Oklahoma 2016 Academic Standards for English Language Arts — Grade 8

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Students will actively listen and speak clearly using appropriate discussion rules with control of verbal and nonverbal cues.


Students will actively listen and interpret a speakers messages (both verbal and nonverbal) and ask questions to clarify the speakers purpose and perspective.


Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.


Students will give formal and informal presentations in a group or individually, providing textual and visual evidence to support a main idea.


Students will work effectively and respectfully within diverse groups, show willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and value individual contributions made by each group member.


Students will summarize and paraphrase ideas, while maintaining meaning and a logical sequence of events, within and between texts.


Students will analyze details in literary and nonfiction/informational texts to evaluate patterns of genres.


Students will generalize main ideas with supporting details in a text.


Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.


Students will plan (e.g., outline) and prewrite a first draft as necessary.


Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.


Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, sentence variety, and use of consistent point of view.


Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).


Students will analyze works written on the same topic and compare the methods the authors use to achieve similar or different purposes and include support using textual evidence.


Students will evaluate points of view and perspectives and describe how this affects grade-level literary and/or informational text.


Students will analyze how authors use key literary elements to contribute to the meaning of a text: setting plot characters (i.e., protagonist, antagonist) characterization theme conflict (i.e., internal and external)


Students will evaluate literary devices to support interpretations of literary texts: simile metaphor personification onomatopoeia hyperbole imagery tone symbolism irony


Students will evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.


Students will analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/evidence) and content by making complex inferences about texts to draw logical conclusions from textual evidence.


Students will make connections (e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to support their inferences.


Students will write narratives incorporating characters, plot (i.e., flashback and foreshadowing), setting, point of view, conflict, dialogue, and sensory details.


Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure and a formal style.


Students will introduce a claim, recognize at least one claim from an opposing viewpoint, and organize reasons and evidences, using credible sources.


Students will show relationships among the claim, reasons, and evidence and include a conclusion that follows logically from the information presented.


Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.


Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.


Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.


Students will infer the relationships among words with multiple meanings and recognize the connotation and denotation of words.


Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words.


Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.


Students will select appropriate language to create a specific effect according to purpose in writing.


Students will recognize the use of verbals (e.g., gerunds, participles, infinitives) and clauses.


Students will recognize the use of active and passive voice.


Students will recognize and correct inappropriate shifts in verb tense.


Students will recognize the subject and verb agreement, and correct as necessary.


Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.


Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.


Students will use verbals (e.g., gerunds, participles, infinitives) in writing.


Students will form and use verbs in the active and passive voice.


Students will form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.


Students will use their own viable research questions and well-developed thesis statements to find information about a specific topic.


Students will follow ethical and legal guidelines for finding and recording information from a variety of primary and secondary sources (e.g., print and digital).


Students will determine the relevance, reliability, and validity of the information gathered


Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


Students will refine and formulate a viable research question and report findings clearly and concisely, using a well-developed thesis statement.


Students will quote, paraphrase, and summarize findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.


Students will summarize and present information in a report.


Students will determine the intended purposes of techniques used for rhetorical effects in written, oral, visual, digital, non-verbal, and interactive texts to generate and answer interpretive and applied questions to create new understandings.


Students will analyze the impact of selected media and formats on meaning.


Students will select, organize, or create multimodal content that encompasses different points of view.


Students will utilize multimedia to clarify information and emphasize salient points.


Students will select appropriate texts for specific purposes and read independently for extended periods of time.


Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, and analyze different perspectives.