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

Students read on their own and with direction from a teacher, working through both stories and nonfiction. The texts come from many voices and backgrounds, including writers whose experiences look very different from the student's own.

Students read on their own and keep track of whether the material is making sense. When something is confusing, they mark it up, look for help in other sources, and work through the confusion before moving on.

Students read grade-level books and articles on their own well enough to complete assignments and answer questions about what they read.

Students find and read stories or articles that reflect different backgrounds, identities, and life experiences, using libraries, databases, or other search tools to track down sources on their own.

Students read stories, history, and other texts written by or about Dakota and Anishinaabe people. Some texts are chosen by the teacher, some by the student.

Students pick and read texts on their own, choosing stories or articles that match a personal interest or class assignment. Those texts include voices and experiences of Dakota and Anishinaabe people, both historical and present-day.

Reading closely to find the main idea or deeper theme in a challenging story, article, or other text. Students look past the surface to explain what a piece is really about and why it matters.

Students find the strongest quotes and details from a text to back up what the text says directly and what it implies. They also write a short, neutral summary of the text without adding their own opinion.

Students read a full text and track how more than one big idea builds from beginning to end, explaining how each theme develops across the whole piece.

Students read conversations and conflicts between characters to see how those moments drive the story forward or show what a character is really like.

Students read an informational text and explain how the people, events, or ideas in it are linked. They look for cause and effect, comparisons, or other relationships the author builds across the piece.

Students study how a text is built, looking at how the author organized paragraphs, sections, or chapters to shape the meaning. Recognizing that structure helps students judge why a piece works and what the author was trying to do.

Students compare two literary works on the same theme and explain how each author's structure and point of view shape what the story or poem means. A poem and a short story on loss, for example, each tell it differently, and that difference matters.

Students read a nonfiction passage and figure out how it's organized, such as a problem followed by a solution or a cause followed by an effect. Then they explain what a specific sentence or paragraph does to build the main idea.

Students look at the images, charts, and graphics in a text and judge how well each one supports the information, whether it's accurate, and whose point of view it reflects.

Students look at how an author's background, time period, and point of view shape what a text says and how it's written. That includes considering Dakota and Anishinaabe perspectives when reading both stories and nonfiction.

Students read how a character's point of view and identity are built up across a story, looking at the choices an author makes to shape how that character sees the world, including perspectives from Dakota and Anishinaabe authors and traditions.

Students read a modern story and trace how it borrows themes, plot patterns, or character types from myths and traditional stories. They explain what the author kept, changed, or made new.

Students read two or more sources that cover the same topic but reach different conclusions. They pinpoint exactly where the sources clash, whether over facts or over how those facts are interpreted.

Students read a nonfiction article or speech and judge whether the author's argument holds up. They decide if the evidence is solid enough to support each claim.

Students read a nonfiction text and judge whether the author's argument holds up. They decide if the reasons make sense and if the evidence actually supports the point being made.

Students look closely at specific words and phrases in a text to figure out how an author's word choices shape the meaning, mood, or argument. A single word can shift the tone of a paragraph or make a claim feel stronger than the facts support.

Students read a story or poem and examine why the author chose particular words, comparing them to alternate choices to see how the language shifts the mood or meaning. This includes spotting references to other books, myths, or historical events woven into the writing.

Students study how specific word choices shape the meaning and mood of a nonfiction passage. Swapping one word for another can make an argument sound urgent, neutral, or one-sided, and recognizing that shift is the skill.

Students find information from multiple sources on a topic, then weigh which sources are trustworthy and which details actually matter. That includes checking whether a source has a reason to be biased.

Students read sources that disagree with each other, not just sources that support one view. The goal is to understand an issue from more than one side before drawing conclusions.

Students judge whether a source is trustworthy and relevant by looking at who wrote it and why. They consider the author's motive, any bias, and whether the source actually answers the question at hand.

Writing clearly means getting grammar, spelling, and punctuation to work together. Students practice those mechanics so the ideas on the page read the way they sound in their heads.

Students write and edit their own work, fixing punctuation, spelling, capitalization, and grammar until the writing is correct. This standard is about applying the rules consistently, not just knowing them.

No writing benchmark is assigned at this grade level for this skill. Teachers may address it through related standards.

Students use nouns, verbs, adjectives, adverbs, and pronouns correctly in their writing, putting phrases and clauses in the right place so sentences read clearly and naturally.

Students practice writing regularly across subjects, bringing their own point of view and experiences to the page. The goal is to make writing a habit, not just an assignment.

Students practice writing often across different topics and formats, picking subjects that matter to them or fit a class task. When it helps, they add charts, images, or other visuals to support what they wrote.

Students write about how their background, family, or community has shaped the way they see the world. The focus is on tracing real changes in how they think, not just describing who they are.

Students plan, draft, revise, and edit a piece of writing before they finish it. The goal is to practice treating writing as a process, not a one-shot effort.

Students plan and draft several pieces of writing, then choose which ones to revise, polish, and share. The goal is learning to judge their own work and decide what deserves a second draft.

Students trim their sentences to say exactly what they mean, cutting repeated ideas and filler words so every sentence earns its place.

Students write a persuasive argument for a real audience, backing their claim with solid reasoning and evidence from a text or topic rather than opinion alone.

Students write a persuasive piece that lays out their main claim, backs it up with evidence, and addresses the opposing side. The argument shows how each piece of evidence connects to the claim, not just that it exists.

Students write a persuasive piece that shows how each fact or detail they choose actually backs up their opinion, not just sits next to it. This builds on persuasive writing practiced in earlier grades.

Students write explanatory pieces that break down a complex topic using details from real sources or stories. The writing stays clear and accurate for whoever will read it.

Students write an explanatory piece that pulls in facts, summaries, and direct quotes from sources, cited correctly, using specific vocabulary that fits the topic and a clear structure that fits the purpose.

Students write a response to a story or poem, explaining how the author's word choices create a feeling or mood. They share their own reaction and what they think the author meant.

Students write stories and poems using specific details and deliberate word choices to bring ideas to life on the page.

Advanced literary techniques means things like speeding up or slowing down a story, building tension across multiple plot threads, or using rhythm and rhyme in poetry. Students practice these moves to shape how a piece of writing feels to the reader.

Dialogue in a story should sound like the character speaking it. Students write conversations that fit who the character is and match the mood of the piece.

Students pick a real question, research it, and write or present what they find. The work is shaped for a specific purpose and reader, not just turned in to the teacher.

Students come up with their own questions to research, then dig into what they find and ask new questions based on what they learn.

Students gather information from multiple sources (books, websites, interviews, data) on a topic they choose, then write up what they found in a way that weaves those sources together rather than just listing them.

Students find facts or quotes from books, articles, or websites to back up what they write, then cite where that information came from. They also learn the basic rules around using other people's words and ideas.

Students pull quotes and paraphrases from print and digital sources to back up their writing, then cite each one so readers know where the information came from.

Students practice sharing their own ideas and stories in group discussions while making space for perspectives from Dakota, Anishinaabe, and other communities. The goal is to both speak up and genuinely listen.

Students share their own ideas and stories in group discussions while actively listening to and considering perspectives from Dakota and Anishinaabe people and others whose experiences differ from their own.

Students build on what classmates say in a discussion, then back up or adjust their own view when the evidence calls for it.

Students practice working with others in real time and on their own schedule, using digital tools like shared documents or message boards to exchange ideas across a discussion or project.

Students practice keeping a group conversation on track, setting aside side topics so the whole group can reach a decision or finish the work together.

Students come to a discussion ready to engage. They ask questions that link what different speakers have said, then respond with real evidence or observations that move the conversation forward.

Students listen to feedback on what they said or wrote, then adjust how they communicate based on what they learn. This could mean reworking a speech, revising a paragraph, or changing how they explain an idea to a group.

Students choose their words and tone based on who they're talking to and why. A formal presentation sounds different from a group discussion, and students learn to shift between the two.

Students choose their words, phrasing, and speaking style on purpose to sound like themselves and land a specific effect on their audience.

Students choose the right format for the job, whether that means a written paragraph, a spoken presentation, or a digital post, and shape the content to fit who will read or hear it and why.

Students present an argument or finding out loud or in a slideshow, backing it up with real evidence and clear reasoning. They stay on point, choose their details carefully, and communicate honestly.

Students build a persuasive presentation or digital project, picking the right tools for the job and the audience. They also learn that what they post online stays tied to them.