Cluster: Text Types and Purposes.
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment:
Not Rated
(0 users)
Cluster: Key Ideas and Details.
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Presentation of Knowledge and Ideas.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Comprehension and Collaboration.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Comprehension and Collaboration.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Range of Writing.
Indicator: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Presentation of Knowledge and Ideas.
Indicator: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Production and Distribution of Writing.
Indicator: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Write arguments to support claims with clear reasons and relevant evidence.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Craft and Structure.
Indicator: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Key Ideas and Details.
Indicator: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: 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.
Degree of Alignment:
Not Rated
(0 users)
Comments