Grades 6 – 8 (view pdf of this grade span)

A.1.4.2.6-8.b

For example, analyze the use of foreshadowing in any Saki (H.H. Munroe) short story.

A.1.4.2.6-8.c

ADP H8

A.1.4.2.6-8.d

For example, analyze the mother’s moral dilemma in Shirley Jackson’s short story "Charles."

ADP H8

A.1.4.2.6-8.e

For example, could Roll of Thunder Hear My Cry have taken place in Europe? Why or why not?

A.1.4.2.6-8.f

Communicate Information (C)

NOTE: See also the collection of short stories entitled Point of View, edited by James Moffett and Kenneth McElheny, for examples of texts to teach the element of point of view.

A.1.4.3.6-10.a Consider genre characteristics in interpreting challenging literary texts. (ADP H3)
A.1.4.3.6-10.b Demonstrate understanding that form relates to meaning. For example, compare a poem, an essay and a novel on the same theme or topic. (ADP H3)
A.1.4.3.6-8.c Identify sound patterns (alliteration, onomatopoeia, rhyme scheme) and figurative language (extended and mixed metaphors, simile), and other conventions of verse (including poetic forms such as ballads, sonnets, lyric, narrative, limerick and haiku) in more challenging poetry and explain how these contribute to the poem’s meaning and to the poetry’s effect. For example, poetry in grades 6 – 8 may include such poems as "Annabel Lee" by Edgar Allan Poe, "The Negro Speaks of Rivers" by Langston Hughes, Sonnet 18, "Shall I compare thee …" by William Shakespeare, or "We Real Cool," by Gwendolyn Brooks. (ADP H5)

NOTE: For a more extensive list of poems and authors, please see the Core Knowledge Sequence or click to access the Indiana Reading List (pdf) and the Massachusetts Reading List (pdf).

A.1.4.3.6-8.d Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in more challenging plays that are read or viewed. (ADP H6)
A.1.4.4.6-8.a Identify and explain the theme(s) of a challenging literary text, distinguishing theme from topic. (ADP H4 and ADP H9)
A.1.4.4.6-8.b Identify and explain the development of similar themes across two or more somewhat challenging literary texts. For example, trace the similarities and differences between characters wrestling with similar themes, e.g., "coming of age," despite differences in setting – such as in Little Women and in Huck Finn. (ADP H4 and ADP H9)
A.1.4.4.6-8.c Identify the historical period in which a literary text (from American or world literature) was written and explain the text in light of this understanding. For example, explain what the character’s actions in Tom Sawyer suggest about 19th century America. (ADP H7)
A.1.4.4.6-8.d Demonstrate understanding that an author’s individual viewpoint may differ from the general values, attitudes and beliefs of the author’s society and culture. (ADP H7)

LISTENING (A.2)
(view entire Listening strand for grades 4 – 12)

As students progress through the grade levels, they should use more attentive and sophisticated listening skills to comprehend complex oral communications. In addition to those skills explicitly stated below, students may be expected to apply the benchmarks for specific reading skills, from the Reading strand, to listening situations.

The benchmarks for effective listening progresses across grades 6 – 8 in the following area:

A.2.1 Listening Skills

These benchmarks are described in greater detail below.

A.2.1 Listening Skills

A.2.1.1.6-8

ADP B1

A.2.1.2.6-8

For example, John F. Kennedy's Inaugural Address "Ask not what your country can do for you" and Martin Luther King's "I have a dream."

A.2.1.3.6-8

A.2.1.4.6-8

A.2.1.5.6-8

A.2.1.6.6-8

VIEWING (A.3)
(view entire Viewing strand for grades 4 – 12)

As students progress across the grade levels, they should view TV, film, the Internet, billboards, advertisements, newspapers and magazines in increasingly critical ways. Students should apply more attentive and analytical viewing skills to comprehend and evaluate complex media communications. In addition to those skills explicitly stated below, students may be expected to apply the benchmarks for specific reading skills, from the Reading strand, to viewing situations.

The benchmarks for effective viewing progress across grades 6 – 8 in the following area:

A.3.1 Viewing Skills

These benchmarks are described in greater detail below.

A.3.1 Viewing Skills

A.3.1.1.6-8

For example, consider a television program which promotes a particular perspective on an issue.

ADP G1

A.3.1.2.6-8

ADP G2

A.3.1.3.6-8

ADP G3

Whether they Work in Teams (W) or individually, students have three ways to

C.1

Writing

C.2

Speaking

C.3

Producing Digital Media

WRITING (C.1)
(view entire Writing strand for grades 4 – 12)

As students progress through the grade levels, they should write a variety of texts and communicate ideas that are increasingly complex. They should also develop in their ability to make effective choices in their writing. These benchmarks are relevant for all types of writing and should be used along with the benchmarks for Informational/Explanatory Essays, Literary Analysis Essays, Argumentative Essays, Research Essays and Work-Related Texts. These benchmarks are also applicable to and should be used alongside the benchmarks for the other modes of communicating: Speaking and Producing Digital Media. A reference source that may be useful for teachers of writing is the Alliance for Excellent Education report, Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School (pdf), by Steve Graham and Dolores Perin.

It is worth noting that ADP does not specify personal or creative writing as a writing product necessary for workplace and college success. Expressing oneself in a personal way in writing, however, can be an important way to develop students’ writing and thinking and may support the more formal types of performances provided in these benchmarks.

The benchmarks for effective writing progress across grades 6 – 8 in the following areas:

C.1.1 Topics, Development and Focus

C.1.2 Coherence and Cohesion

C.1.3 Language and Technical Facility

C.1.4 Writing Process: Planning, Editing, Revising and Using Technology

NOTE: The ADP benchmarks emphasize measurable outcomes and products, as opposed to those parts of process which are less measurable, or those strategies students and teachers might use to achieve the measurable outcome, including some aspects of planning and pre-writing and certain aspects of drafting (such as strategies to develop ideas by consulting with peers). These are important to student success in writing, but the ADP focus is on measurable outcomes rather than instructional or learning processes. Drafting is addressed within the sections above on Topics, Development and Focus; Coherence and Cohesion; and Language and Technical Facility.

These benchmarks are described in greater detail below.
NOTE: The progression provided by ACT in Reading between the Lines: What the ACT Reveals about College Readiness (pdf), January 2006 was used as a resource in the development of these benchmarks. In addition, a draft of the 2011 NAEP Writing Framework (doc) was referenced as a resource. The College Board Standards for College Success were also used as a source, specifically for the progression of developing skills across the grade bands. The District of Columbia Reading/English Language Arts Pre-K through Grade 12 Standards were used as another source in the development of these benchmarks.

C.1.1 Writing: Topics, Development and Focus

C.1.1.1.6-8

For example, write a research essay on a local environmental concern; an argument taking a position on a particular school requirement; a literary essay on how a character changes over the course of a novel.

ADP C4

NOTE: See strands on ADP Products (Informational/Explanatory Essays, Literary Analysis Essays, Argumentative Essays, Research Essays and Work-Related Texts) for more specific examples.

C.1.1.2.6-8 Include specific facts, concrete details, reasons and examples that support and amplify the thesis. (ADP C4)
C.1.1.3.6-8 Develop relevant details or reasons in a manner that meet the needs of the audience and purpose. For example, organize the information clearly when writing to inform. (ADP C9, ADP C10 and ADP E9)

C.1.2 Writing: Coherence and Cohesion

C.1.2.1.6-8.a

For example, if using an anecdote to provide an example, use chronological order with sufficient time signals for the reader to follow easily.

C.1.2.1.6-8.b

C.1.2.1.6-8.c

C.1.2.2.6-8

For example, use phrases such as in addition, on the other hand, in spite of, and the use of repetition and referents to connect ideas.

C.1.3 Writing: Language and Technical Facility

C.1.3.1.4-8.a

For example, substitute a concrete noun for the word "thing."

C.1.3.1.6-8.b

C.1.3.2.6-10.a

C.1.3.2.6-8.b

C.1.3.3.6-8.a

C.1.3.3.6-8.b

C.1.3.4.6-8

For example, use parallel constructions effectively, use consistent verb tense.

ADP A1

C.1.3.5.6-8

Acknowledge source material (e.g., list sources);
Understand the differences between quoting, paraphrasing and summarizing;
Quote; paraphrase; or summarize text, ideas or other information taken from print or other electronic sources;
Embed quotations from other sources with skill and accuracy; and,
Embed graphics with skill and accuracy, when appropriate. (ADP C6)

C.1.4 Writing Process: Planning, Editing, Revising and Using Technology

C.1.4.1.6-8.a

ADP C1

C.1.4.1.6-8.b

ADP C1

NOTE: See the ADP benchmarks for Research and the strand for Research Essays for more specifics on planning research.

C.1.4.2.6-8 Edit more challenging writing for mechanics (punctuation, capitalization), spelling, grammar (e.g., consistent verb tense, noun and pronoun agreement). (ADP C5)
C.1.4.3.6-8 Drawing on reader’s comments, revise papers to:

Ensure the writing focuses on the topic or thesis;
Develop or support ideas more fully;
Ensure transitions between ideas and paragraphs; and,
Ensure that the paper has a clear beginning and ending. (ADP C4)

C.1.4.4.6-8 Use relatively basic software programs (e.g., Word, PowerPoint) to write more challenging texts and create graphics to present ideas visually and in writing. (ADP C7 and ADP C8)

SPEAKING (C.2)
(view entire Speaking strand for grades 4 – 12)

As students progress across the grade levels, they should voice increasingly complex ideas in increasingly sophisticated ways. The benchmarks for Writing are relevant to many aspects of oral presentations and should be considered along with this progression.

The benchmarks for effective speaking progress across grades 6 – 8 in the following areas:

C.2.1 Development of Ideas

C.2.1.1 supporting the topic with relevant, reliable details, examples and anecdotes

C.2.2 Coherence and Cohesion

C.2.3 Rhetorical Devices

C.2.3.1 using a range of strategies and varied rhetorical devices to elaborate and persuade

C.2.4 Speaking Facility

C.2.4.1 using eye contact, gestures and speaking rate, volume and pitch effectively and appropriately to support the audience, context and purpose

These benchmarks are described in greater detail below.

C.2.1 Speaking: Development of Ideas

C.2.1.1.6-8

C.2.2 Speaking: Coherence and Cohesion

C.2.2.1.6-8.a

C.2.2.1.6-8.b

C.2.2.2.6-8

C.2.2.3.6-8

For example, use listing words, such as "first," "second," "in addition," "but," and "however."

C.2.2.4.6-8

Create ADP Products (P)

C.2.3 Speaking: Rhetorical Devices

C.2.3.1.4-8

Rhetorical questions to engage the audience;
Repetition to reinforce ideas; and,
Analogies to convey complex ideas. (ADP B6)

C.2.4 Speaking Facility

C.2.4.1.6-8

Make eye contact to engage listeners;
Enunciate words clearly;
Use a speaking rate that is easy for listeners to understand;
Speak audibly enough to reach the entire audience; and,
Stand at ease and use natural and varied gestures. (ADP B6)

PRODUCING DIGITAL MEDIA (C.3)
(view entire Producing Digital Media strand for grades 4 – 12)

As students progress across the grade levels, they should communicate increasingly complex ideas in increasingly sophisticated ways. ADP G4 suggests that students apply and adapt the principles of written composition to create coherent media productions. The benchmarks for Writing are relevant to many aspects of digital media production and should be considered along with these benchmarks.

The benchmarks for effectively producing digital media progress across grades 6 – 8 in the following areas:

C.3.1 Topics, Development and Focus

C.3.2 Coherence and Cohesion

C.1.2

Writing

C.3.3 Technical Facility and Control

C.3.3.1 using varied visual images, text, graphics, music and/or sound effects to control the implicit and explicit messages conveyed

These benchmarks are described in greater detail below.

C.3.1 Producing Digital Media: Topics, Development and Focus

C.3.1.1.6-8

For example, students may share research or make an argument on a literary work, using PowerPoint or another program to create a computer-delivered presentation.

ADP G4

C.3.1.2.4-8.a

NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in:

ADP C9

ADP C10

and

ADP E9

C.3.1.2.4-8.b

NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in:

ADP C9

ADP C10

and

ADP E9

C.3.2 Producing Digital Media: Coherence and Cohesion

Writing

C.1.2

C.3.3 Producing Digital Media: Technical Facility and Control

C.3.3.1.4-8

For example, "America the Beautiful" may serve as background music to a media tour of a national park or a short slide show that informs the audience of ways to avoid heat stroke may use "You Are My Sunshine" as background music.

ADP G4

For future success in postsecondary education and work, students in grades 6 – 8 will need to

P.1

Product 1: Informational/Explanatory Essay

P.2

Product 2: Literary Analysis Essay

P.3

Product 3: Argumentative Essay

P.4

Product 4: Research Essay

P.5

Product 5: Work-Related Texts

PRODUCT 1: INFORMATIONAL/EXPLANATORY ESSAY (P.1)
(view entire Informational/Explanatory Essay strand for grades 4 – 12)

As students progress across the grade levels, they should draft informational or explanatory essays on topics that are increasingly complex. The draft of the NAEP 2011 Writing Framework (doc) defines writing to explain as writing that is:

… designed to present information and ideas to others in a manner that aids understanding of the subject. Writing to explain commands a large portion of the K – 12 curriculum (Graham & Perin, 2006) where students write summaries, research reports and other explanatory tasks in all of their school subjects. Writing to explain is an everyday occurrence in the workplace and the adult world as well, where millions write informative e-mail messages, fill out applications and write instructions.

(NOTE: Achieve's English and Communication Benchmarks include separate strands for Research Essay and Work-Related Texts.)

The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey information via Speaking or Producing Digital Media. The benchmark criteria below can be modified accordingly.

The benchmarks for an effective informational essay progress across grades 6 – 8 in the following areas:

P.1.1 Topics, Development and Focus

P.1.2 Coherence and Cohesion

These benchmarks are described in greater detail below.

P.1.1 Informational/Explanatory Essay: Topics, Development and Focus

P.1.1.1.6-8.a

For example, read several articles about pioneers and compare and contrast the difficulties they had crossing the plains. (NAEP grade 8 example: A grade 8 NAEP explanatory writing task may ask students to analyze a process or write a response that summarizes and evaluates the main points of a brief reading passage.)

ADP C9

P.1.1.1.6-8.b

For example, "The following summary of the novel provides an overview of the major characters and events in the book."

P.1.1.2.6-8

P.1.1.3.6-8

P.1.2 Informational/Explanatory Essay: Coherence and Cohesion

P.1.2.1.6-8

P.1.2.2.6-8.a

ADP C9

P.1.2.2.6-8.b

as a result

in contrast

therefore

however

P.1.2.2.6-8.c

P.1.2.3.6-8

Re-emphasizes the thesis and main idea; and,
Makes a general statement or claim about the significance of the information analyzed. (ADP C9 and ADP C3)

PRODUCT 2: LITERARY ANALYSIS ESSAY (P.2)
(view entire Literary Analysis Essay strand for grades 4 – 12)

As students progress across the grade levels, they should draft literary analysis essays on topics and literary works that are increasingly complex. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey literary analyses via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly.

The Reading strand describes the progression of expectations for skills in reading; please see these benchmarks for additional information on reading literary texts, as much of the content of students’ literary analysis essays will be a demonstration of their achievement of these literary-text reading skills.

The benchmarks for an effective literary analysis essay progress across grades 6 – 8 in the following areas:

P.2.1 Topics, Development and Focus

P.2.2 Coherence and Cohesion

These benchmarks are described in greater detail below.

P.2.1 Literary Analysis Essay: Topics, Development and Focus

P.2.1.1.6-8.a

ADP H9

P.2.1.1.6-8.b

For example, discuss the importance of setting in Island of the Blue Dolphins by Scott O’Dell or discuss the theme of facing challenges in The Miracle Worker by William Gibson.

ADP H9

P.2.1.2.6-8

ADP C9

NOTE: See the scale for

Text Complexity

, specifically

T.1.3

Literary Text, for literary works and a description of the characteristics of relatively uncomplicated, more challenging, somewhat complex and complex literary works.

P.2.1.3.6-8 Make valid inferences based on both obvious and subtle evidence in more challenging literary work(s). For example, infer what can be learned about problem solving from The Adventures of Sherlock Holmes by Arthur Conan Doyle or infer what we can learn about World War I from The Red Badge of Courage by Stephen Crane. (ADP C9)
P.2.1.4.4-8.a Include adequate and specific information in support of the thesis. (ADP C9)
P.2.1.4.6-8.b Include relevant details and quotations to develop the essay. (ADP C9)
P.2.1.5.6-8.a Recall the ideas, details and literary elements of works from various forms of literature (e.g., poetry, novel, biography, short story, essay, dramatic literature). (ADP H3)
P.2.1.5.6-8.b Analyze and interpret data. For example, select poems from Ego Tripping and Other Poems for Young People by Nikki Giovanni and discuss the possible meanings of symbols in the poems or the effect of imagery in the poems. (ADP H3)
P.2.1.6.4-12 Demonstrate knowledge of foundational works of American literature and analyze foundational U.S. documents as they are relevant to the topic being developed in a literary analysis essay. (ADP H1)

For more discussion of students' skills in reading and analyzing foundational literary texts, please see the Reading strand.

P.2.2 Literary Analysis Essay: Coherence and Cohesion

P.2.2.1.6-8

P.2.2.2.6-8.a

P.2.2.2.6-8.b

P.2.2.3.6-8

PRODUCT 3: ARGUMENTATIVE ESSAY (P.3)
(view entire Argumentative Essay strand for grades 4 – 12)

As students progress across the grade levels, they should develop increasingly complex arguments. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also construct and convey arguments via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly.

The Reading strand describes the progression of expectations for skills in reading; please see these benchmarks for additional, specific information on reading arguments. Some aspects of students’ argumentative essays will demonstrate their level of skill in reading arguments. A student’s ability to analyze arguments for such things as quality of the evidence, logical fallacies and devices used to persuade will be reflected in their ability to construct sound arguments.

The benchmarks for an effective argument progress across grades 6 – 8 in the following areas:

P.3.1 Topics, Development and Focus

P.3.2 Purpose and Audience

P.3.3 Coherence and Cohesion

These benchmarks are described in greater detail below.

P.3.1 Argumentative Essay: Topics, Development and Focus

P.3.1.1.6-8

For example, give both sides of an argument regarding whether or not students should be required to wear uniforms. NAEP Grade 8 Example: On the NAEP Writing assessment, persuasive writing tasks will ask writers to convince an audience to take action or change a viewpoint on a variety of topics important to others – e.g., peers, school, the nation. Grade 8 students will be expected to take a position and support it with reasons and detailed evidence.

P.3.1.2.6-8.a

P.3.1.2.6-8.b

argumentum ad misericordiam

argumentum ad hominem

For example "“I deserve your support because I have had a difficult childhood," or instead of discussing the issue, attacking the person who promotes it.

P.3.1.3.6-8

for example

like

as in

ADP E3

P.3.1.4.6-8

P.3.2 Argumentative Essay: Purpose and Audience

P.3.2.1.6-8

For example, in trying to persuade a PTA to fund more field trips, a person may use language somewhat less formal than that used in a presentation to the school board.

ADP C2

P.3.2.2.6-8

P.3.3 Argumentative Essay: Coherence and Cohesion

P.3.3.1.6-8

P.3.3.2.6-8

P.3.3.3.6-8

PRODUCT 4: RESEARCH ESSAY (P.4)
(view entire Research Essay strand for grades 4 – 12)

As students progress across the grade levels, they should research and draft research essays on topics that are increasingly complex. The Writing strand describes the development of general writing skills and abilities; please use these benchmarks in connection with those below. Also, please note that while the benchmarks below are specific to writing, students can also convey research findings via Speaking or Producing Digital Media; the benchmark criteria below can be modified accordingly.

The benchmarks for an effective research essay (or documented essay – NOTE: The expectation is that students will write extended documented essays, which may be original research but are not necessarily so. The term “research essay” is used because of its familiarity to the field and its use in ADP D5) progress across grades 6 – 8 in the following areas:

P.4.1 Topics, Development and Focus

P.4.2 Coherence and Cohesion

P.4.3 Research Formatting Guidelines

NOTE: We have incorporated, when appropriate, examples from the College Board Standards for College Success, published in 2006, to elaborate and exemplify the content of the backmapped benchmarks.

These benchmarks are described in greater detail below.

P.4.1 Research Essay: Topics, Development and Focus

P.4.1.1.6-8.a

For example, choose a particular species of birds and investigate its habitat, noting why that habitat is successful for this species. Or write a report on the life of a favorite author and comment about how elements of his or her life are reflected in two of the author’s books.

P.4.1.1.4-8.b

P.4.1.1.6-8.c

P.4.1.2.6-8.a

P.4.1.2.6-8.b

P.4.1.2.6-8.c

P.4.1.2.4-8.d

P.4.1.3.6-8

For example, use resources such as those referenced by the College Board: student-generated data, such as interviews, observations and surveys; appropriate Internet sources; books; magazines; newspapers; encyclopedias.

ADP F7

P.4.1.4.6-8.a

P.4.1.4.6-8.b

For example, interpret and analyze data provided in more than one form, such as a bar graph and a circle graph.

P.4.1.4.6-8.c

For example, marshal evidence in ways such as those referenced by the College Board: gathering relevant reasons, examples and facts; defining key terms and ideas; setting up comparisons.

P.4.1.5.6-10