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Anchor Standard1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Common Core Standard 1: Write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
Score Descriptor Proficiency Scale
4 Exceeds
Standard
Transfer of learning to more complex content and thinking (not new content), including deeper conceptual
understanding and applications that go beyond what is explicitly taught in class.
Create introductions and conclusions that extend and enlarge the writer’s position (e.g.,
broader world issues, other themes, other texts).
Extend themes and claims beyond required prompt to articulate a deeper understanding of
topic/issues.
Select a challenging debatable issue and build an extended argument that: o uses strong rhetorical strategies and reasoning o develops a variety of rhetorical strategies effective for the particular audience o develops an alternate claim
o counters opposing claims in order to support a debatable position
Integrate more than one mode/genre in a single piece (e.g., argumentative writing that
incorporates narrative techniques, etc.).
3 At Standard
The standard/learning target: content, details, vocabulary, concepts, procedures, processes, and skills (simple and
complex) explicitly taught in class.
Range of writing needed to achieve the standard (Level 3):* 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. (W.8.1)
2 Approaching
Standard
Simpler content, details, vocabulary, procedures, processes, and skills, including foundational knowledge and
concepts, explicitly taught in class.
Define and provide examples of: argument (reason, logical reasoning; claim, opposing claim/
counterclaim, alternative claim), evidence (relevant and sufficient evidence; accurate, reliable,
and credible sources), rhetorical strategies and techniques (description, narration,
exemplification, and argumentation).
Recognize examples of sound reasoning, such as: providing relevant and sufficient reasons
and evidence, offering expert authority, presenting data to support conclusions, providing
multiple examples that build on each other, including appropriate anecdotes to explain or
persuade, explicating cause-and-effect relationships, incorporating information synthesized
from a variety of credible sources to support an argument, etc.
Recognize effective organizational structures for developing ideas and structuring reasoning,
including cause-effect, compare-contrast, if-then, etc.
In texts, identify examples of themes, claims, reasons, relevant evidence, and the words,
phrases or clauses that clarify relationships between them.
Recognize strategies to: o create and develop an engaging argument, such as using a meaningful rhetorical
question, providing a relevant anecdote, using persuasive techniques, such as appeal
Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
Common Core Standard 3: 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. (W.8.3)
Score Descriptor Proficiency Scale
4 Exceeds
Standard
Transfer of learning to more complex content and thinking (not new content), including deeper conceptual
understanding and applications that go beyond what is explicitly taught in class.
Manipulate organizational pattern of narratives for effect (e.g., flashbacks, multiple plot lines,
etc., rather than strictly chronological sequence). [See RL 8.5]
Establish mood and tone by using literary devices, sensory details, and connotative meanings
of words.
Intentionally consider theme of narrative, including developing character, plot, literary
elements, etc., that contribute to development of theme. [See RL 8.2]
Create vivid, highly memorable characters.
Create a smooth progression of experiences and events.
Use compelling dialogue to develop character and to develop plot.
Manipulate word choice and use telling details to convey a vivid picture of the experiences,
events, setting, and/or characters.
Provide a conclusion that follows from AND reflects on what is experienced, observed, or
resolved over the course of the narrative.
Write and reflect on an original narrative piece, commenting on what parts of your narrative
are particularly effective and why.
Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
3 At Standard
The standard/learning target: content, details, vocabulary, concepts, procedures, processes, and skills (simple and
complex) explicitly taught in class.
Range of writing needed to achieve the standard (Level 3):* 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
Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Common Core Standard 4: 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.) (W.8.4)
Score Descriptor Proficiency Scale
4 Exceeds
Standard
Transfer of learning to more complex content and thinking (not new content), including deeper conceptual
understanding and applications that go beyond what is explicitly taught in class.
Compare two texts written for a similar task and/or audience to determine the most effective
ways to achieve a given purpose in writing.
Compare two texts to evaluate the effectiveness of a given style relative to its purpose in
writing.
Select a debatable issue and build a substantive extended argument that: o includes appropriate evidence specifically selected with consideration of the intended
task, purpose, and/or audience o develops a an organizational strategy effective for the particular task, purpose and/or
audience o addresses the perceived biases of the intended audience
Integrate more than one mode/genre in a single piece (e.g., writes informational text that
incorporates narrative writing, etc.)
Create introductions and conclusions that extend and enlarge the writer’s position (e.g.,
broader world issues, other texts).
Manipulate organizational pattern of narratives for effect (e.g., flashbacks, etc., rather than
strictly chronological sequence).
Extend themes and/or thesis to articulate a deeper understanding of topic, ideas, experiences,
etc.
Evaluate own writing to determine to what extent purpose has been achieved (e.g., evaluating
development of personal style, strategies, etc.).
3 At Standard
The standard/learning target: content, details, vocabulary, concepts, procedures, processes, and skills (simple and
complex) explicitly taught in class.
Range of writing needed to achieve the standard (Level 3):* Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (W.8.4).
Select specific details relevant to the topic or narrative to extend ideas or develop elaboration
(e.g., quotations, data, reasons, and multiple examples that build on each other).
Uses personal experiences, observations, and/or research to support opinions and ideas (e.g.,
relevant data to support conclusions; appropriate anecdotes to explain or persuade;
information synthesized from a variety of sources to support an argument; personal
experiences to spark a narrative).
Construct layered elaboration to develop and add depth to writing.
Analyze ideas by showing relationships (e.g., compares/contrasts, identifies cause-effect
Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression. (L.8.6)
Utilizes language that expresses ideas precisely and concisely.
Utilizes different kinds of sentences to achieve a specific purpose, effect and/or elaboration.
Eliminates wordiness and redundancy in own writing.
2 Approaching
Standard
Simpler content, details, vocabulary, procedures, processes, and skills, including foundational knowledge and
concepts, explicitly taught in class.
Write in clear, complete sentences. Identify a variety of elaboration strategies in texts.
Recognize how to vary sentence structure using syntactical elements such as: o sentence length o different beginnings (e.g. beginning with prepositional phrases, gerunds, etc.), o independent and dependent clauses o appropriate punctuation.
Recognize different kinds of sentences and how writers use them to achieve a specific
purpose, effect and/or elaboration.
Identify language that expresses ideas precisely and concisely.
Identify examples of wordiness and redundancy in a text.
1 Not At
Standard
With help, partial understanding of some of the simpler and more complex content, details, vocabulary, concepts,
procedures, processes, and skills.
*Range of Writing
Common Core Standard 10: Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Technology Integration (Required) Students are explicitly taught and asked to incorporate the following technology standard when developing proficiency on the above
content standard.
Technology Standard: Generate ideas and create original works for personal and group expression using a variety
of digital tools. (1.1.1)
Technology Standard: Communicate and collaborate to learn with others. (1.2.1)
Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
Common Core Standard 7: 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. (W.8.7)
Score Descriptor Proficiency Scale
4 Exceeds
Standard
Transfer of learning to more complex content and thinking (not new content), including deeper conceptual
understanding and applications that go beyond what is explicitly taught in class.
Formulates multiple connections between guiding questions and essential questions.
Generates clearly stated guiding questions that indicate insight into essential question and
questions are refined to reflect changing ideas as evidence is gathered.
Synthesize research from multiple sources to answer self-generated guiding questions.
3 At Standard
The standard/learning target: content, details, vocabulary, concepts, procedures, processes, and skills (simple and
complex) explicitly taught in class.
Range of writing needed to achieve the standard (Level 3):* 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. (W.8.7)
Creates guiding questions for research that connect to an essential question, issue, concept,
etc.
Focuses inquiry to answer questions by developing research questions that explore important
perspectives about/aspects of the question, issue, concept, focus of study.
Uses research questions as an organizational strategy for gathering information in a focused
inquiry process.
Identifies and uses appropriate research materials to answer questions generated to guide
research.
Identifies appropriate evidence within research to answer guiding questions.
2 Approaching
Standard
Simpler content, details, vocabulary, procedures, processes, and skills, including foundational knowledge and
Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
Common Core Standard 8: 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. (W.8.8)
Technology Standard: Locate and organize information from a variety of sources and media. (1.3.2)
Assessing and Reporting Strand: Research to Build and Present Knowledge
Score Descriptor Proficiency Scale
4 Exceeds
Standard
Transfer of learning to more complex content and thinking (not new content), including deeper conceptual
understanding and applications that go beyond what is explicitly taught in class.
Consider and discusses the reasons for using valid, reliable and credible sources (why it
matters) for a variety of audiences and purposes.
Analyze and evaluates what makes a source valid, reliable and/or credible for different
audiences and purposes.
Compare primary and secondary sources for validity, bias, reliability and credibility.
Consider what intellectual property means in terms of own work.
3 At Standard
The standard/learning target: content, details, vocabulary, concepts, procedures, processes, and skills (simple and
complex) explicitly taught in class.
Range of writing needed to achieve the standard (Level 3):* 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.
(W.8.8)
Choose and use credible, accurate, reliable sources.
Utilize strategies to keep track of own ideas and ideas of others, including effective note-taking
ideas, graphic organizer, use of Turnitin.com, etc.
Compose properly formatted citations and references to sources using MLA format.
Summarize or paraphrase an author’s work in own words.
Compose citations, “Works Cited” page, and/or “Works Consulted” page for papers and
presentations (e.g., URL slide, District Disclaimer) using MLA format.
2 Approaching
Standard
Simpler content, details, vocabulary, procedures, processes, and skills, including foundational knowledge and
With help, partial understanding of some of the simpler and more complex content, details, vocabulary, concepts,
procedures, processes, and skills.
*Range of Writing
Common Core Standard 10: Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Technology Integration (Required)
Students are explicitly taught and asked to incorporate the following technology standard when developing proficiency on the above
content standard.
Technology Standard: Locate and organize information from a variety of sources and media. (1.3.2)
Technology Enrichment (Optional) Teachers could explicitly teach and incorporate the following technology standard when helping students develop proficiency on the above
content standard.
Technology Standard: Analyze, synthesize and ethically use information to develop a solution, make informed
Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Common Core Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and
research. (W.8.9)
Score Descriptor Proficiency Scale
4 Exceeds
Standard
Transfer of learning to more complex content and thinking (not new content), including deeper conceptual
understanding and applications that go beyond what is explicitly taught in class.
Synthesize analyses of text to determine how use of textual evidence strengthens analysis and
argument.
Evaluate inferences about a text, referencing knowledge from outside texts, such as an
author’s previous work, culture, and history.
Create a simile, metaphor, analogy or other comparison to express an insight, based on
evidence from the text.
Synthesize evidence gathered to purposefully support analysis, reflect or research.
3 At Standard
The standard/learning target: content, details, vocabulary, concepts, procedures, processes, and skills (simple and
complex) explicitly taught in class.
Range of writing needed to achieve the standard (Level 3):* Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction
draws on themes, patterns of events, or character types from myths, traditional stories, or
religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (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”). (W.8.9)
Make inferences and draws conclusions when reading text and support inferences with