Oregon English Language Arts (ELA) Common Core Transition Resource

ELA Grade-level Crosswalk:

GRADE 8

In April 2011, representatives from higher education, districts, and Education Service Districts collaborated to design and draft transition resources for the English Language Arts Common Core State Standards (CCSS). As context for this work, comparisons between the Common Core (adopted in October 2010) and Oregon’s English language arts standards (adopted in 2003) were reviewed using the ELA Crosswalk.

The “ELA Grade-level Crosswalks” were designed by

 Melanie Canaga, George Fox University, School of Education Pre-service Student  Betsy Costi, Ph.D., Eastern Oregon University  Sandie Price, Lane ESD, School Improvement Project Administrator  Dewayne Smith, Assistant Professor of Education, Pacific University  Lori Rae Smith, D.Ed., Director of Student Achievement, Bethel School District  Scott Smith, Assistant Professor of Education, Eastern Oregon University

Oregon Department of Education

GRADE 8 Crosswalk CCSS Reading Literature Standards

College & Career Readiness Common Core State Standards Related Grade 8 Oregon Summary Analysis Related resources in the Oregon K-12 Literacy Framework Anchor Standards Grade 8 ELA Content Standards of Gaps, Implications Chapter 3: Instruction CCR1 Read closely to determine what the text 1. Cite the textual evidence that most strongly supports an EL.08.LI.03 Identify and/or summarize sequence of events,  Oregon's cover all elements of the CCSS except "cite." says explicitly and to make logical analysis of what the text says explicitly as well as inferences main ideas, and supporting details in literary selections.  CCSS raises rigor by calling for evaluation of the textual inferences from it; cite specific textual drawn from the text. EL.08.LI.04 Predict probable future outcomes supported by evidence ("most strongly"). evidence when writing or speaking to the text, including foreshadowing clues.  CCSSs do not include the specific focus on predicting that support conclusions drawn from the text. EL.08.LI.07 Infer the main idea when it is not explicitly stated, Oregon's do. and support with evidence from the text. EL.08.LI.08 Infer unstated reasons for actions based on evidence in the text. CCR2 Determine central ideas or themes of a text 2. Determine a theme or central idea of a text and analyze its EL.08.LI.03 Identify and/or summarize sequence of events,  Oregon's cover all elements of the CCSS except that the and analyze their development; summarize development over the course of the text, including its main ideas, and supporting details in literary selections. summary be "objective." the key supporting details and ideas. relationship to the characters, setting, and plot; provide an EL.08.LI.06 Identify and analyze the development of themes objective summary of the text. in literary works based on evidence in the text. EL.08.LI.05 Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme. CCR3 Analyze how and why individuals, events, 3. Analyze how particular lines of dialogue or incidents in a EL.08.LI.05 Identify the actions and motives (e.g., loyalty,  Oregon's cover all the elements of the CCSS. and ideas develop and interact over the story or drama propel the action, reveal aspects of a selfishness, conscientiousness) of characters in a work of  Oregon standards ask for evaluation at grade 8; CCSS course of a text. character, or provoke a decision. fiction, including contrasting motives that advance the plot or asks for analysis. promote the theme, and discuss their importance to the plot or theme. EL.08.LI.12 Analyze the importance of the setting (place, time, customs) to the mood, tone, and meaning of the text. EL.08.LI.13 Analyze how dialogue is used to develop characters and mood in a selection. EL.08.LI.10 Evaluate how well literary elements contribute to the overall effectiveness of a selection. CCR4 Interpret words and phrases as they are 4. Determine the meaning of words and phrases as they are EL.08.LI.09 Identify significant literary devices, such as  Oregon's cover all the elements of the CCSS except used in a text, including determining used in a text, including figurative and connotative meanings; simile, metaphor, personification, symbolism, dialect, and allusions. technical, connotative, and figurative analyze the impact of specific word choices on meaning and irony which define a writer's style, and use those elements to  CCSS asks students to analyze the impact; Oregon's ask meanings, and analyze how specific word tone, including analogies or allusions to other texts. analyze and evaluate the work. students to evaluate the work. choices shape meaning or tone. EL.08.RE.11 Analyze idioms and comparisons, such as  Oregon's reference writer's style. analogies, metaphors, and similes, to infer the literal and Notes figurative meanings of phrases.  Oregon Standards address understanding and interpreting figurative language, etc. appear in two places. o Reading: Literary Text (code LI) o Reading: Vocabulary (code RE)  The CCSSs address the interpretation of words in three sections of the CCRs o Anchor Reading Informational Text Standard 4: (Craft & Structure ... "how specific word choices shape meaning and tone") o Anchor Reading Literature Standard 4: (Craft &

Oregon Department of Education Grade 8 Crosswalk June 2011 DRAFT Structure... "how specific word choices shape meaning and tone") o Anchor Language Standard 5 (Vocabulary Acquisition and Use - "Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.") CCR5 Analyze the structure of texts, including 5. Compare and contrast the structure of two or more texts EL.08.LI.14 Evaluate the structural elements of the plot, such  Oregon's addresses structure, but does not call for how specific sentences, paragraphs, and and analyze how the differing structure of each text as subplots, parallel episodes, and climax, including the way comparison/contrast. larger portions of the text (e.g., a section, contributes to its meaning and style. in which conflicts are (or are not) addressed and resolved. chapter, scene, or stanza) relate to each other and the whole. CCR6 Assess how point of view or purpose 6. Analyze how differences in the points of view of the EL.08.LI.11 Analyze and contrast the use of point of view,  Oregon's address the CCSS, but do not specifically call for shapes the content and style of a text. characters and the audience or reader (e.g., created through such as first-person, third-person, limited and omniscient, an analysis of how the audiences' point of view differs from the use of dramatic irony) create such effects as suspense or and subjective and objective, in literary text, and explain how the characters'. humor. it affects text.  Instructional materials will need to include works showing examples of dramatic irony. Note  Reading Literature CCSSs do not include literary nonfiction (e.g., biography and autobiography). These are included in Reading Informational Text CCSSs. CCR7 Integrate and evaluate content presented 7. Analyze the extent to which a filmed or live production of a EL.08.SL.12 Interpret and evaluate the various ways in which  No corresponding Oregon standards addressing in diverse formats and media, including story or drama stays faithful to or departs from the text or visual image-makers (e.g., graphic artists, illustrators, news performed works of literature. visually and quantitatively, as well as in script, evaluating the choices made by the director or actors. photographers, film makers) communicate information and  Instructional materials will need to include sets of materials words.* affect impressions and opinions. that includes scripts/texts and filmed/live productions.  Teacher repertoire will need to include vocabulary and analysis of media other than literature. CCR8 Delineate and evaluate the argument and (Not applicable to literature) NA specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCR9 Analyze how two or more texts address 9. Analyze how a modern work of fiction draws on themes, EL.08.LI.15 Identify and analyze recurring themes (e.g., good  CCSS focuses on the treatment of the material (rather similar themes or topics in order to build patterns of events, or character types from myths, traditional versus evil) across traditional and contemporary works. than the theme itself) and calls on students to relate it to knowledge or to compare the approaches stories, or religious works such as the Bible, including EL.08.LI.01 Listen to text and read text to make connections the source material. the authors take. describing how the material is rendered new. and respond to historically or culturally significant works of  Instructional materials will need to include multiple sets of literature that enhance the study of other subjects. traditional or religious works and modern fiction that draws upon the same themes, pattern of events, characters. (Presumably, at minimum one set for instruction, one for practice, and one for assessment.) CCR10 Read and comprehend complex literary 10. By the end of the year, read and comprehend literature, EL.08.LI.01 Listen to text and read text to make connections  CCSS adds complexity band. and informational texts independently and including stories, dramas, and poems, at the high end of and respond to historically or culturally significant works of  CCSS does not address whether the works enhance the proficiently. grades 6–8 text complexity band independently and literature that enhance the study of other subjects. study of other subjects. proficiently.  CCSSs include literary nonfiction in Informational Text; Oregon standards include it in Literature. Only stories, dramas, and poetry are specifically included in the CCR Standard 10 for Literature.  Instructional materials will need to be keyed to the criteria of the complexity bands in the CCSS document. "*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources."

Oregon Department of Education Grade 8 Crosswalk June 2011 DRAFT

CCSS Reading Informational Text Standards

College & Career Readiness Common Core State Standards Related Grade 8 Oregon Summary Analysis Related resources in the Oregon K-12 Literacy Framework Anchor Standards Grade 8 ELA Content Standards of Gaps, Implications Chapter 3: Instruction CCR1 Read closely to determine what the text 1. Cite the textual evidence that most strongly supports an EL.08.RE.17 Identify and/or summarize sequence of events,  Oregon's cover all the elements of the CCSS except the Pages I-22 to I-24 says explicitly and to make logical analysis of what the text says explicitly as well as inferences main ideas, facts, supporting details, and opinions in CCSS uses the more formal "cite" and asks for evaluation inferences from it; cite specific textual drawn from the text. informational and practical selections. of evidence ("most strongly"). evidence when writing or speaking to EL.08.RE.19 Predict probable future outcomes supported by support conclusions drawn from the text. the text. EL.08.RE.21 Infer the main idea when it is not explicitly stated, and support with evidence from the text. CCR2 Determine central ideas or themes of a text 2. Determine a central idea of a text and analyze its EL.08.RE.21 Infer the main idea when it is not explicitly  Oregon's cover all elements of the CCSS except an Pages I-22 to I-24 and analyze their development; summarize development over the course of the text, including its stated, and support with evidence from the text. analysis of the development and objective summary. the key supporting details and ideas. relationship to supporting ideas; provide an objective EL.08.RE.17 Identify and/or summarize sequence of events, summary of the text. main ideas, facts, supporting details, and opinions in informational and practical selections. CCR3 Analyze how and why individuals, events, 3. Analyze how a text makes connections among and EL.08.RE.03 Make connections to text, within text, and  No corresponding Oregon standards. Only the general Pages I-22 to I-24 and ideas develop and interact over the distinctions between individuals, ideas, or events (e.g., among texts across the subject areas. "make connections." course of a text. through comparisons, analogies, or categories). CCR4 Interpret words and phrases as they are 4. Determine the meaning of words and phrases as they are EL.08.RE.08 Understand, learn, and use new vocabulary  Oregon's cover the first part of the CCSS only. Pages I-20 to I-21 used in a text, including determining used in a text, including figurative, connotative, and technical that is introduced and taught directly through informational  Oregon Informational Text standards do not include technical, connotative, and figurative meanings; analyze the impact of specific word choices on text, literary text, and instruction across the subject areas. analysis of the impact of word choice, but they are meanings, and analyze how specific word meaning and tone, including analogies or allusions to other EL.08.RE.09 Develop vocabulary by listening to and included in Oregon Literary Text at grades 9/10. choices shape meaning or tone. texts. discussing both familiar and conceptually challenging  Allusions are not specifically addressed in Oregon selections read aloud across the subject areas. standards. EL.08.RE.11 Analyze idioms and comparisons, such as Notes analogies, metaphors, and similes, to infer the literal and  CCSSs include literary non-fiction in Informational Text. figurative meanings of phrases. Oregon standards included it in Literary Text. EL.08.LI.09 Identify significant literary devices, such as  There is overlap between CCSS Reading Standard 4 simile, metaphor, personification, symbolism, dialect, and (Craft and Structure) and CCSS Language Standards 4, irony which define a writer's style, and use those elements to 5,and 6 (Vocabulary Acquisition and Use). analyze and evaluate the work.  The Reading Standards 4 build toward students' ability to respond to, analyze, and evaluate the author's craft;  The Language Standards 4, 5, and 6 emphasize students' ability to acquire and use language themselves. CCR5 Analyze the structure of texts, including 5. Analyze in detail the structure of a specific paragraph in a EL.08.RE.25 Identify and analyze text that uses proposition  Oregon's call for the identification of one organizational Pages I-22 to I-24 how specific sentences, paragraphs, and text, including the role of particular sentences in developing (statement of argument) and support patterns (e.g., pattern, but do not address the refinement and larger portions of the text (e.g., a section, and refining a key concept. editorials). development of ideas. chapter, scene, or stanza) relate to each other and the whole. CCR6 Assess how point of view or purpose 6. Determine an author’s point of view or purpose in a text EL.08.RE.22 Determine the author's purpose and  Oregon's cover the elements in the CCSS except for how shapes the content and style of a text. and analyze how the author acknowledges and responds to perspective and relate them to specific details in the text. an author "responds to conflicting evidence or viewpoints." conflicting evidence or viewpoints. EL.08.RE.20 Determine an author's implicit and explicit  CCSS calls for text in which an author addresses assumptions and beliefs about a subject based on evidence conflicting evidence or viewpoints. in the selection.  Instructional materials will need to include texts in which an author responds to conflicting viewpoints. CCR7 Integrate and evaluate content presented 7. Evaluate the advantages and disadvantages of using EL.08.RE.15 Synthesize information found in various parts of  Oregon's do not address the focus of the CCSS. in diverse formats and media, including different mediums (e.g., print or digital text, video, charts, tables, diagrams, glossaries, or related grade-level  Instructional materials will need to include different visually and quantitatively, as well as in multimedia) to present a particular topic or idea. text to reach supported conclusions. mediums. words.* EL.08.SL.08 Analyze oral presentations, including language choice and delivery, and the effect of the speaker's interpretations on the listener. Oregon Department of Education Grade 8 Crosswalk June 2011 DRAFT EL.08.SL.12 Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions. CCR8 Delineate and evaluate the argument and 8. Delineate and evaluate the argument and specific claims EL.08.RE.23 Note and analyze instances of unsupported  Oregon's standard does not ask students to address the specific claims in a text, including the in a text, assessing whether the reasoning is sound and the inferences, deceptive reasoning, persuasion, and relevance or sufficiency of support. validity of the reasoning as well as the evidence is relevant and sufficient; recognize when irrelevant propaganda in text.  Oregon's standard focuses on descriptions of poorly relevance and sufficiency of the evidence. evidence is introduced. supported argument. This is addressed in CCSS Speaking Standard 3 at grades 9-10 CCR9 Analyze how two or more texts address 9. Analyze a case in which two or more texts provide EL.08.RE.24 Compare and contrast information on the same  CCSS specifically calls for texts with conflicting facts or similar themes or topics in order to build conflicting information on the same topic and identify where topic after reading several passages or articles. interpretations. Oregon's are general, and EL.08.RE.26 knowledge or to compare the approaches the texts disagree on matters of fact or interpretation. EL.08.RE.26 Find similarities and differences between texts matches better with CCSS grades 6 or 8 (presentation. the authors take. in the treatment, amount and depth of coverage, or  Instructional materials will need to include sets of two or organization of ideas on a particular subject. more informational texts that provide conflicting EL.08.RE.03 Make connections to text, within text, and information on the same topic. among texts across the subject areas. Notes EL.08.LI.15 Identify and analyze recurring themes (e.g., good  Literary non-fiction forms (e.g., biography, essay), have versus evil) across traditional and contemporary works. been included in Oregon's standards for literary text but are now included in the CCSS informational text standards.  The range of informational text enumerated in the CCSS document for grades 6 - 11/12 includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience. CCR10 Read and comprehend complex literary 10. By the end of the year, read and comprehend literary EL.08.RE.02 Listen to, read, and understand a wide variety  Oregon's cover the CCSS. and informational texts independently and nonfiction at the high end of the grades 6–8 text complexity of informational and narrative text, including classic and  CCSS specifies complexity band and calls specifically for proficiently. band independently and proficiently. contemporary literature, poetry, magazines, newspapers, students to be able to read literary nonfiction reference materials, and online information. *Suggested independently. grade-level target for reading ON OWN: Eighth Grade:  Instructional materials will need to be keyed to the criteria 1,000,000 words annually. of the complexity bands in the CCSS document. EL.08.RE.14 Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

CCSS Writing Standards

College & Career Readiness Common Core State Standards Related Grade 8 Oregon Summary Analysis Related resources in the Oregon K-12 Literacy Framework Anchor Standards Grade 8 ELA Content Standards of Gaps, Implications Chapter 3: Instruction CCR1 Write arguments to support claims in an 1. Write arguments to support claims with clear reasons and EL.08.WR.27 Write persuasive compositions:  Oregon's do not cover "acknowledge alternate or opposing analysis of substantive topics or texts, relevant evidence.  Include a well-defined thesis that makes a clear and claims." using valid reasoning and relevant and a. Introduce claim(s), acknowledge and distinguish the knowledgeable judgment or appeal.  Oregon's do not address "formal style." sufficient evidence. claim(s) from alternate or opposing claims, and organize  Present detailed evidence, examples, and reasoning to the reasons and evidence logically. support arguments, differentiating between facts and b. Support claim(s) with logical reasoning and relevant opinions. evidence, using accurate, credible sources and  Provide details, reasons, and examples,... demonstrating an understanding of the topic or text.  ... arranging them effectively ... c. Use words, phrases, and clauses to create cohesion and  ... by anticipating and answering reader concerns and clarify the relationships among claim(s), counterclaims, counter-arguments. reasons, and evidence. EL.08.WR.26 Write research reports: d. Establish and maintain a formal style. ... Use a variety of primary and secondary sources, and e. Provide a concluding statement or section that follows distinguish the nature and value of each. from and supports the argument presented. EL.08.WR.10 Create compositions that engage the reader, have a clear message, a coherent thesis, and end with a clear and well-supported conclusion. EL.08.WR.11 Support theses or conclusions with quotations, opinions from experts, paraphrases, analogies, and/or similar devices. EL.08.WR.12 Establish coherence within and among paragraphs through effective transitions and parallel structures. EL.08.WR.13 Use descriptive language that clarifies and enhances ideas by establishing tone and mood through figurative language, sensory images, and comparisons. EL.08.WR.14 To present a lively and effective personal style, use varied sentence types (simple, compound, complex, and compound-complex) and sentence openings. EL.08.WR.15 To enhance clarity and to support meaning, use parallelism in sentence construction--to present items in a series and items juxtaposed for emphasis. EL.08.WR.16 To indicate clearly the relationship between ideas, use subordination, coordination, appositives, and other devices. CCR2 Write informative/explanatory texts to 2. Write informative/ explanatory texts to examine a topic and EL.08.WR.26 Write research reports:  Oregon standards specify expository text types as examine and convey complex ideas and convey ideas, concepts, and information through the  Specify a thesis. research reports (see CCSS Writing Standard 7) and information clearly and accurately through selection, organization, and analysis of relevant content.  Use a variety of primary and secondary sources, and responses to literature (see CCSS Writing Standard 9). the effective selection, organization, and a. Introduce a topic clearly, previewing what is to follow; distinguish the nature and value of each.  Oregon's do not address using domain-specific analysis of content. organize ideas, concepts, and information into broader  Include important ideas, concepts, and direct quotations vocabulary. categories; include formatting (e.g., headings), graphics from significant information sources, and paraphrase and  Oregon's do not address formal style. (e.g., charts, tables), and multimedia when useful to aiding summarize different perspectives on the topic, as comprehension. appropriate. b. Develop the topic with relevant, well-chosen facts,  Organize and display information on charts, tables, maps, definitions, concrete details, quotations, or other and graphs. information and examples.  Document sources. c. Use appropriate and varied transitions to create cohesion EL.08.WR.10 Create compositions that engage the reader, and clarify the relationships among ideas and concepts. have a clear message, a coherent thesis, and end with a d. Use precise language and domain-specific vocabulary to clear and well-supported conclusion. inform about or explain the topic. EL.08.WR.11 Support theses or conclusions with quotations, Oregon Department of Education Grade 8 Crosswalk June 2011 DRAFT e. Establish and maintain a formal style opinions from experts, paraphrases, analogies, and/or f. Provide a concluding statement or section that follows from similar devices. and supports the information or explanation presented. EL.08.WR.12 Establish coherence within and among paragraphs through effective transitions and parallel structures. EL.08.WR.13 Use descriptive language that clarifies and enhances ideas by establishing tone and mood through figurative language, sensory images, and comparisons. EL.08.WR.14 To present a lively and effective personal style, use varied sentence types (simple, compound, complex, and compound-complex) and sentence openings. EL.08.WR.15 To enhance clarity and to support meaning, use parallelism in sentence construction--to present items in a series and items juxtaposed for emphasis. EL.08.WR.16 To indicate clearly the relationship between ideas, use subordination, coordination, appositives, and other devices. CCR3 Write narratives to develop real or 3. Write narratives to develop real or imagined experiences EL.08.WR.24 Write biographical or autobiographical  Oregon's cover the CCSS imagined experiences or events using or events using effective technique, relevant descriptive narratives or short stories: effective technique, well-chosen details, details, and well-structured event sequences.  Relate a clear, coherent incident, event, or situation by and well-structured event sequences. a. Engage and orient the reader by establishing a context using well-chosen details. and point of view and introducing a narrator and/or  Reveal the significance of, or the writer's attitude about, characters; organize an event sequence that unfolds  the subject. naturally and logically.  Use narrative and descriptive strategies, including relevant b. Use narrative techniques, such as dialogue, pacing, dialogue, specific action, physical description, background description, and reflection, to develop experiences,  description, and comparison or contrast of characters. events, and/or characters. EL.08.WR.10 Create compositions that engage the reader, c. Use a variety of transition words, phrases, and clauses to have a clear message, a coherent thesis, and end with a convey sequence, signal shifts from one time frame or clear and well-supported conclusion. setting to another, and show the relationships among EL.08.WR.12 Establish coherence within and among experiences and events. paragraphs through effective transitions and parallel d. Use precise words and phrases, relevant descriptive structures. details, and sensory language to capture the action and EL.08.WR.13 Use descriptive language that clarifies and convey experiences and events. enhances ideas by establishing tone and mood through e. Provide a conclusion that follows from and reflects on the figurative language, sensory images, and comparisons. narrated experiences or events. EL.08.WR.14 To present a lively and effective personal style, use varied sentence types (simple, compound, complex, and compound-complex) and sentence openings. EL.08.WR.15 To enhance clarity and to support meaning, use parallelism in sentence construction--to present items in a series and items juxtaposed for emphasis EL.08.WR.16 To indicate clearly the relationship between ideas, use subordination, coordination, appositives, and other devices. CCR4 Produce clear and coherent writing in 4. Produce clear and coherent writing in which the EL.08.WR.10 Create compositions that engage the reader,  Oregon's covers the elements of the CCSS. which the development, organization, and development, organization, and style are appropriate to task, have a clear message, a coherent thesis, and end with a style are appropriate to task, purpose, and purpose, and audience. clear and well-supported conclusion. audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CCR5 Develop and strengthen writing as needed 5. With some guidance and support from peers and adults, EL.08.WR.01 Use a variety of strategies to prepare for  Oregon's cover all elements of CCSS except CCSS adds a by planning, revising, editing, rewriting, or develop and strengthen writing as needed by planning, writing, such as brainstorming, making lists, mapping, focus on audience & purpose. trying a new approach. revising, editing, rewriting, or trying a new approach, focusing outlining, grouping related ideas, using graphic organizers, on how well purpose and audience have been addressed. and taking notes. (Editing for conventions should demonstrate command of EL.08.WR.02 Discuss ideas for writing with classmates, Language standards 1–3 up to and including grade 8 on teachers, and other writers, and develop drafts alone and page 52.) collaboratively. EL.08.WR.03 Identify audience and purpose. EL.08.WR.04 Choose the form of writing that best suits the

Oregon Department of Education Grade 8 Crosswalk June 2011 DRAFT intended purpose--personal letter, letter to the editor, review, poem, report, or narrative. EL.08.WR.05 Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions. EL.08.WR.06 Focus on a central idea, excluding loosely related, extraneous, and repetitious information. EL.08.WR.07 Use a scoring guide to review, evaluate, and revise writing for meaning and clarity. EL.08.WR.08 Revise drafts for word choice, appropriate organization, consistent point of view and transitions between paragraphs, passages, and ideas. EL.08.WR.09 Edit and proofread one's own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors. CCR6 Use technology, including the Internet, to 6. Use technology, including the Internet, to produce and  No Oregon standards at grade 8 related to using produce and publish writing and to interact publish writing and present the relationships between technology to publish, interact, collaborate, or present and collaborate with others. information and ideas efficiently as well as to interact and relationships. collaborate with others. CCR7 Conduct short as well as more sustained 7. Conduct short research projects to answer a question EL.08.WR.26 Write research reports:  Oregon standards cover all elements of the CCSS except research projects based on focused (including a self-generated question), drawing on several  Specify a thesis. "multiple avenues of exploration." questions, demonstrating understanding of sources and generating additional related, focused questions  Use a variety of primary and secondary sources, and the subject under investigation. that allow for multiple avenues of exploration. distinguish the nature and value of each.  Include important ideas, concepts, and direct quotations from significant information sources, and paraphrase and summarize different perspectives on the topic, as appropriate.  Organize and display information on charts, tables, maps, and graphs.  Document sources. EL.08.WR.30 Identify topics; develop high-level questions for inquiry; develop sub-questions to guide research of sub- topics. EL.08.WR.34 Achieve an effective balance between documented researched information and original ideas. CCR8 Gather relevant information from multiple 8. Gather relevant information from multiple print and digital EL.08.WR.26 Write research reports:  Oregon standards cover all elements of CCSS. print and digital sources, assess the sources, using search terms effectively; assess the credibility  Specify a thesis. credibility and accuracy of each source, and accuracy of each source; and quote or paraphrase the  Use a variety of primary and secondary sources, and and integrate the information while data and conclusions of others while avoiding plagiarism and distinguish the nature and value of each. avoiding plagiarism. following a standard format for citation.  Include important ideas, concepts, and direct quotations from significant information sources, and paraphrase and summarize different perspectives on the topic, as appropriate.  Organize and display information on charts, tables, maps, and graphs.  Document sources. EL.08.WR.32 Plan and conduct multiple-step information searches by using computer networks. EL.08.WR.31 Use effective note-taking techniques to ensure appropriate documentation of quoted as well as paraphrased material. EL.08.WR.33 Analyze the validity and reliability of primary and secondary sources, and use the information appropriately. EL.08.WR.35 Use appropriate methods of citation for quoted as well as paraphrased material (e.g., Works Cited Entries-- MLA, Reference Entries--APA). CCR9 Draw evidence from literary or 9. Draw evidence from literary or informational texts to EL.08.WR.25 Write responses to literature:  Oregon's writing standards are not as comprehensive as Oregon Department of Education Grade 8 Crosswalk June 2011 DRAFT informational texts to support analysis, support analysis, reflection, and research. Demonstrate careful reading and insight into interpretations. the Oregon reading literature standards. reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., Connect the student's own responses to the writer's “Analyze how a modern work of fiction draws on themes, techniques and to specific textual references. patterns of events, or character types from myths, Draw supported inferences about the effects of a literary traditional stories, or religious works such as the Bible, work on its audience. including describing how the material is rendered new”). Support interpretations through references to the text, other b. Apply grade 8 Reading standards to literary nonfiction works, other authors, or to personal knowledge. (e.g., “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”). CCR10 Write routinely over extended time frames 10. Write routinely over extended time frames (time for EL.08.WR.28 Write documents related to career  Oregon’s do not address writing in shorter time frames (“a (time for research, reflection, and revision) research, reflection, and revision) and shorter time frames (a development, including simple business letters, job single sitting”). and shorter time frames (a single sitting or single sitting or a day or two) for a range of discipline-specific applications and resumes that:  These other Oregon standards are in addition to the a day or two) for a range of tasks, tasks, purposes, and audiences.  Present information purposefully and succinctly, meeting modes and forms identified with CCSS Writing Standards purposes, and audiences. the needs of the intended audience. 1 (argument); 2 (informative/ explanatory); 3 (narrative); 7  Follow the conventional format for the type of document (research reports); 9 (apply to literary and informational (e.g., letter of inquiry, memorandum). text). EL.08.WR.29 Write technical documents:  Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization's constitution or guidelines.  Include all the factors and variables that need to be considered.  Use formatting techniques, including headings, and changing the fonts to aid comprehension.

CCSS Language Standards

College & Career Readiness Common Core State Standards Related Grade 8 Oregon Summary Analysis Related resources in the Oregon K-12 Literacy Framework Anchor Standards Grade 8 ELA Content Standards of Gaps, Implications Chapter 3: Instruction CCR1 Demonstrate command of the conventions 1. Demonstrate command of the conventions of standard EL.08.WR.12 Establish coherence within and among  Oregon writing standards address active and passive voice of standard English grammar and usage English grammar and usage when writing or speaking. paragraphs through effective transitions and parallel in grade 7 (avoid passive). when writing or speaking. a. Explain the function of verbals (gerunds, participles, structures.  Oregon writing standards include verbals and shifts in verb infinitives) in general and their function in particular EL.08.WR.14 To present a lively and effective personal style, voice and mood at grade 9/10. sentences. use varied sentence types (simple, compound, complex, and  Oregon writing standards do not specifically include b. Form and use verbs in the active and passive voice compound-complex) and sentence openings. indicative, imperative, interrogative, conditional, and c. Form and use verbs in the indicative, imperative, EL.08.WR.15 To enhance clarity and to support meaning, subjunctive moods. interrogative, conditional, and subjunctive mood. use parallelism in sentence construction--to present items in Notes d. Recognize and correct inappropriate shifts in verb voice a series and items juxtaposed for emphasis.  Oregon's ELA standards do not have a separate section and mood.* EL.08.WR.16 To indicate clearly the relationship between corresponding to the CCSS Language Standards 1 ideas, use subordination, coordination, appositives, and (grammar and usage). Most of the grammar and usage other devices. items appear instead as part of the Oregon ELA Writing EL.08.WR.18 Use consistent verb tenses. Standards. EL.08.WR.19 Correctly use frequently misused words  The two sets of standards are not comparable: The CCSSs (among, between; fewer, less; bring, take; and good, well). ask students to "use" language; Oregon standards ask EL.08.WR.20 Demonstrate appropriate English usage. students to apply knowledge of language in written form. EL.08.SL.06 Use appropriate grammar.  CCSSs call for declarative knowledge (e.g., "Explain the function of verbals"). Oregon does not have corresponding standards. CCR2 Demonstrate command of the conventions 2. Demonstrate command of the conventions of standard EL.08.WR.17 Use correct spelling conventions.  Oregon standards include all the elements in the CCSS of standard English capitalization, English capitalization, punctuation, and spelling when EL.08.WR.21 Use conventions of punctuation correctly, except ellipsis. punctuation, and spelling when writing. writing. including commas, hyphens, dashes, and semicolons. a. Use punctuation (comma, ellipsis, dash) to indicate a EL.08.WR.22 Use correct capitalization. pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. CCR3 Apply knowledge of language to 3. Use knowledge of language and its conventions when EL.08.WR.13 Use descriptive language that clarifies and  Oregon's do not address the CCSS. understand how language functions in writing, speaking, reading, or listening. enhances ideas by establishing tone and mood through different contexts, to make effective a. Use verbs in the active and passive voice and in the figurative language, sensory images, and comparisons. choices for meaning or style, and to conditional and subjunctive mood to achieve particular EL.08.WR.14 To present a lively and effective personal style, comprehend more fully when reading or effects (e.g., emphasizing the actor or the action; use varied sentence types (simple, compound, complex, and listening. expressing uncertainty or describing a state contrary to compound-complex) and sentence openings. fact). EL.08.SL.05 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations. EL.08.SL.04 Use feedback, including both verbal and non- verbal cues to reconsider and modify the organizational structure and to rearrange words and sentences to clarify the meaning. CCR4 Determine or clarify the meaning of 4. Determine or clarify the meaning of unknown and multiple- EL.08.RE.07 Clearly identify specific words or wordings that  Oregon's do not refer to specifically to Greek or Latin Pages I-18 to I-19 unknown and multiple-meaning words and meaning words or phrases based on grade 8 reading and are causing comprehension difficulties and use strategies to affixes or roots at grade 8; uses term "structural clues." phrases by using context clues, analyzing content, choosing flexibly from a range of strategies. correct.  Oregon's do not refer to digital references. meaningful word parts, and consulting a. Use context (e.g., the overall meaning of a sentence or EL.08.RE.10 Determine meanings of words using contextual general and specialized reference paragraph; a word’s position or function in a sentence) as a and structural clues. materials, as appropriate. clue to the meaning of a word or phrase. EL.08.RE.12 Verify the meaning of a word in its context, b. Use common, grade-appropriate Greek or Latin affixes and even when its meaning is not directly stated, through the use roots as clues to the meaning of a word (e.g., precede, of definition, restatement, example, comparison, or contrast. recede, secede). EL.08.RE.13 Determine pronunciations, meanings, alternate Oregon Department of Education Grade 8 Crosswalk June 2011 DRAFT c. Consult general and specialized reference materials (e.g., word choices, parts of speech, or etymologies of words, dictionaries, glossaries, thesauruses), both print and digital, using dictionaries and thesauruses. to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. 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). CCR5 Demonstrate understanding of figurative 5. Demonstrate understanding of figurative language, word EL.08.RE.11 Analyze idioms and comparisons, such as  Oregon's do not address connotation/ denotation until Pages I-20 to I-21 language, word relationships, and nuances relationships, and nuances in word meanings. analogies, metaphors, and similes, to infer the literal and grade 9/10. in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in figurative meanings of phrases.  Oregon's do not specifically include verbal irony and context. EL.08.LI.09 Identify significant literary devices, such as puns. b. Use the relationship between particular words to better simile, metaphor, personification, symbolism, dialect, and understand each of the words. irony which define a writer's style, and use those elements to c. Distinguish among the connotations (associations) of analyze and evaluate the work. words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). CCR6 Acquire and use accurately a range of 6. Acquire and use accurately grade-appropriate general EL.08.RE.08 Understand, learn, and use new vocabulary  Oregon's cover the CCSS. Pages I-20 to I-21 general academic and domain-specific academic and domain-specific words and phrases; gather that is introduced and taught directly through informational words and phrases sufficient for reading, vocabulary knowledge when considering a word or phrase text, literary text, and instruction across the subject areas. writing, speaking, and listening at the important to comprehension or expression. EL.08.RE.09 Develop vocabulary by listening to and college and career readiness level; discussing both familiar and conceptually challenging demonstrate independence in gathering selections read aloud across the subject areas. vocabulary knowledge when considering a word or phrase important to comprehension or expression. "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 (*)."

CCSS Speaking and Listening Standards

College & Career Readiness Common Core State Standards Related Grade 8 Oregon Summary Analysis Related resources in the Oregon K-12 Literacy Framework Anchor Standards Grade 8 ELA Content Standards of Gaps, Implications Chapter 3: Instruction CCR1 Prepare for and participate effectively in a 1. Engage effectively in a range of collaborative discussions EL.08.RE.04 Demonstrate listening comprehension of more  No corresponding Oregon standards. range of conversations and collaborations (one-on-one, in groups, and teacher-led) with diverse complex text through class and/or small group interpretive with diverse partners, building on others’ partners on grade 8 topics, texts, and issues, building on discussions across the subject areas. ideas and expressing their own clearly and others’ ideas and expressing their own clearly. EL.08.LI.02 Demonstrate listening comprehension of more persuasively. a. Come to discussions prepared, having read or researched complex literary text through class and/or small group material under study; explicitly draw on that preparation by interpretive discussions. referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCR2 Integrate and evaluate information 2. Analyze the purpose of information presented in diverse EL.08.RE.04 Demonstrate listening comprehension of more  Oregon's cover the CCSS. presented in diverse media and formats, media and formats (e.g., visually, quantitatively, orally) complex text through class and/or small group interpretive including visually, quantitatively, and orally. and evaluate the motives (e.g., social, commercial, discussions across the subject areas. political) behind its presentation. EL.08.LI.02 Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions. EL.08.SL.08 Analyze oral presentations, including language choice and delivery, and the effect of the speaker's interpretations on the listener. EL.08.SL.09 Paraphrase a speaker's purpose and point of view, and ask relevant questions concerning the speaker's content, delivery, and purpose. EL.08.SL.12 Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions. CCR3 Evaluate a speaker’s point of view, 3. Delineate a speaker’s argument and specific claims, EL.08.SL.11 Evaluate the credibility of a speaker (e.g.,  Oregon's do not cover the CCSS. reasoning, and use of evidence and evaluating the soundness of the reasoning and relevance hidden agendas, slanted or biased material). rhetoric. and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCR4 Present information, findings, and 4. Present claims and findings, emphasizing salient points in EL.08.SL.01 Develop a focus and present information to  Oregon's cover the CCSS except for "sound valid supporting evidence such that listeners a focused, coherent manner with relevant evidence, sound achieve particular purposes by matching the message, reasoning." can follow the line of reasoning and the valid reasoning, and well-chosen details; use appropriate vocabulary, voice modulation, expression, and tone to the organization, development, and style are eye contact, adequate volume, and clear pronunciation. audience and purpose. appropriate to task, purpose, and EL.08.SL.03 Use credible and relevant information to convey audience. message. EL.08.SL.02 Outline a speech based on a chosen pattern of organization, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion. EL.08.SL.04 Use feedback, including both verbal and non- verbal cues to reconsider and modify the organizational

Oregon Department of Education Grade 8 Crosswalk June 2011 DRAFT structure and to rearrange words and sentences to clarify the meaning. EL.08.SL.07 Use appropriate enunciation, pace, eye contact, and gestures to engage the audience during formal presentations. CCR5 Make strategic use of digital media and 5. Integrate multimedia and visual displays into presentations  No corresponding Oregon standards. visual displays of data to express to clarify information, strengthen claims and evidence, and information and enhance understanding of add interest. presentations. CCR6 Adapt speech to a variety of contexts and 6. Adapt speech to a variety of contexts and tasks, EL.08.SL.05 Use precise language, action verbs, sensory Oregon's do not address adapting speech to varying communicative tasks, demonstrating demonstrating command of formal English when indicated details, appropriate and colorful modifiers, and the active contexts. command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 rather than the passive voice in ways that enliven oral or appropriate. on page 52 for specific expectations.) presentations. EL.08.SL.06 Use appropriate grammar

Oregon Department of Education Grade 8 Crosswalk June 2011