Grade 8 Expandable Set of Questions Aligned to Standards

Grade 8 Expandable Set of Questions Aligned to Standards

SampleQuestionsReflectingtheCommonCoreStateStandardsforReading

ReadingStandardsforLiterature–Grade8
8RL1–Citethetextualevidencethatmoststronglysupportsan analysisofwhat thetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

• WhywasJonathan able to finishtheracefirst?Howdoyouknow?Whatisthetextualevidencethatmoststronglysupportsyour answer?
• WhatissospecialaboutMario? Howdoyouknow?Whatisthetextualevidencethatmoststronglysupportsyouranswer?
• How didmovingtoNewYorkchangeJuan’scareer? Howdoyouknow?Whatisthetextualevidencethatmoststronglysupportsyour answer?
• WhydidTieshatryoutfor theplay?Howdoyouknow?Whatisthetextualevidencethatmoststronglysupportsyouranswer?
• How isJohndifferentfromPaul?Whatisthetextualevidencethatmoststronglysupportsyouranswer?

8RL2–Determineathemeorcentralideaof atextand analyzeitsdevelopment overthecourseof thetext,includingitsrelationshiptothecharacters,setting,and plot;provideanobjectivesummaryofthetext.

• Whatisthethemeof(texttitle)? Howdoestheauthordevelopthisthemeover thecourse ofthetext? Useexamplesfrom thetextinyouranswer.
• Whatisthecentralidea of(texttitle)?Howdoestheauthordevelopthisideaoverthecourse ofthetext? Useexamplesfrom thetextinyouranswer.
• How doestheauthorusethemaincharacter todevelopthetheme ofthedrama?Useinformationfrom thedramatosupportyour analysis.
• How doestheauthorusetheplottodevelopthetheme ofthestory? Useinformationfrom thestorytosupportyouranalysis.
• How doestheauthorusethesettingtodevelopthetheme ofthepoem?Useinformation from thepoemtosupportyouranalysis.
• Summarizethestory/drama/poemobjectively.

ReadingStandardsforLiterature–Grade8
8RL3–Analyzehowparticularlines of dialogueorincidents in astory ordramapropeltheaction,revealaspectsof acharacter,orprovokeadecision.

• How didJosh’sresponsetohisfather provokeadecisioninthisstory?Useevidencefrom thestoryinyour analysis.
• Whatdidtheincidentby the lakerevealaboutthemaincharacter?Useevidencefrom thestoryinyouranalysis.
• How didTyrone’sactionsatthecarnivalpropel theactioninthedrama? Useevidencefromthedramainyouranalysis.
• WhatisthemostlikelyreasontheauthorhadMattwalkhomealoneratherthanjoin hisfriends? Useinformationfromthestoryinyour analysis.

8RL4–Determinethemeaningof words and phrasesastheyareusedin atext,includingfigurativeand connotativemeanings;analyzetheimpact of specificword choicesonmeaningand tone,includinganalogiesorallusionstoothertexts.

• Whatisthemeaning ofinparagraph2?
• Whichwordshelpthereader understandthemeaning ofinparagraph5?
• Whatismeantbythephrase,“Assolidasthegroundwestandon,” inparagraph3?
• Whatismeantbythephrase,“Youarethesuninmysky,” inparagraph 6?
• How doestheuse oftheword“scrawny” ratherthan“skinny” impacttheimagetheauthor iscreatingofthemaincharacter?
• How doestheuse ofthephrase“bargedin”ratherthan“enteredtheroom” changethetone ofthescenetheauthor iscreating?
• Whatisthetone ofthestory?Whichwordsandphrasesdoestheauthor usetocreatethattone?
• Whatistheimpactofusingthewordinthesecondscene oftheplay?Howdoesthatwordcontributetothemeaningofthestory?
• Whatistheimpactofcomparingthemaincharacter toMidas?
• How doestheanalogyprovidedby theauthorhelpthereader understandthetheme ofthe poem?

ReadingStandardsforLiterature–Grade8
8RL5–Compareandcontrast thestructureoftwoormoretextsandanalyzehowthedifferingstructureof eachtextcontributestoitsmeaning and style.

• Afterreadingtwoormoretexts,compareandcontrasttheir structure.Whatisthemostlikelyreasoneachauthorselectedthetextstructurehe/shedid?Useexamplesfromthetextsinyouranalysis.
• Afterreadingtwoormoretexts,compareandcontrasttheir structure.Whichstructureismoreeffective?Why?Useexamplesfrom thetextsinyour analysis.
• Afterreadingtwoormoretexts,howdoesthestructure ofeachcontributetoitsstyle? Useexamplesfrom thetextsinyouranalysis.
• Afterreadingtwoormoretexts,howdoesthestructure ofeachcontributetoitsmeaning? Useexamplesfrom thetextsinyouranalysis.

8RL6–Analyzehowdifferences inthepointsof viewof thecharactersandtheaudienceorreader(e.g.,createdthroughtheuseof dramaticirony)createsucheffectsas suspenseorhumor.

• How doestellingthestoryfrom Monique’spoint ofview createsuspenseinthestory? Useexamplesfrom thestoryinyouranalysis.
• How doestellingthestoryfrom Theresa’spointofview createhumoroussituations? Useexamplesfrom theplayinyouranalysis.
• How wouldthestorybedifferent ifitwere toldfrom Kim’spointofview?Whatinformationfrom thestorysupportsyouranalysis?
• WhatisthemostlikelyreasontheauthortoldthestoryfromMark’spointofview?Whatinformationfrom thestorysupportsyouranalysis?
• How doestheauthorusedramaticironytokeepthereaderengaged?Useexamplesfromthestorytosupportyouranalysis.

8RL7–Analyzetheextent towhich afilmedorliveproductionof astory ordramastays faithfultoordepartsfromthetext orscript,evaluatingthechoicesmadebythedirectororactors.

• Compareandcontrast(texttitle) withthefilmedversion ofthestory.Usespecificexamplesinyour comparison.
• Is thefilmedversion of(texttitle) effective?Whyorwhynot?Usespecificexamplesinyouranalysis.
• Towhatextentdoes(filmed production)stayfaithful tothetext/script?Werethechoicesthedirectormadeeffective?Whyorwhynot?Useexamplesinyour analysis.
• Towhatextentdoes(live production) departfrom thetext/script?Werethechoicestheactorsmadeeffective?Whyorwhynot?Useexamplesinyouanalysis.

8RL8–Not applicable
ReadingStandardsforLiterature–Grade8
8RL9–Analyzehowamodernworkof fictiondrawsonthemes,patternsof events,orcharactertypesfrommyths,traditionalstories,orreligiousworkssuchastheBible,includingdescribinghowthematerialisrenderednew.

• How does_(amodernworkoffiction) drawupon(amythor traditionalstory)?Whatdoestheauthor dotorender thematerialnew? Useexamplesfrombothworkstosupportyour analysis.
• How does(amodernworkoffiction) drawuponthethemesexpressedin(amythor traditionalstory)?Whatdoestheauthor dotorender thematerialnew?Useexamplesfrombothworkstosupportyour analysis.
• How does(amodernworkoffiction) drawuponthepattern ofeventspresentedin(amythortraditionalstory)?Whatdoestheauthor dotorender thematerialnew?Useexamplesfrombothworkstosupportyouranalysis.
• How does(amodernworkoffiction) drawuponthecharacter typespresentedin(amyth or traditionalstory)?Whatdoestheauthordotorenderthematerialnew? Useexamplesfrombothtosupportyouranalysis.

8RL10–Bytheendof theyear,read andcomprehendliterature,includingstories,dramas,andpoems,at thehigh endofgrades6–8text complexity band independentlyand proficiently.

• InformationregardingtextcomplexitycanbefoundinAppendixA oftheCommonCore StateStandards.
• TextexemplarscanbefoundinAppendixBoftheCommonCoreStateStandards.

ReadingStandardsforInformationalText–Grade8

8RI1–Citethetextualevidencethatmoststronglysupportswhat thetextsaysexplicitlyas wellas inferencesdrawnfromthetext.

• Basedontheinformationin,whichcar isbest foralargefamily?Howdoyouknow?Whatisthetextualevidencethatmoststronglysupportsyouranswer?
• Whyarespidersmore beneficialthanharmful? Howdoyouknow?Givethespecificexamplefromthearticlethatmoststronglysupportsyouranswer.
• Whichstepismostimportantin? Howdoyouknow?Whatisthetextualevidencethatmoststronglysupportsyouranswer?
• Whyisitimportantthatbirdsflysouthfor thewinter? Howdoyouknow?Whatisthetextualevidencethatmoststronglysupportsyour answer?
• Asaresultoftheir work,whatwillmostlikelyhappentothesnowgeesepopulation? Howdoyouknow?Whatisthetextualevidencethatmoststronglysupportsyouranswer?
• How areinsectsandmammalsalikeanddifferent? Givethespecificexamplefrom thearticlethatmoststronglysupportsyouranswer.

8RI2–Determineacentralideaof atextandanalyzeits development overthecourseof thetext includingitsrelationshiptosupportingideas;provideanobjectivesummaryof thetext.

• Whatisthecentralidea of(title ofatext)?Howdoesthecentral ideadevelopover thecourseofthetext?
• Whatisthecentralidea of(title oftext)?How doestheauthorusesupportingideastodevelopthecentral ideaover thecourse ofthetext?
• Summarize,objectively,theinformationinthearticle.

ReadingStandardsforInformationalText–Grade8
8RI3–Analyzehowatext makesconnectionsamong and distinctions betweenindividuals,ideas,orevents(e.g.,throughcomparisons,analogies,orcategories).

• How doestheauthorhelpthereaderunderstandtheconnectionsanddistinctionsbetweenJohn AdamsandThomasJefferson?Useexamplesfrom thearticleinyouranalysis.
• How doestheauthorhelpthereaderunderstandtheconnectionsanddistinctionsbetweenmitosisandmeiosis?Useexamplesfrom thearticleinyouranalysis.
• How doestheauthorhelpthereaderunderstandtheconnectionsanddistinctionsbetweentheBostonMassacreandBoston TeaParty?Useexamplesfromthearticleinyouranalysis.
• Wastheanalogytheauthor providedeffectiveinhelpingthereaderunderstandtherelationshipbetweenthetwoideaspresentedinthetext?Whyorwhynot? Useexamplesfrom thearticleinyour analysis.
• WasthecomparisontheauthorprovidedeffectiveinhelpingthereaderunderstandtherelationshipbetweenJeffersonandAdams?Whyorwhynot?Useexamplesfromthearticleinyour analysis.

8RI4–Determinethemeaningof wordsand phrasesastheyareusedin atext includingfigurative,connotative,andtechnicalmeanings;analyzetheimpact of aspecificwordchoiceonmeaning and tone,includinganalogiesorallusionstoothertexts.

• Whatdoestheword_ meaninparagraph2?
• Whichwordshelpthereader understandthemeaning ofinparagraph5?
• Whichdefinitionofisusedinparagraph6?
• Whatistheimpactofthewordinparagraph5?
• Whatisthemostlikelyreasontheauthorusedthewordinparagraph 3?
• Whatisthetone ofthearticle?Whatwordsandphrasesdoestheauthor usetocreatethattone?
• Whatdoestheauthor’suse ofthewordrevealabouthis/herattitudetowardthetopic? Useexamplesfromthetexttosupportyour answer.
• How doestheauthor’sallusiontohelpthereadergrasptheconceptof_?
• How doestheanalogytheauthor provideshelpthereader understand?
• Whatdoesthephrase(figurativelanguage)mean? Howdoestheuse ofthatphraseenhancethereader’sunderstandingofthetext?Useexamplesfromthetexttosupportyour answer.
• Whatistheconnotation ofasitisusedinthetext?Howdoestheuse ofthatword enhancethereader’sunderstandingofthetext?Useexamplesfromthetexttosupportyour answer.

ReadingStandardsforInformationalText–Grade8
8RI5–Analyzeindetailthestructureof aspecificparagraphin atext,includingtheroleof particularsentences indeveloping and refining akeyconcept.

• How doesthecompare/contraststructure ofparagraph3contributetothedevelopmentandrefinementof(akeyconcept)? Useexamplesfrom thearticleinyouranalysis.
• How doesthefollowingsentencefrom paragraph4contributetothedevelopmentandrefinementof(akeyconcept)? (Provideappropriatesentence).Useexamplesfromthetextinyour analysis.
• Whatisthemostlikelyreasontheauthordecidedtoorganizetheparagraphthewayhe/shedid? Useexamplesfrom thearticleinyour analysis.
• Is thestructure oftheparagrapheffective?Whyorwhynot? Useexamplesfrom thearticletosupportyour analysis.

8RI6–Determineanauthor’s point of vieworpurposein atext andanalyzehowtheauthoracknowledgesand respondstoconflictingevidenceorviewpoints.

• Whatistheauthor’sviewpointonclimatechange?Howdoestheauthor acknowledgeandrespondtoconflictingevidenceandviewpoints? Useexamplesfromthetexttosupportyouranalysis.
• Whatistheauthor’sviewpointoncapitalpunishment? Istheauthor effectiveinrespondingtoconflictingevidenceorviewpoints?Whyorwhynot? Useexamplesfromthetextinyour analysis.
• Whatistheauthor’spurpose?Analyzehowtheauthor acknowledgesandrespondstoconflictingevidenceor viewpoints.Useexamplesfromthetextinyouranalysis.

8RI7–Evaluatetheadvantagesand disadvantagesof usingdifferent mediums (e.g.,print ordigitaltext,video,multimedia) topresent aparticulartopicoridea.

• AfterreadingDr.King’s“IHaveaDream” speech,whatwouldbetheadvantagesanddisadvantagesofpresentingthismaterial inadifferentmedium(anaudiotapeand/or video ofDr.Kingdeliveringthespeech)?Useexamplesfrombothversionsinyourevaluation.
• Afterreviewing print,digital,video,and/or multimediapresentationsonthesame topic,whataretheadvantagesanddisadvantagesofeach?Whichisthemosteffectiveinconveyinganunderstanding ofthetopic?Why?Useexamplesfrom thedifferentmediumstosupportyour evaluation.

8RI8–Delineateandevaluatetheargumentandspecificclaims in atext,assessingwhetherthereasoningis sound andtheevidence is relevant and sufficient;recognizewhenirrelevant evidenceis introduced.

• Is theargumenttheauthor presentseffective?Using examplesfrom thetext,explainwhy orwhynot.
• Is thereasoningbehindtheauthor’sspecificclaimssoundandtheevidencerelevantandsufficienttosupporttheclaim?Useexamplesfromthetexttosupportyouranswer.
• Whatirrelevantevidencehastheauthor introduced?Explainwhythisevidenceisirrelevant.Useinformation from thetextinyour answer.

ReadingStandardsforInformationalText–Grade8
8RI9–Analyzeacaseinwhichtwoormoretexts provideconflictinginformationonthesametopicand identify wherethetextsdisagreeonmattersof fact orinterpretation.

• Afterreadingandanalyzingtwoor morearticleswithconflictinginformationonthesametopic,identifywherethetextsdisagree onmattersoffactor interpretation.Useexamplesfrom thearticlestosupportyouranalysis.
• Afterreadingandanalyzingtwoor morearticleswithconflictinginformationonthesametopic,identifywherethetextsdisagreeanddeterminewhether itisonmattersoffactor interpretation.Useexamplesfrom thearticlestosupportyouranalysis.
• Afterreadingandanalyzingtwoor morearticleswithconflictinginformationonthesametopic,which onepresentsthestrongerargument?Useexamplesfrom thearticlestosupportyouranalysis.

8RI10–Bytheendof theyear,readand comprehendliterary nonfictionat thehigh end of thegrades6–8text complexityband independently and proficiently.

• InformationregardingtextcomplexitycanbefoundinAppendixA oftheCommonCore StateStandards.
• TextexemplarscanbefoundinAppendixBoftheCommonCoreStateStandards.

ReadingStandardsforInformationalText–Grade7

7RI1–Citeseveralpiecesoftextualevidencetosupport analysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

• Basedontheinformationin,whichcar isbest foralargefamily?Howdoyouknow?Whatisthetextualevidencethatsupportsyouranswer?
• Whyarespidersmore beneficialthanharmful?Givespecificexamplesfrom thearticlethatsupportyouranswer.
• Whichstepismostimportantin? Howdoyouknow?Whatisthetextualevidencethatsupports youranswer?
• Whyisitimportantthatbirdsflysouthfor thewinter? Howdoyouknow?Whatisthetextualevidencethatsupportsyouranswer?
• Asaresultoftheir work,whatwillmostlikelyhappentothesnowgeesepopulation? Howdoyouknow?Whatisthetextualevidencethatsupportsyour answer?
• How areinsectsandmammalsalikeanddifferent? Givespecificexamplesfromthearticlethatsupportyouranswer.

7RI2–Determinetwoormorecentralideas in atext andanalyzetheirdevelopment overthecourseof thetext;provideanobjectivesummary of thetext.

• Whatarethecentralideasof(title ofatext)? Howdoestheauthordevelopthesecentralideasoverthecourseofthetext?
• Summarize,objectively,theinformationinthearticle.

7RI3–Analyzetheinteractions betweenindividuals,events,and ideas in atext (e.g.,howideasinfluenceindividualsorevents,orhowindividualsinfluenceideasorevents).

• Inwhatway(s) wasThomasJeffersonaproductofhistimes?Useevidencefrom thearticletosupportyour analysis.
• Inwhatway(s) didDr.Martin LutherKinginfluencehistimes?Useevidencefromthearticlestosupportyour analysis.
• Whatrole didtheBostonTea PartyplaytowardmovingthecoloniestotheRevolutionaryWar? Useevidencefrom thearticlestosupportyour analysis.
• Whatinfluence didMahatmaGandhihaveontheCivil RightsMovementintheUnitedStates?Useevidencefromthearticlestosupportyour analysis.

ReadingStandardsforInformationalText–Grade7
7RI4–Determinethemeaningof wordsand phrasesastheyareusedin atext includingfigurative,connotative,andtechnicalmeanings;analyzetheimpact of aspecificwordchoiceonmeaning and tone.

• Whatdoesthewordmeaninparagraph2?
• Whichwordshelpthereader understandthemeaning ofinparagraph5?
• Whichdefinitionofisusedinparagraph6?
• Whatistheimpactofthewordinparagraph5?
• Whatisthemostlikelyreasontheauthorusedthewordinparagraph 3?
• Whatisthetone ofthearticle?Howdoestheauthor createthattone?Useexamplesfrom the articleinyouranswer.
• Whatdoestheauthor’suse ofthewordrevealabouthis/herattitudetowardthetopic? Useexamplesfromthetexttosupportyour answer.
• Whatdoesthephrase(figurativelanguage)meaninparagraph4? Howdoestheuseofthatphraseenhancethereader’sunderstanding ofthetext? Useexamplesfrom thetexttosupportyour answer.
• Whatistheconnotation ofasitisusedinthetext?Howdoestheuse ofthatword enhancethereader’sunderstandingofthetext?Useexamplesfromthetexttosupportyour answer.

7RI5–Analyzethestructureanauthorusestoorganizeatext,includinghowthemajorsectionscontributetothewholeand tothedevelopment of theideas.

• How doesthecause/effectstructurecontributetothedevelopmentoftheauthor’scentralidea? Useexamplesfromthetextinyouranalysis.
• Whatisthemostlikelyreasontheauthordecided toorganizethearticlethewayhedid?Useinformation fromthetextinyouranalysis.
• Is thestructure oftheparagrapheffective?Whyorwhynot? Useexamplesfrom thearticletosupportyour analysis.
• Analyzehowthemajor sectionsofthetextcontributetothewholeandtothedevelopmentofideas.Useexamplesfromthearticleinyouranalysis.

7RI6–Determineanauthor’s point of vieworpurposein atext andanalyzehowtheauthordistinguishes hisorherposition fromthat of others.

• Whatistheauthor’sviewpointon? Howdoestheauthor distinguishhis/herpositionfromthatofothers?Useexamplesfrom thetexttosupportyouranalysis.
• Whatistheauthor’spurposeinthistext?How istheauthor’spurposedifferentfromthatof,who alsowrote onthistopic? Useexamplesfrom thetextinyouranalysis.
• Whatistheauthor’spurposeinthistext?Ishe/shesuccessfulinachievingit?Whyorwhynot?Useexamplesfromthetexttosupportyouranalysis.

ReadingStandardsforInformationalText–Grade7
7RI7–Compareandcontrast atext toanaudio,video,ormultimediaversionof thetext,analyzingeachmedium’sportrayalof thesubject (e.g.,howthedeliveryof aspeechaffectstheimpact of thewords).

• CompareandcontrastthewrittentextofDr.King’s“IHaveaDream” speechandavideoversion.How doesDr.King’sdeliveryofthespeechaffecttheimpactofthewords?Useexamplesfrom thewrittentextandaudioversioninyouranalysis.
• Afterreadingthespeechandlisteningtoan audioversion,howdoesJohnKennedy’sdeliveryaffecttheimpactofhiswords?Useexamplesfromthewrittentextandaudioversioninyour analysis.

7RI8–Traceandevaluatetheargument andspecificclaims in atext,assessingwhetherthereasoningis sound and theevidenceis relevant and sufficient tosupport theclaims.

• How doestheauthordevelophis/her argumentin(texttitle)? Isthereasoningsound?Isthesupportingevidencesufficientandrelevant?Why orwhynot?Useexamplesfrom thetextinyouranswer.
• Is theargumenttheauthor presentseffective?Using examplesfrom thetext,explainwhy orwhynot.
• Is thereasoningbehindtheauthor’sspecificclaimssound?Doestheauthor providerelevantandsufficientevidencetosupporttheclaim? Useexamplesfrom thetexttosupportyour answer.

7RI9–Analyzehowtwoormoreauthorswritingabout thesametopicshapetheirpresentations of key informationbyemphasizingdifferent evidenceoradvancingdifferent interpretationsof facts.

• Afterreadingtwoormore articlesonclimatechange,whatisdifferentaboutwhateachauthor chosetoinclude?How iseachauthor’sarticleareflection ofhis/herbeliefsonthetopic? Useexamplesfrom thearticlestosupportyouranalysis.
• Afterreadingtwoormore articlesonthesame topic,howdideachauthor emphasizedifferentevidencetoshapehis/herposition? Useexamplesfrom thearticlestosupportyour analysis.
• Afterreadingtwoormore articlesonthesame topic,howdideachauthor advancedifferentinterpretationsoffactstopromotehis/her position?Useexamplesfromthearticlestosupportyour analysis.

7RI10–Bytheendof theyear,readand comprehendliterary nonfictioninthegrades6–8textcomplexity bandproficiently,withscaffoldingasneededat the high end of therange.

• InformationregardingtextcomplexitycanbefoundinAppendixA oftheCommonCore StateStandards.
• TextexemplarscanbefoundinAppendixBoftheCommonCoreStateStandards.