What does a student learn in StateDelaware,GradeGrade 8,SubjectEnglish Language Arts?

Students read a passage closely and then back up their conclusions with specific lines or details from the text, whether they're writing an answer or talking through their thinking.

Students find the central message or theme of a story and trace how it builds across the text. Then they sum up the key details that support it, in their own words.

Students trace how characters, events, and ideas change and connect across a story or novel. They explain what drives those changes and how earlier moments shape what happens later.

Students figure out what words really mean in context, including when an author uses figurative language or loaded word choices. Then students explain how those choices shift the feeling or meaning of the passage.

Students look at how a story or chapter is put together: how one paragraph sets up the next, how a single sentence can shift the whole mood, and how each part connects to what the piece is trying to do overall.

Point of view is the lens a story is told through, and it shapes what readers notice, what gets left out, and how the writing sounds. Students look at who is telling a story and ask how that choice changes the words, tone, and details on the page.

Students compare what a story or poem says in words with how the same idea comes across in a film, image, or audio version. They think about what each format shows well and what it leaves out.

Students read a persuasive passage and judge whether the author's argument holds up. They check if the reasoning makes sense and if the evidence actually supports the point being made.

Students read two texts on the same topic or theme, then explain how each author handled it differently. The focus is on what each writer chose to say and how those choices compare.

Students read full-length novels, stories, and poems on their own, at the level expected for eighth grade, without needing step-by-step support.

Students back up their reading with proof. When they write or talk about a nonfiction passage, they point to specific lines from the text, not just gut feelings, to support what they think the passage means.

Students read a nonfiction passage and identify its main point, then trace how that point builds across the text. They also write a summary that captures the key details without losing the thread of the argument.

Students trace how a person, event, or idea changes from the beginning of a nonfiction piece to the end, and explain why those changes happen. They look for the connections between people and events, not just what occurred.

Students figure out what words really mean in context, including when a word carries emotional weight or works as a figure of speech. They also look at how an author's word choices shift the feeling or message of a passage.

Students look at how a paragraph fits into the larger article or chapter, and how specific sentences build toward a central idea. The goal is understanding why a piece is organized the way it is, not just what it says.

Students figure out who wrote a piece and why, then explain how those answers shaped what the author included and how they said it. A news article and an opinion column can cover the same event and sound completely different.

Students compare what they read in a written article to what they see in a related chart, video, or image, then judge whether the different formats tell the same story or leave something out.

Students read an argument and judge whether the reasoning actually holds up and whether the evidence is relevant to the claim being made. It's the difference between spotting what a writer says and deciding whether they've earned it.

Students read two texts on the same topic and compare how each author frames the subject, what evidence each chooses, and where the two accounts agree or differ.

Grade 8 students read challenging nonfiction on their own, without help decoding the text or following the ideas. The goal is real independence with the kind of dense, layered writing they'll meet in high school.

Students write a structured argument about a real topic or text, backing up their main claim with solid reasoning and specific evidence from reliable sources.

Students write an essay or report that explains a complex topic clearly, using facts, examples, and details to help the reader understand it. The focus is accuracy and organization, not opinion.

Students write a story, real or made-up, with a clear sequence of events and specific details that make the experience feel vivid. The focus is on craft: how the story is built, not just what happens in it.

Writing a clear paragraph or essay means matching the structure and tone to the goal. Students think about who will read the piece and why, then organize and word it accordingly.

Students revise and improve their writing by going back to rework weak sections, fix errors, or take a completely different angle if the draft isn't working.

Students use computers and the internet to write, finish, and share their work. That includes working with other students online to give feedback or build something together.

Students pick a focused question and research it, reading and gathering information until they can show they actually understand the topic. This covers both quick one-day investigations and longer multi-week projects.

Students pull information from books, websites, and other sources, then check whether each source is trustworthy and accurate. They weave the information into their own writing without copying it word for word.

Students pull quotes and details from books or articles to back up their own ideas in writing. The evidence should connect clearly to the point they are making.

Students practice writing often, for many different reasons. Some pieces take days to develop; others are quick responses to a prompt or question.

Students come to a discussion ready to engage, not just waiting for a turn to talk. They build on what others say and make their own point clearly enough to actually move the conversation forward.

Students watch, listen to, or read information presented as a video, chart, speech, or podcast, then judge how well it makes its point. The goal is to combine what different sources say into one clear picture.

Students listen to a speech or presentation and judge whether the speaker's argument holds up. They look at the reasons given, the evidence used, and how the speaker tries to persuade the audience.

Students organize a presentation so listeners can follow the argument from point to point. The structure, detail level, and word choice fit the topic and the audience.

Students add charts, images, or video clips to a presentation to make the information clearer and easier to follow. The visuals are chosen on purpose, not just dropped in.

Students shift how they speak depending on the situation, using formal English for a presentation or class discussion and a looser tone with a small group. The goal is knowing which register fits and switching between them with ease.

Students write and speak using correct grammar: complete sentences, proper verb tenses, and pronouns that match their nouns. This standard covers the grammar rules that make writing clear enough for any reader to follow.

Students apply standard capitalization, punctuation, and spelling rules in their own writing. That means getting capital letters, commas, apostrophes, and word spellings right without being prompted.

Students choose words and sentence structures on purpose, matching how formal or informal their writing sounds to the situation. Reading closely means noticing when an author made the same kind of deliberate choice.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, breaking the word into roots and prefixes, or looking it up in a dictionary or glossary.

Students read sentences and explain what figurative language means in context, such as why "the silence was deafening" or why two words that seem similar carry different feelings.

Students build a working vocabulary of academic and subject-specific words, the kind used in textbooks, essays, and workplace writing. They use those words accurately when reading, writing, and speaking.