timeline when needed.
ELA.8.W.3
Draft by showing how quotes support analysis, defending claims and answering counterclaims, appealing to authority, and using story craft to build mood and plot.
Official wording
Students draft content within the genre and purpose, using technology appropriately.aGenerate ideas for topics, genres, and material.bSelect and organize ideas and material, including findings from research and/or multimedia artifacts, identifying when and how it's fair to use the creative work of others.cFollow, adapt, or combine genre-specific text elements to achieve specific purposes and effects.dDevelop descriptions with concrete and/or abstract details to help the audience imagine and empathize with the content and to activate the senses.eDevelop analysis of experience, events, information, ideas, and/or texts.fStrengthen analysis by selecting relevant evidence from texts and explaining how specific details, examples, and quotations support analysis.gSupport claims with relevant and credible evidence connected by sound and valid reasoning and challenge counterclaims.hUse persuasive techniques, including arguments, evaluations, and appeals to emotion, reason and authority.iUse a variety of narrative techniques and devices consistent with the genre to develop characters, advance plot, establish mood, and engage the reader.jAttribute sources in ways consistent with the genre, using technology appropriately.
ELA.8.W.4
Structure writing for its genre, opening with context that orients readers and closing with an ending that reinforces the purpose and stays with them.
Official wording
Students organize content by using and/or adapting the genre's structure based on purpose.aCraft engaging introductions by using strategies that orient the reader to the topic, purpose, situation or context.bOrganize content using genre-specific strategies.cCompose conclusions that provide meaningful closure by reinforcing the purpose and creating lasting impact.
ELA.8.W.5
Reread to see if a draft is ready, spotting gaps between what they meant and what readers take away, then revise with feedback and edit through 8th grade conventions.
Official wording
Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.aRe-read to determine whether the draft is ready for next steps, including by identifying potential differences between intended meaning and audience interpretation.bGather, evaluate and consider using feedback about their compositions.cUse what they learned from re-reading and feedback to strengthen their compositions.dEdit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1–8.]
ELA.8.W.6
Pick where to publish, such as a class blog or a printed zine, after weighing effects on intended and unexpected readers and how permanent digital posts are.
Official wording
Students share and publish compositions in person and/or on digital or non-digital platforms.aDetermine where to publish after considering potential impacts on intended and unintended audiences and the permanence of digital platforms.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standards 1 and 3 are prioritized. This is the last year standard 3 is prioritized.
ELA.8.SLDF.1
Contribute to reasoned discussions by building arguments on others' points, challenging conclusions with contrary evidence and analyzing how their own views shift.
Official wording
Students listen thoughtfully, respond respectfully, and contribute meaningfully to well-reasoned exchanges during face-to-face discussions and/or in digital forums.aMaintain expectations for engaging in civil discourse, including other participants, and considering diverse perspectives, especially in digital forums.bExpress ideas clearly by presenting and interpreting textual evidence, research, experience, and/or prior knowledge, attributing evidence and ideas.cDevelop arguments and/or common understanding by connecting to others' contributions.dAsk questions that clarify or verify a speaker’s point or perspective and/or share their interpretation of others' contributions.eClarify or expand on their points or perspectives and/or respond to feedback about how others are interpreting them, especially in digital forums.fChallenge ideas and conclusions based on contradictory evidence or experience.gRespond to questions that challenge their evidence and reasoning.hAnalyze changes in their opinion and understanding.iSummarize conclusions, questions, and points of agreement or disagreement from the discussion.
ELA.8.SLDF.2
Collaborate effectively, setting expectations, building on strengths, addressing concerns and negotiating compromise when the group disagrees.
Official wording
Students collaborate effectively on projects and tasks.aDetermine expectations, reviewing and adapting them when needed.bContribute productively by building on strengths and taking on challenges.cCommunicate to build community by addressing concerns, considering others' strengths and perspectives, navigating conflict, and/or negotiating compromise.
ELA.8.SLDF.3
Deliver presentations listeners can follow or feel, planned around purpose, setting and what the audience knows, with visuals chosen to clarify and sources credited.
Official wording
Students present reports, speeches, and creative work in a variety of genres such that listeners can empathize and/or follow the line of reasoning.aIdentify focused topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from .bDevelop content by considering their purpose, context, and the audience’s background knowledge and/or position.cMake strategic use of supporting images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.dAttribute sources used.
ELA.8.SLDF.4
Show a distinct voice in what they say, decide how to present themselves online with future goals in mind, and explain the pros and cons of anonymity.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through intentional word choice by drawing on their assets, experience, attitudes, and perspectives.bDetermine how to present themselves and their ideas in digital forums given the potential impact on future goals and opportunities.cExplain the benefits, drawbacks, and effects of anonymity and of different degrees of authenticity in digital forums.
ELA.8.SLDF.5
Present with deliberate tone, gestures and pacing that clarify content, keep the audience engaged and guide them through their reasoning, like in a debate.
Official wording
Students use voice, intonation, gestures, and pacing to illuminate the content and engage the audience and lead them through the speaker’s thinking.

Language

5 standards
Students demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 1 and 3 are prioritized.
ELA.8.L.1
Compare uses of English across communities, cultures, settings and genres, like dialogue in a novel versus a formal letter.
Official wording
Students identify and discuss when and why language is used differently according to the context.aCompare and contrast the uses of English across communities, cultures, and contexts.bCompare and contrast the uses of English in various genres.
ELA.8.L.2
Vary sentences for clarity and style, using parallel structure, punctuated clauses, verb moods for certainty or wishes, and active or passive voice for emphasis.
Official wording
Students vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.aDevelop well-formed sentences (syntax) to clarify relationships among ideas, including use of parallel structure.bUse phrases, clauses, and transitions with punctuation to add precision, variety, and complexity to sentence structures.cForm and use verb moods to communicate emphasis, certainty, conditions, or perspective.dForm and use active and passive voice to communicate emphasis and meaning.
ELA.8.L.3
Work out new and multiple-meaning words met in reading and research, and use exact academic and subject words to say precisely what they mean.
Official wording
Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, viewing, and research.aDetermine the meaning of words and phrases by using context, roots, affixes, and reference materials strategically.bUse discipline-specific and academic vocabulary to communicate precisely across contexts.cDistinguish among related words and phrases to communicate precise and nuanced meaning.
ELA.8.L.4
Interpret and use figures of speech like verbal irony and puns, use word relationships to express shades of meaning, and tell apart words by connotation.
Official wording
Students demonstrate understanding of figurative language, word relationships, and nuances in word meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aRecognize, interpret, and use figures of speech, including verbal irony and puns.bUse the relationships among words to understand and express nuances in meaning.cDistinguish among words with similar denotations but different connotations.
ELA.8.L.5
Write fluently and accurately, using sentence structure, conventions and exact wording to make writing clear, connected and stylish.
Official wording
Students develop fluent and accurate writing skills.aApply knowledge of sentence structures, conventions, and precise language to enhance clarity, coherence, and style in writing.

Research and Media Literacy

5 standards
Students ask a variety of questions, seek answers by appropriately using relevant tools and techniques, adjust their inquiry methods as needed, and use their learning. Students think critically about reactions to media messages, purposes, accuracy, logic, and fairness of media messages, and credibility of those responsible for media messages. Standards 1 and 5 are prioritized.
ELA.8.RML.1
Research a question by refining it, weighing sources including AI tools for their strengths and limits, analyzing how search tools work, and sharing what they learn.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk different types of questions, refining and asking new questions as understanding of the topic evolves.bGenerate ideas for how to initiate their search based on prior knowledge.cSelect and access a variety of relevant information sources, considering the advantages and drawbacks of content generated by technology, among other options.dSelect and use digital search tools effectively based on analysis of the technologies that deliver results.eGather and organize relevant information using a variety of strategies.fSynthesize new learning to use and/or share.
ELA.8.RML.2
Explain how viewpoints and emotions shape reactions to media, and identify how people's different tests for truth change how they read a message.
Official wording
Students explain how people’s reactions to media messages are affected.aExplain how perspectives affect reactions to media messages.bExplain how emotional responses to media messages affect reactions.cIdentify how different criteria for determining what is true affect reactions to and interpretations of media messages.
ELA.8.RML.3
Explain whether a message aims to inform, persuade, provoke, sell or entertain, like a viral post meant to stir anger, and describe the techniques it uses.
Official wording
Students explain the purposes of media messages and the techniques used to create them.aDetermine whether the main purpose of a media message is to inform, persuade, provoke, sell, or entertain.bDescribe the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.
ELA.8.RML.4
Evaluate media and AI-made content for accuracy, logic and fairness, checking whether photos or audio show the subject fairly and how strong the evidence for claims is.
Official wording
Students evaluate components of media messages, as well as content generated by technology, when looking for information that’s accurate, logical, and/or fair.aDetermine whether statements can be verified as true or false or need to be evaluated another way.bCheck the accuracy of information that is either true or false by comparing what multiple reliable sources say about it.cDetermine whether the visual or audio components of a media message represent its subject accurately and/or fairly, considering how digital media can be manipulated.dEvaluate the logic of claims and the strength of evidence used to support them.
ELA.8.RML.5
Judge a media source or AI tool by who is responsible, their expertise, their record for accuracy, logic and fairness, and how much bias shapes their view.
Official wording
Students evaluate the credibility of those responsible for media messages, as well as content-generating technology.aIdentify those responsible for the content of media messages.bDetermine whether those responsible for media messages have expertise about the topic.cEvaluate the reputations for accuracy, logic, and fairness of those responsible for media messages.dDetermine whether those responsible for media messages exhibit a perspective relevant to the topic and, if so, to what extent that perspective has been affected by bias.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.