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G.8 – Language Standards Map

This text resource illustrates the Standards Map for the Grade 8 Language strand in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.8 > L > A.1

    Conventions of Standard English

  4. Common Core English Language Arts: G.8 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
    2. Form and use verbs in the active and passive voice.
    3. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
    4. Recognize and correct inappropriate shifts in verb voice and mood.*

    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar/Usage
    2 - Demonstrate (Command of conventions of English grammar)
    4 - Explain (Function of verbals [a])
    6 - Form (Active, passive verbs [b])
    3 - Use (Active, passive verbs [b])
    6 - Form (Verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood [c])
    3 - Use (Verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood [c])
    1 - Recognize (Inappropriate shifts [d])
    2 - Correct (Inappropriate shifts [d])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    4 - I can explain the function of verbals in general and their function in particular sentences. [a]
    3 - I can form verbs in the active and passive voice. [b]
    6 - I can use verbs in the active and passive voice. [b]
    3 - I can form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [c]
    6 - I can form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [c]
    1 - I can recognize inappropriate shifts in verb voice and mood. [d]
    2 - I can correct inappropriate shifts in verb voice and mood. [d]
    A. Verbs will be affected by verbals, voice and mood.
    B. Verbals may be formed from verbs but function as gerunds, participles or infinitives.
    C. Active voice is easier to read and catchier than "It was heard by me through the grape vine."
    D. Passive voice is used in crime reports, some fiction and scientific texts to maintain objectivity.
    E. Verb forms are determined by mood.
    F. When voice and mood shifts are often produced incorrectly, I must consider the context and the background of the speaker/writer.
    A.1 How can English sentences be varied?
    B.1 How might verbals be used in sentences?
    C.1 How might active voice be preferred over active voice in some writing?
    D.1 Why might passive voice be the choice in some writing?
    E.1 How do I determine which verb form is appropriate?
    F.1 How can I recognize inappropriate shifts in voice or mood?
  5. Common Core English Language Arts: G.8 > L > A.1 > S.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    1. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
    2. Use an ellipsis to indicate an omission.
    3. Spell correctly.
    Content Skills Learning Targets Big Ideas Essential Questions
    Command of Conventions of Standard English
    3 - Demonstrate (Command of conventions)
    3 - Use (Punctuation [a])
    3 - Use (ellipsis [b])
    1 - Spell (correctly [c])
    3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    3 - I can use punctuation to indicate a pause or break. [a]
    3 - I can use an ellipsis to indicate an omission. [b]
    1 - I can spell correctly. [c]
    A. Commas are used to show pause or break; ellipses indicate omission.
    B. Misspelling can confuse since words are intended to communicate precise meaning.
    A.1 How are commas and ellipses used?
    B.1 Why might spelling get in the way of meaning?
  7. Common Core English Language Arts: G.8 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Use 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).
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Use (Knowledge of language)
    3 - Use (Verbs in active and passive voice [a])
    3 - Use (Verbs in different moods [a])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    3 - I can use verbs in the active and passive voice. [a]
    3 - I can use verbs in the conditional and subjunctive mood to achieve particular effects. [a]
    A. Passive and active voice and conditional and subjunctive mood achieve different effects.
    B. Active voice is used to stress the actor or action.
    C. Subjunctive is used to express uncertainty or to state contrary fact.
    A.1 How do verbs effect the message?
    B.1 What is active voice? How does it affect the actor or action?
    C.1 How are contrary facts or uncertainty expressed?
  8. Common Core English Language Arts: G.8 > L > A.3

    Vocabulary Acquisition and Use

  9. Common Core English Language Arts: G.8 > L > A.3 > S.4

    Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

    1. 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.
    2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
    3. 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.
    4. 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).
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meaning Clues [b]
    4 - Determine (Meanings of words)
    2 - Clarify (Meanings of words)
    3 - Choosing (Array of strategies)
    3 - Use (Context [a])
    3 - Use (Greek and Latin affixes and roots [b])
    2 - Consult (Reference materials [c])
    5 - Verify (Preliminary determination of a meaning [d])
    4 - I can determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
    3 - I can use context as a clue to the meaning of a word or phrase. [a]
    3 - I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. [a]
    2 - I can consult reference materials both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [c]
    5 - I can verify the preliminary determination of the meaning of a word or phrase. [d]
    A. Meaning is determined by understanding context, roots and affixes.
    B. Sometimes words are strategically placed for emphasis; word meaning also may vary in contexts.
    C. Roots and affixes are consistent in meaning.
    D. Reference materials help sort out precise meanings and pronunciation to supplement when the context may not clearly help.
    E. Dictionaries verify preliminary meanings by providing multiple definitions and similar context examples.
    A.1 How do I understand words?
    B.1 How might a word's position or function in a sentence vary meaning?
    C.1 Why can roots and affixes provide hints to meaning?
    D.1 How can reference materials be helpful?
    E.1 Why do dictionaries help verify inferred meanings?
  10. Common Core English Language Arts: G.8 > L > A.3 > S.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Interpret figures of speech (e.g. verbal irony, puns) in context.
    2. Use the relationship between particular words to better understand each of the words.
    3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Demonstrate (Understanding of figurative language, word relationships, and nuances)
    3 - Interpret (Figures of speech [a])
    3 - Use (Relationships of words [b])
    3 - Distinguish (Connotations of words [c])
    3 - I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3 - I can interpret figures of speech in context. [a]
    3 - I can use the relationship between particular words to better understand each of the words. [b]
    3 - I can distinguish among the connotations of words with similar denotations. [c]
    A. Relationships between words, connotations and denotations will influence the meaning.
    B. Knowing related words helps you get to the root of meaning.
    C. Context at times drives the connotation of a word.
    D. Connotation is driven by word association.
    A.1 How do I demonstrate understanding of similar meanings with varying words?
    B.1 How does knowing related words help in understanding meaning?
    C.1 Why might a word have a different meaning in a different context?
    D.1 How do I arrive at the connotation of the word?
  11. Common Core English Language Arts: G.8 > L > A.3 > S.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.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Acquire (Words and phrases)
    3 - Use (Words and phrases)
    3 - I can 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.
    A. Practice previous vocabulary knowledge to consider word meaning in specific areas of study.
    B. Words most likely used within a specific context are domain-specific and are key for comprehension.
    A.1 How do I acquire domain-specific vocabulary?
    B.1 How do I know which vocabulary is important to comprehension or expression.

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