Parkway Middle School Communication Arts Priority Standards1
GLEs from other grade levels are italicized.
Grade 8
Reading Literature
Key Ideas and Details
CCSS: RL1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
PS - 1.6, 3.5, 4.1
GLE: R1H.a-c/f-i
Apply post-reading skills to demonstrate comprehension of text:
a. answer basic comprehension questions
b. identify and explain the relationship between the main idea and supporting details
c. make predictions
f. draw conclusions
g. analyze
h. paraphrase
i. summarize
GLE: R2C.a-i
Use details from text to
a. demonstrate comprehension skills previously introduced
b. identify and explain flashback, mood and theme
c. analyze point of view
d. analyze author’s viewpoint/ perspective
e. determine how an incident foreshadows a future event
f. interpret behaviors, motives, and consequences of characters’ actions
g. evaluate problem-solving processes of characters
h. evaluate effectiveness of solutions
i. make inferences
GLE: ICTL5A
Record relevant information using a self-selected note-taking or organizational strategy.
1
CCSS = Common Cores State Standards; PS – related Show ME Process Standards with district priorities in bold; GLE – related Missouri Grade Level Expectation; “I Can”
statements – related student friendly versions of the standards for self-monitoring.
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SAMPLE “I Cans:”
I can identify the main idea and the best details to support the main idea.
I can analyze and draw conclusions to identify the main idea and choose to the best supporting details when I summarize.
Key Ideas and Details
CCSS: RL2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
PS : 1.6, 3.5, 4.1
GLE: R2C.a-b
Use details from text to
a. Demonstrate comprehension of skills previously introduced (R2C.7.b/identify theme)
b. Identify and explain flashback, mood, and theme
GLE: R1H.b, i
Apply post-reading skills to demonstrate comprehension of text:
b. Identify and explain the relationship between the main idea and supporting details.
i. summarize
GLE: ICTL5A
Record relevant information using a self-selected note-taking or organizational strategy.
SAMPLE “I Cans:”
I can make inferences.
I can use details from text to identify and explain flashback, mood, and theme.
I can use details from text to summarize effectively.
Key Ideas and Details
CCSS: RL3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
PS: 1.5, 1.6, 2.3
GLE: R2C.f-i
Use details from text to
f. interpret behaviors, motives, and consequences of characters’ actions
g. evaluate problem-solving processes of characters
h. evaluate the effectiveness of solutions
i. make inferences
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SAMPLE “I Cans:”
I can use details from text to interpret the motives of characters.
I can draw conclusions to evaluate the problem-solving process of characters and the effectiveness of characters’ decisions.
Craft and Structure
CCSS: RL4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.
GLE: R1E.a-c
Develop vocabulary through text, using
a. roots and affixes
b. context clues
c. glossary, dictionary and thesaurus
[GLE: R2B.EII.c – d
Identify and explain literary techniques in text emphasizing
c. allusion
d. analogy]
[GLE: R2C.EII.d
Use details from text (s) to
c. identify and analyze tone]
GLE: R3C.j
Use details from text to
j. analyze word choice and connotation
SAMPLE “I Can:”
I can analyze the tone of a text based on the words the author uses.
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Reading Informational Text
CCSS: RI1 – Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
GLE: R1H.a-c,f-i
a. answer basic comprehension questions
b. identify and explain the relationship between the main ideas and supporting details
c. make predictions
f. draw conclusions
g. analyze
h. paraphrase
i. summarize
GLE: R3C.a-l
Use details from text to
a. demonstrate comprehension skills previously introduced
b. evaluate adequacy of evidence presented by author
c. determine author’s purpose based on text analysis
d. compare and contrast
e. determine importance of information
f. analyze point of view
g. determine author’s viewpoints
h. identify problem-solving processes and explain effectiveness of solutions
i. determine importance of information
j. analyze word choice and connotation
k. analyze organizational effectiveness
l. analyze accuracy of information
GLE: ICTL5A
Record relevant information using a self-selected note-taking or organizational strategy.
Sample I Cans:
I can identify and explain the differences in authors’ purposes in two texts on the same topic.
I can evaluate the accuracy of information when comparing two different texts.
Key Ideas and Details
CCSS: RI2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide
an objective summary of the text.
PS: 1.5,1.6, 1.7, 2.4 ,3.13.4, 3.5, 3.6, 3.7, 3.8,
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GLE: R1H.b,i
Apply post-reading skills to demonstrate comprehension of text:
b. identify and explain the relationship between the main idea and supporting details
i. summarize
GLE: ICTL5A
Record relevant information using a self-selected note-taking or organizational strategy.
SAMPLE “I Cans:”
I can trace the development of the central idea over the course of a text.
I can summarize the text objectively and in my own words.
Craft and Structure
CCSS : RI 6 - Determine an author’s point of view (MEANS viewpoint) or purpose in a text and analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
PS: 1.5,1.6, 1.7, 2.4 ,3.1, 3.4, 3.5, 3.6, 3.7, 3.8
GLE: R3C.a,f,g
Use details from text to
a. demonstrate comprehension skills previously introduced (R3C.4.j/identify and explain author’s purpose)
f. analyze point of view.
g. determine author’s viewpoints
SAMPLE “I Cans:”
I can identify and analyze the author’s viewpoint.
I can determine author’s purpose based on text analysis
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Integration of Knowledge and Ideas
CCSS: RI 8 – 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.
PS: 1.5,1.6, 1.7, 2.4 ,3.1, 3.4, 3.5, 3.6, 3.7, 3.8
GLE: R3C.l
Use details from text to
l. analyze the accuracy of information
GLE: ICTL4C.a
a. Analyze the source to determine its credibility
SAMPLE “I Cans:”
I can evaluate the adequacy of reasoning and evidence presented by the author
I can use details from text to analyze accuracy of information.
Writing
Text Types and Purposes
Writing an argument
CCSS: W1 – Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
GLE: W3A.a
Compose a variety of texts,
a. using narrative, descriptive, expository, and/or persuasive features
GLE: W2B.a-b
Compose text with
a. strong controlling idea
b. relevant, specific details
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GLE: W2C.a-b, e
Compose text with
a. an effective beginning, middle, and end
b. a logical order
e. cohesive devices, including transitions, repetition, pronoun antecedent, and parallel structure
GLE: ICTL1.d
Follow, monitor, and evaluate inquiry process:
d. Locate relevant sources and select information appropriate to the problem or question
GLE: W2A.a-b
Compose text
a. showing awareness of audience
b. choosing a form and point of view appropriate to purpose and audience
PS: 2.1, 2.2., 2.3
SAMPLE “I Cans:”
I can, when appropriate for my purpose, write an argument for a specific audience, which introduces a claim, supports it with clear reasons and relevant evidence,
includes complex ideas and leads to a logical conclusion. (This includes business letter and envelope.)
I can use transition words and parallel structures to add feeling and unity.
I can write using a variety of sentence structures: including simple, compound, complex, and compound/ complex in my writing.
Text Types and Purposes
Writing an informational / explanatory piece
CCSS: W2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis
of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
GLE: (see W1 above) plus,
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GLE: W2D.a-b
Compose text using
a. precise and vivid language
b. writing techniques such as figurative language, sensory detail and purposeful dialogue
PS: 2.1, 2.2., 2.3
SAMPLE “I Cans:”
I can, when appropriate for my purpose, write informative/explanatory texts for a specific audience that include complex ideas, freshness of thought and organize
information according to my purpose. (This includes summary and response to literature.)
I can use transition words and parallel structures to add feeling and unity.
I can write using a variety of sentence structures: including simple, compound, complex, and compound/ complex in my writing.
I can use precise and vivid words when I write nonfiction.
Text Types and Purposes
Writing a narrative
CCSS: W3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships
among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
GLE: (see W2 above)
PS: 2.1, 2.2., 2.3
SAMPLE “I Cans:”
I can, when appropriate for my purpose, write a narrative for a specific audience with a clear point of view, effective transitions and an organized sequence of
events.
I can use a variety of sentence structures: simple, compound and compound-complex in my writing.
I can use precise and vivid words when I write a narrative.
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I can write using figurative language.
I can write using properly punctuated dialogue.
Production and Distribution of Writing
CCSS: W4 - 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.)
P.S.: 2.1
GLE: W2A.a-b
Compose text
a. showing awareness of audience
b. choosing a form and point of view appropriate to purpose and audience
SAMPLE “I Can:”
I can pick and effectively use a form that suits my audience and purpose.
Research to Build Knowledge
CCSS: W7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
GLE: ICTL2B.a-b
a. Evaluate, with assistance, prior knowledge to develop questions and identify key words to focus and guide information seeking
b. Revise or clarify focus questions and key words/phrases as information is gathered
GLE: ICTL3A.a-b
a. Locate multiple primary and secondary sources of various media using appropriate organizational tools
b. Select materials appropriate to student’s reading ability
GLE: ICTL4D.a-c
a. Analyze and evaluate, with assistance, information to determine usefulness, including ability to read, comprehend and make meaning of the information.
b. Analyze and evaluate information gathered for gaps and weaknesses.
c. Locate additional information as needed
GLE: ICTL5A
Record relevant information using a self-selected note-taking or organizational strategy.
GLE: ICTL5B
Synthesize, with assistance, information to make meaning (draw conclusions, formulate hypothesis, make inferences, etc.)
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GLE: W3A.a
Compose a variety of texts
a. Using narrative, descriptive, expository, and/or persuasive features
PS: 1.2, 1.7
SAMPLE “I Cans:”
See your library media specialist.
CCSS: W8 - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
PS: 1.2, 1.7
GLE: ICTL1A.a-d/g-h
Follow, monitor, and evaluate inquiry process:
a. Identify an information need
b. Access prior knowledge relevant to the needed information
c. Identify additional information to meet the need
d. Locate relevant sources and select information appropriate to the problem or question
g. Evaluate the results
h. Use critical thinking skills to adapt, as necessary, to fulfill purpose
GLE: ICTL5A
Record relevant information using a self-selected note-taking or organizational strategy.
GLE: ICTL2B.a-b
a. Evaluate, with assistance, prior knowledge to develop questions and identify key words to focus and guide information seeking.
b. Revise or clarify focus questions and key words/phrases as information is gathered.
GLE: ICTL4C.a
a. Analyze the source to determine its credibility
GLE: ICTL5B
Synthesize, with assistance, information to make meaning (draw conclusions, formulate hypothesis, make inferences, etc.)
GLE: ICTL6B.b-c
b. Practice strategies to avoid plagiarism
c. Document each source referenced using an appropriate citation format
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GLE: R1H.h
Apply post-reading skills to demonstrate comprehension of text:
h. paraphrase
Sample I Cans:
See your library media specialist.
Speaking and Listening
Comprehension and Collaboration
CCSS: SL1. a – d - 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.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, 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.
GLE: LS1B
Use active-listening behaviors (e.g., asks questions or speaker and uses body language and facial expressions to indicate agreement, disagreement or
confusion)
GLE: R1H.b, f, h
Apply post-reading skills to demonstrate comprehension of text
b. Identify and explain the relationship between the main idea and supporting details
f. draw conclusions
h. paraphrase
GLE: ICTL1B
Contribute to the construction and exchange of ideas through independent, cooperative, and/or collaborative work.
PS - 2.1, 2.3, 2.4
SAMPLE “I Cans:”
I can qualify or justify my views in a discussion, based on what I learn from others.
I can pose questions that connect the ideas of several speakers.
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Presentation of Knowledge and Ideas
CCSS: SL4 – Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
GLE: LS2A.5
In discussions and presentations,

give organized presentations that demonstrate a clear viewpoint

select and use appropriate public speaking techniques such as rate, pace, and enunciation
GLE: LS2A.6
In discussions and presentations,

Speak clearly and stay on topic

Use appropriate volume, tone of voice, rate of speech, fluency/inflections and eye contact.
GLE: ICTL5B
Synthesize information, with assistance, to make meaning. (Draw conclusions, formulate hypothesis, and make inferences, etc.)
GLE: ICTL5C a-b
a. Organize information in a logical arrangement appropriate to format, audience, and purpose
b. Use an appropriate format to share information with intended audience for intended purpose
PS – 2.1
SAMPLE “I Can:”
When I give presentations, I can speak logically.
CCSS: SL 6.6 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8
Language standards 1 and 3 on page 52 of the ELA CCSS for specific expectations.)
PS – 2.1, 2.2
GLE: No Alignment
SAMPLE “I Cans:”
When speaking in front of others, I can use standard English.
I can adjust my level of speech (my register) to fit my audience and purpose.
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Language
Conventions in Writing and Speaking
CCSS: L1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
PS: 2.2
[CCCS: L1.5.d. - Recognize and correct inappropriate shifts in verb tense.]
[GLE: W2E.7.c – use consistent verb tense]
SAMPLE “I Cans:”
I can use verbals to help me communicate more concisely.
I can recognize and correct inconsistency in my use of verb tenses.
I know how to use the conditional mood in my writing and speech.
CCSS: L2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
PS: 2.2
GLE: W2E.d
In written text
d. use standard spelling, classroom resources, including dictionary, to edit for correct spelling.
Sample “I Can:”
I can use an ellipsis and a dash effectively to indicate a pause or break in my writing.
CCSS: L3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. 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)
PS: 2.2
GLE: No Alignment
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Sample I Cans:
I can use the subjective tense in my writing and speech to show uncertainty or talk about something that is contrary to fact.
I can avoid the passive voice so that my writing has energy and clarity.
Vocabulary Acquisition and Use
CCSS: L4 – Vocabulary for Reading
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.
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
c. 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.
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).
P.S. – 1.6, 3.5
GLE: R1E.a-c
Develop vocabulary through text, using
a. roots and affixes
b. context clues
c. glossary, dictionary and thesaurus
SAMPLE “I Cans:”
I can determine or clarify the meaning of an unknown word through use of context clues.
I can determine the meaning of unknown words by using knowledge of word parts.
** Conventions the CCSS recommend for each grade level are found on page 51 of the National CCSS Standards doc (posted on the Moodle in the Standards
block.)
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