Ohio State Standards for Language Arts: Grade 8

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

OH.1. Phonemic Awareness, Word Recognition and Fluency: Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

1.A. This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade.

OH.2. Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

2.A. Use context clues and text structures to determine the meaning of new vocabulary.

2.B. Examine the relationships of analogical statements to infer word meanings.

2.C. Recognize the importance and function of figurative language.

2.D. Explain how different events have influenced and changed the English language.

2.E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.

2.F. Use multiple resources to enhance comprehension of vocabulary.

2.1. Grade Level Indicator: Contextual Understanding: Define unknown words through context clues and the author's use of comparison, contrast and cause and effect.

2.2. Grade Level Indicator: Conceptual Understanding: Apply knowledge of connotation and denotation to determine the meaning of words.

2.3. Grade Level Indicator: Conceptual Understanding: Identify the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships.

2.4. Grade Level Indicator: Conceptual Understanding: Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes and idioms.

2.5. Grade Level Indicator: Conceptual Understanding: Examine and discuss the ways that different events (e.g., cultural, political, social, technological, and scientific events) impact and change the English language.

2.6. Grade Level Indicator: Structural Understanding: Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

2.7. Grade Level Indicator: Tools and Resources: Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

OH.3. Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

3.A. Apply reading comprehension strategies to understand grade-appropriate text.

3.B. Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

3.C. Use appropriate self-monitoring strategies for comprehension.

3.1. Grade Level Indicator: Comprehension Strategies: Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

3.2. Grade Level Indicator: Comprehension Strategies: Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3.3. Grade Level Indicator: Self-Monitoring Strategies: Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

3.4. Grade Level Indicator: Independent Reading: Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

3.5. Grade Level Indicator: Independent Reading: Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

OH.4. Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

4.A. Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.

4.B. Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.

4.C. Analyze whether graphics supplement textual information and promote the author's purpose.

4.D. Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.

4.E. Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).

4.1. Grade Level Indicator: Compare and contrast text features, including format and headers of various informational texts in terms of their structure and purpose.

4.2. Grade Level Indicator: Identify and use the organizational structure of a text, such as chronological, compare-contrast, cause-effect, problem-solution, and evaluate its effectiveness.

4.3. Grade Level Indicator: Compare and contrast the treatment, scope and organization of ideas from different sources on the same topic.

4.4. Grade Level Indicator: Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

4.5. Grade Level Indicator: Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., bandwagon, testimonial and emotional word repetition) and examples of bias and stereotyping.

4.6. Grade Level Indicator: Identify the author's purpose and intended audience for the text.

4.7. Grade Level Indicator: Analyze an author's argument, perspective or viewpoint and explain the development of key points.

4.8. Grade Level Indicator: Recognize how writers cite facts, draw inferences and present opinions in informational text.

4.9. Grade Level Indicator: Distinguish the characteristics of consumer materials (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).

OH.5. Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

5.A. Analyze interactions between characters in literary text and how the interactions affect the plot.

5.B. Explain and analyze how the context of setting and the author's choice of point of view impact a literary text.

5.C. Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.

5.D. Identify similar recurring themes across different works.

5.E. Analyze the use of a genre to express a theme or topic.

5.F. Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.

5.G. Explain techniques used by authors to develop style.

5.1. Grade Level Indicator: Identify and explain various types of characters (e.g., flat, round, dynamic, static) and how their interactions and conflicts affect the plot.

5.2. Grade Level Indicator: Analyze the influence of setting in relation to other literary elements.

5.3. Grade Level Indicator: Explain how authors pace action and use subplots, parallel episodes and climax.

5.4. Grade Level Indicator: Compare and contrast different points of view (e.g., first person and third person limited, omniscient, objective and subjective), and explain how voice affects literary text.

5.5. Grade Level Indicator: Identify and explain universal themes across different works by the same author and by different authors.

5.6. Grade Level Indicator: Explain how an author's choice of genre affects the expression of a theme or topic.

5.7. Grade Level Indicator: Identify examples of foreshadowing and flashback in a literary text.

5.8. Grade Level Indicator: Explain ways in which the author conveys mood and tone through word choice, figurative language, and syntax.

5.9. Grade Level Indicator: Examine symbols used in literary texts.

OH.6. Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

6.A. Formulate writing ideas and identify a topic appropriate to the purpose and audience.

6.B. Determine the usefulness of organizers and apply appropriate pre-writing tasks.

6.C. Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.

6.D. Edit to improve sentence fluency, grammar and usage.

6.E. Apply tools to judge the quality of writing.

6.F. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.

6.1. Grade Level Indicator: Prewriting: Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

6.2. Grade Level Indicator: Prewriting: Conduct background reading, interviews or surveys when appropriate.

6.3. Grade Level Indicator: Prewriting: Establish a thesis statement for informational writing or a plan for narrative writing.

6.4. Grade Level Indicator: Prewriting: Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.

6.5. Grade Level Indicator: Prewriting: Use organizational strategies (e.g., notes and outlines) to plan writing.

6.6. Grade Level Indicator: Drafting, Revising and Editing: Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing.

6.7. Grade Level Indicator: Drafting, Revising and Editing: Vary simple, compound and complex sentence structures.

6.8. Grade Level Indicator: Drafting, Revising and Editing: Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus reinforced by parallel structures across paragraphs.

6.9. Grade Level Indicator: Drafting, Revising and Editing: Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose.

6.10. Grade Level Indicator: Drafting, Revising and Editing: Use available technology to compose text.

6.11. Grade Level Indicator: Drafting, Revising and Editing: Reread and analyze clarity of writing and consistency of point of view.

6.12. Grade Level Indicator: Drafting, Revising and Editing: Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose.

6.13. Grade Level Indicator: Drafting, Revising and Editing: Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.

6.14. Grade Level Indicator: Drafting, Revising and Editing: Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.

6.15. Grade Level Indicator: Drafting, Revising and Editing: Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

6.16. Grade Level Indicator: Drafting, Revising and Editing: Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

6.17. Grade Level Indicator: Publishing: Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

OH.7. Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

7.A. Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.

7.B. Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge

7.C. Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text, include appropriate details and exclude extraneous details and inconsistencies.

7.D. Use documented textual evidence to justify interpretations of literature or to support a research topic.

7.E. Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.

7.1. Grade Level Indicator: Write narratives that: sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); use literary devices to enhance style and tone; and create complex characters in a definite, believable setting.

7.2. Grade Level Indicator: Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.

7.3. Grade Level Indicator: Write business letters, letters to the editor and job applications that: address audience needs, stated purpose and context in a clear and efficient manner; follow the conventional style appropriate to the text using proper technical terms; include appropriate facts and details; exclude extraneous details and inconsistencies; and provide a sense of closure to the writing.

7.4. Grade Level Indicator: Write informational essays or reports, including research, that: pose relevant and tightly drawn questions that engage the reader; provide a clear and accurate perspective on the subject; create an organizing structure appropriate to the purpose, audience and context; support the main ideas with facts, details, examples and explanations from sources; and document sources and include bibliographies.

7.5. Grade Level Indicator: Write persuasive compositions that: establish and develop a controlling idea; support arguments with detailed evidence; exclude irrelevant information; and cite sources of information.

7.6. Grade Level Indicator: Produce informal writings (e.g., journals, notes and poems) for various purposes.

OH.8. Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

8.A. Use correct spelling conventions.

8.B. Use correct punctuation and capitalization.

8.C. Demonstrate understanding of the grammatical conventions of the English language.

8.1. Grade Level Indicator: Spelling: Use correct spelling conventions.

8.2. Grade Level Indicator: Punctuation and Capitalization: Use correct punctuation and capitalization.

8.3. Grade Level Indicator: Grammar and Usage: Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

8.4. Grade Level Indicator: Grammar and Usage: Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).

8.5. Grade Level Indicator: Grammar and Usage: Use parallel structure to present items in a series and items juxtaposed for emphasis.

8.6. Grade Level Indicator: Grammar and Usage: Use proper placement of modifiers.

8.7. Grade Level Indicator: Grammar and Usage: Maintain the use of appropriate verb tenses.

8.8. Grade Level Indicator: Grammar and Usage: Conjugate regular and irregular verbs in all tenses correctly.

OH.9. Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

9.A. Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted.

9.B. Evaluate the usefulness and credibility of data and sources.

9.C. Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.

9.D. Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.

9.E. Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

9.1. Grade Level Indicator: Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation.

9.2. Grade Level Indicator: Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

9.3. Grade Level Indicator: Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date and coverage) and define primary and secondary sources.

9.4. Grade Level Indicator: Select an appropriate structure for organizing information in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers).

9.5. Grade Level Indicator: Compile and organize the important information and select appropriate sources to support central ideas, concepts and themes.

9.6. Grade Level Indicator: Integrate quotations and citations into written text to maintain a flow of ideas.

9.7. Grade Level Indicator: Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement.

9.8. Grade Level Indicator: Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.

OH.10. Communications: Oral and Visual: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

10.A. Use a variety of strategies to enhance listening comprehension.

10.B. Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.

10.C. Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

10.D. Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques.

10.E. Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure.

10.F. Provide persuasive presentations that use varied speaking techniques and strategies and include a clear controlling idea or thesis.

10.G. Give presentations using a variety of delivery methods, visual displays and technology.

10.1. Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

10.2. Grade Level Indicator: Listening and Viewing: Identify and analyze the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages.

10.3. Grade Level Indicator: Listening and Viewing: Determine the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

10.4. Grade Level Indicator: Listening and Viewing: Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and how they contribute to meaning.

10.5. Grade Level Indicator: Speaking Skills and Strategies: Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

10.6. Grade Level Indicator: Speaking Skills and Strategies: Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

10.7. Grade Level Indicator: Speaking Skills and Strategies: Vary language choices as appropriate to the context of the speech.

10.8. Grade Level Indicator: Speaking Applications: Deliver informational presentations (e.g., expository, research) that: demonstrate an understanding of the topic and present events or ideas in a logical sequence; support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and draw from multiple sources, including both primary and secondary sources, and identify sources used.

10.9. Grade Level Indicator: Speaking Applications: Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10.10. Grade Level Indicator: Speaking Applications: Deliver persuasive presentations that: establish and develop a logical and controlled argument; include relevant evidence, differentiating between evidence and opinion to support a position and to address counter-arguments or listener bias; and consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution).

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