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

Students read and analyze stories, poems, plays, and nonfiction from different cultures and time periods. The goal is to understand what they read and connect it to the world around them.

Students choose their own books or articles to read. This standard gives students time to read something they picked themselves.

Students choose their own reading material and use strategies like previewing covers, reading blurbs, or skimming pages to decide what looks worth their time.

Students read widely across different types of texts, including stories, articles, and poems, building the habit of reading regularly at the eighth-grade level.

Students find and use features like headings, captions, diagrams, and indexes to locate information and understand how a nonfiction text is organized.

Students look at photos, charts, diagrams, or other visuals in a text and explain how those images add to or change what the written words communicate.

Students identify the parts that make each type of writing look and work the way it does: chapter headings in nonfiction, stanzas in a poem, stage directions in a play.

This standard is not assessed in 8th grade in Washington.

This standard is not taught in 8th grade in Washington. No definition is needed.

Reading strategies are the tools readers use when a text gets hard. Students practice skills like rereading, making inferences, and asking questions to understand what they read in eighth grade.

Students scan the text before reading, looking at headings, images, and structure to decide what they already know and what they want to find out.

Students picture scenes, characters, or events in their mind as they read to help the story or passage click into place.

Students read a passage, predict or infer what it means, then go back to the text to check whether the evidence holds up.

Students practice staying engaged with a longer or harder text, and find their way back into it when something breaks their focus.

Students read a story or article and explain how the pieces connect: how one event leads to another, how an idea shapes an argument, or how one character's choice affects the rest of the story.

Students read a passage and figure out what the author chose to emphasize, what they left out, and why those choices shape the reader's experience.

Students examine how an author frames a topic and what position they take on it, looking at word choice and detail to figure out what the author actually believes or wants readers to think.

Students examine how an author uses comparisons, references to other works, and repeated words or sounds to shape meaning in a text.

Students look at how an author organizes a piece of writing and explain why those choices matter. They consider how the order of events, details, or arguments shapes what the reader thinks and feels along the way.

Students look at how an author's word choices, structure, and images work together to serve a specific purpose, and whether those choices fit the genre or format the piece appears in.

Students look at the same topic covered in, say, a news article and a documentary, then explain what each format shows well and what it leaves out.

Students judge whether a source is trustworthy and whether the author's argument holds up, using details from the text as proof.

Students pick one element from a story or poem, such as a description or a character's reaction, and explain how well it helps readers picture the scene or feel what a character feels.

Students pick a specific element of a text, such as a theme or a character's choice, and explain how well it connects to their own life or to the audience the author had in mind.

Students pick a specific element of a story or article, such as an opening scene or a key argument, and explain how well it pulls the reader in or pushes them to think differently.

Students choose texts they have already read and put them to work for a real purpose, like supporting an argument, answering a question, or making a point in their own writing.

Students read fiction and nonfiction to dig into real questions that matter to their own lives, communities, or the world around them.

Reading a text isn't just about understanding it. Students form their own opinions, build arguments, and develop ideas based on what they read and discuss with others.

Students find the central idea or theme of a text and trace how it builds from the opening to the end, showing where the author develops or deepens it along the way.

Students pull out the most important details from a reading and put them into their own words, or choose specific quotes that support what they are trying to say.

Students study how an author combines words, images, or other media, then borrow those same moves when creating their own multimodal piece. The goal is to write and design like a real creator, not just consume what others made.

Students back up their analysis with more than one quote or detail pulled directly from the text, and they name the source each time.

Students write in different formats (essays, arguments, stories, mixed media) and match their word choice and organization to what the piece is for and who will read it.

Students write to think: journal entries, quick notes, response paragraphs, or any draft that helps them work through an idea, react to something they read, or make sense of what they are learning. Not every piece needs to be polished.

Students write, design, or combine words and visuals to shape how an audience thinks or acts. The piece might be an essay, a slide deck, a poster, or another format that fits the purpose.

Students write descriptions rich enough that a reader can picture, hear, or feel what's being described. The details do the work, not just the label.

Students write to explain what they noticed and what it means, whether they're analyzing a book, an idea, or something happening in the world around them.

Students write to change a reader's mind, using reasons, evidence, and appeals that fit the audience and purpose.

Students write stories or personal accounts using the techniques that fit the genre, such as pacing, dialogue, or scene-setting to make the narrative work.

Students plan, draft, and finish a piece of writing from start to end, keeping track of their own progress until the work is done.

Students read a writing prompt carefully to figure out what the assignment is actually asking before they start writing.

Students tie their writing project to something real: a personal experience, a community issue, or a perspective that matters to them or their neighbors.

Students break a writing project into steps and figure out how much time each part will take before they start.

Students revise their writing when a teacher or peer points out a problem, and they stay on track even when the assignment deadline or focus changes mid-project.

Students brainstorm ideas for a piece of writing, then collect details, facts, or other material to support it, using digital tools when they help.

Students brainstorm writing ideas by drawing on their own life, things they have read, research they have done, or conversations they have had. The goal is finding something worth saying to a real audience.

Students study example texts to decide which genre rules and media conventions to keep, adjust, or mix together when writing their own piece.

Students gather ideas, research findings, and media for their writing, then decide what outside material they can use fairly and how to credit it properly.

Students write a full draft that fits the genre they chose, develops their ideas with enough detail to hold a reader's attention, and lets their own voice come through.

Students write descriptions that pull readers into the content by connecting to what they already know and helping them picture or feel what is being described.

Students take a topic, event, or text and dig past the surface: explaining what it means, why it matters, or how the parts connect. The goal is to move beyond summary into ideas that actually hold up under scrutiny.

Students write a clear argument, then back it up with trustworthy evidence and explain why that evidence actually proves the point.

Students learn to mix emotional appeals and logical evidence in their writing to make arguments more convincing to specific audiences.

Students pull quotes and details from what they've read to back up their own analysis or research. The evidence should connect clearly to the point they're making.

Students choose images, charts, and headings that fit the piece they are writing and help readers follow along. The visuals and layout do real work, not just decoration.

Students cite their sources in the format the writing calls for, whether that is a footnote, a bibliography, or an in-text credit, and use digital tools to format those citations correctly.

Students write opening and closing paragraphs that fit the type of writing they are doing, hook the reader at the start, and leave them with something to think about at the end.

Students arrange their writing so a reader can follow the thinking from one idea to the next, using the shape of the genre (essay, story, report) to guide the way.

Students read their own draft with a critical eye, looking for places where the writing is unclear, underdeveloped, or off track, then decide what to cut, move, or expand before the next revision.

Students read their own draft closely to check that their writing actually says what they meant. This is the step between finishing a draft and deciding what to change.

Students read their own draft as if they have never seen it before, then spot the gap between what they meant to say and what the words actually say on the page.

Students collect feedback on their writing and decide which suggestions actually make the piece clearer or closer to what they intended. Not every note from a reader has to change the draft.

Students improve their own writing by rereading, rearranging, and fixing sentences, then use tools like spell-check or word processing software to polish the final draft.

Students revise their writing after rereading it and reviewing feedback, making specific changes that improve clarity, structure, or word choice.

Students check their writing for correct grammar, punctuation, and formatting, making sure every source or quoted idea is clearly credited to the right person.

Students take their finished writing and put it in front of a real audience, whether that means reading aloud, printing it out, or posting it online.

Students think about where to post or publish their writing by weighing who might read it, including people they didn't intend to reach, and how long that content stays online.

Students listen to and take part in group discussions, presentations, and public-speaking tasks at an eighth-grade level, whether the conversation happens face to face or online.

Students take turns in group discussions, listening carefully before responding and adding ideas that move the conversation forward rather than just agreeing or repeating what others said.

Students pause to think about who is speaking in a group discussion and what each person brings to the conversation, including their background, relationship to the topic, and relationship to each other.

Students set ground rules for how their group will work together and adjust those rules when something isn't working.

Students listen to a speaker and ask follow-up questions to make sure they understood the point correctly, or to push the speaker to explain further.

Students listen to what classmates say, then respond with their own take on it to move the conversation forward. The goal is a shared understanding the group builds together.

Students back up their points in a discussion by naming where their evidence comes from, whether that's a text, a source they researched, or something they already know.

Students build on what classmates have already said, linking their own points back to earlier comments to move a discussion forward.

After a group discussion, students identify where everyone agreed and where opinions differed, then put both into their own words clearly enough that someone who missed the conversation could follow along.

Students push back on what others say by pointing to facts, examples, or real experiences that contradict the conclusion. The goal is to sharpen the conversation, not win an argument.

Students track how their thinking shifts over the course of a discussion, then explain what new information or argument changed their mind.

Students practice giving and receiving feedback on moments when a speaker's meaning landed differently than they intended, then discuss why the gap happened.

After a group discussion, students write or say a brief summary of what the group agreed on, what questions came up, and where the conversation got complicated or unresolved.

Students prepare for a class discussion by reading about the topic beforehand, looking up facts they need, or thinking through their own ideas. They show up ready to say something worth hearing.

Students plan and carry out group work, dividing tasks, staying on track, and making sure every voice in the group shapes the final product.

Students set clear rules and roles before a group discussion or project begins, then adjust them if something isn't working.

Students tie their discussion topic or presentation back to something real: a personal experience, a community issue, or a point of view they actually hold. That connection makes the work more convincing and easier to build on.

Students break a group project into steps and figure out what needs to happen, and in what order, before the work begins.

Students show up to group meetings with their assigned work done, ready to pick up where the group left off.

Students reflect on how a group discussion or project went, note what still needs work, and update their plan for what to do next.

Students practice delivering reports, speeches, and creative pieces clearly enough that an audience can follow the logic or connect with the message. The focus is on structure and delivery, not just having something to say.

Students choose a topic to speak or write about by drawing on their own experiences, things they have read, research they have done, or media they have encountered.

Students think about who is listening before they speak or present, adjusting what they say based on what that audience already knows or believes. The goal is to match the message to the moment.

When giving a presentation, students choose images, video clips, or objects that help the audience follow and understand the main ideas, not just decorate the slides.

Students decide how to adjust their tone, word choice, and body language based on who they are speaking to and what they are trying to say.

Students shape how they sound in a discussion or presentation by drawing on their own experiences and who they are in that community. The goal is to sound like themselves, not like a textbook.

Students read the room in a discussion: they decide whether to respond, how much to say, and what tone fits the moment based on who else is in the conversation.

Students choose which language or way of speaking fits what they are trying to say and who they are saying it to.

Students think through what happens when someone posts online without a real name, weighing both the freedom it allows and the harm it can cause.

Students learn to think before they post. In digital spaces, how they present themselves and their ideas can affect future opportunities, so they practice making deliberate choices about tone, content, and audience.

Students practice how they speak: adjusting their tone, pausing for effect, and using gestures to guide the audience through their ideas. The goal is to make the message clearer, not just louder.

Students learn to use grammar, punctuation, and word choice precisely enough that their writing is clear and their reading comprehension gets sharper. This standard covers the language mechanics behind everything else they write and read in eighth grade.

Students recognize that the way people speak and write shifts depending on the situation, like texting a friend versus writing a school paper, and explain why those differences make sense.

Students look at how English shifts depending on who's speaking and why. They compare the words, tone, and style used in a text message versus a news article, or in one community's speech versus another's.

Active and passive voice change who gets the spotlight in a sentence. Students learn how different communities use these choices, along with conditional and subjunctive phrasing, to show emphasis, doubt, or disagreement.

Students practice reading speeches and poems out loud, working on accuracy and meaning rather than just getting the words right.

Students learn to read punctuation as a guide for how spoken and written sentences should sound, using commas, periods, and other marks to signal where to slow down, stop, or shift in tone.

Reading aloud, students match their voice and pacing to the mood of the writing, speeding up for tension, slowing down for weight, and using gesture to signal when the tone shifts.

Students link sentences and paragraphs so ideas flow from one to the next, using transitions, supporting details, and pronoun references that point back to what was already said.

Sentence structure and punctuation do more than follow rules. Students learn to use commas, semicolons, and sentence arrangement to show how ideas connect, contrast, or build on each other.

Students practice using commas, dashes, and ellipses to show where a sentence pauses, shifts, or leaves something out.

Students practice mixing up their sentence structures so writing feels natural and ideas land clearly. Short sentences hit hard. Longer ones pull readers through more complex thinking. Both have a place.

Sentences can put the subject in charge ("The dog bit the man") or shift focus to what happened ("The man was bitten"). Students learn when each choice fits and how to switch between them.

Students practice switching a verb's mood to match the job it's doing: stating a fact, giving a command, asking a question, or expressing something uncertain or hypothetical.

Students read and use figurative language, like metaphors and idioms, and notice how similar words carry slightly different meanings. They connect word relationships to make sense of what they read and discuss.

Students use Greek and Latin word parts, like "bio" or "rupt," to figure out the meaning of unfamiliar words. Recognizing these roots and prefixes helps students decode new vocabulary without a dictionary.

Students choose between closely related words, like "stroll," "walk," and "march," to find the one that fits their exact meaning. Small word choices change how precise or direct a sentence sounds.

Students read a sentence, spot figures of speech like metaphors or idioms, and explain what the writer actually means. The focus is on understanding why a writer chose that phrase, not just naming it.

Students practice asking focused questions, then track down answers using the right sources and methods. When one approach isn't working, they change course and use what they find to say or write something useful.

Students examine news articles, ads, and online content to figure out who made the message, why, and whether the information holds up. They decide how much to trust a source and what to do with what they find.

Students practice asking sharper questions as they learn more about a topic, circling back to revise earlier questions when new information changes what they need to find out.

Students find answers by searching multiple sources, checking whether each one is credible, and deciding which information actually holds up.

Students figure out what they already know about a topic before they start searching, using that knowledge to choose their first search terms and questions.

Students choose print and digital sources that actually fit their research topic, including finding materials in a library's physical or online catalog.

Students learn to search smarter online, adjusting their keywords when results miss the mark and choosing the right digital tool for the job.

Students figure out which real people, such as experts, witnesses, or those directly affected, would have useful and trustworthy information on a topic they are researching.

Students search for information on a topic using more than one source, choosing what fits and leaving out what doesn't.

Students pull together what they've learned from multiple sources and decide how to use or share that information in their own writing or presentation.

Students examine how a person's background, beliefs, and experiences shape the way they respond to the same news story, advertisement, or video differently than someone else does.

Students examine how a news story, ad, or social media post can make them feel angry, excited, or afraid, and explain how those feelings shape the way they respond to the message.

Students examine how the standard someone uses to decide "what counts as true" shapes how they read a news story, ad, or social media post differently than someone using a different standard.

Students look at an ad, news story, or social post and explain what it is trying to do to the audience and how its creator built it to do that.

Students look at an ad, news story, video, or social media post and decide what it is really trying to do: share facts, change minds, stir up emotion, sell something, or entertain.

Students examine how a photo, music clip, or emotional story is used to push a message in a direction, then name the technique behind it.

Students break down a news article, video, or website to check whether the information holds up: Is it accurate? Does the reasoning make sense? Is it presenting the full picture?

Students look at a news story, photo, or social media post and decide whether a claim can be fact-checked or whether it requires a different kind of judgment, like weighing someone's opinion or motive.

Students check whether a fact is actually true by looking it up in more than one reliable source and comparing what each one says.

Students look at a photo, video, or audio clip and decide whether it shows the subject honestly, keeping in mind that digital media can be edited or faked.

Students look at a news story, ad, or online post and ask whether the argument makes sense and whether the evidence actually backs it up.

Students look at who wrote or published a source, why they might have written it, and whether the facts hold up. They decide whether a source is trustworthy enough to use.

Students figure out who created or published a piece of information, whether that's a person, an organization, or an AI tool, and why that source might matter before trusting what it says.

Students check whether the person or organization behind a source actually knows the subject. A doctor writing about medicine carries more weight than a celebrity sharing the same claim.

Students look up who is behind a source and decide whether that person or organization has a track record of getting facts right and reporting them fairly.

Students look at who created a source and decide whether that person or organization has a slant on the topic. If bias exists, students judge how much it shapes what the source says.

Students decide how to respond to news, ads, and social media posts by thinking about what they believe, what matters to their community, and what they are trying to accomplish.

Students examine a news story, advertisement, or social media post and explain what real-world effects it might have on people or their neighborhood.

Students look at how social media, search engines, and other digital tools shape which information reaches people quickly and which gets buried.

Students learn to tell the difference between someone who spreads false or misleading information on purpose and someone who shares it without knowing it's wrong. The source's intent matters when judging whether to trust what you read or hear.

Students look at how people learn about current events today compared to decades past, from newspapers and TV broadcasts to social media feeds and podcasts, and explain what changed and why it matters.