This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Crosswalk: English Language Arts and Reading (ELAR)
Common Core State Standards (CCSS, 2010) and
North Carolina Standard Course of Study (NCSCOS, 2004)
Overview
North Carolina students have the opportunity to benefit from standards that were developed using the most effective academic
standards from across the country and around the world. These standards are aligned with college and work ready expectations,
include rigorous content and application of knowledge through higher order thinking skills, are internationally benchmarked, and are
evidence and/or research-based. Rooted in the criteria of “fewer, clearer, higher,” the Common Core State Standards (CCSS, 2010)
reflect a strong belief that fewer core standards allow a deeper focus on essential knowledge and skills, that clearer standards can be
implemented with rigor and instructional creativity, and that higher standards help all students to learn deeper content knowledge and
acquire meaningful authentic skills needed to achieve in a 21st century global society.
The College and Career Readiness (CCR) standards anchor the CCSS and define general, cross-disciplinary literacy expectations that
must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific
standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career
readiness expectations no later than the end of high school. The CCSS set grade-level English Language Arts (ELA) requirements for
grades K-8 and grade bands for 9-10 and 11-12. The expectations are organized into the strands of Reading, Writing,
Speaking/Listening, and Language.
The Reading standards establish a staircase of increasing complexity in what students must be able to read and comprehend in order to
meet the demands of college and career level texts. The Writing standards promote writing throughout the grade levels by fostering
the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. The Speaking and
Listening standards require that students be able to gain, evaluate, and present increasingly complex information, ideas, and evidence.
The Language standards include vocabulary and convention standards. Although Language standards are identified in a separate
1
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
strand, they should not be taught, learned, and implemented in isolation but should be used and developed throughout reading, writing,
speaking, and listening.
The emphasis that the Common Core State Standards (CCSS) place on informational texts is directed toward the sum of student
reading – not just the reading in ELA setting. “The Standards insist that instruction in reading, writing, speaking, listening, and
language be a shared responsibility within the school.” Literacy in (not mastery of) subjects other than English is expected of students
studying under the teaching and learning expectations of the Common Core State Standards (CCSS, 2010). Competency in this
expanded view of literacy enriches the student’s communication skills and the audience’s knowledge and appreciation. It is expected
that teachers in all subjects will understand and accept that teaching literacy is a shared responsibility.
This crosswalk reflects a comparison between the Common Core State Standards (CCSS, 2010) for English Language Arts (ELA) and
the North Carolina Standard Course of Study (NCSCOS, 2004) for English/Language Arts (ELA). It is designed as a resource to
inform educators about how the current North Carolina ELA standards align with the CCSS ELAR standards.
www.corestandards.org
http://www.gatesfoundation.org/learning/Pages/2010-fewer-clearer-standards.aspx
http://www.achieve.org/files/AchievingCCSS-ELAFINAL.pdf
2
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Key Ideas and Details
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Cite the textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn
from the text.
1.02 Analyze expressive materials that are read, heard,
and/or viewed by:
drawing inferences.
The Common Core State Standard (CCSS) expects
students to communicate explicit findings from texts
and be able to communicate inferences from texts.
3.01 Explore and evaluate argumentative words that are
read, heard, and/or viewed by
analyzing the work by identifying the arguments
and positions stated or implied and the evidence
used to support them
CCSS does not specify types of text.
2. Determine a theme or central idea of a text
and analyze its development over the course
of the text, including its relationship to the
characters, setting, and plot; provide an
objective summary of the text.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing and evaluating themes and central ideas
in literature and other texts in relation to personal
issues/experiences.
analyzing and evaluating the relationships between
and among characters, ideas, concepts, and/or
experiences.
CCSS does not specify types of text.
3. Analyze how particular lines of dialogue
or incidents in a story or drama propel the
action, reveal aspects of a character, or
provoke a decision.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing and evaluating the relationships between
and among characters, ideas, concepts, and/or
experiences.
3
CCSS stresses objective summary.
CCSS identifies the theme or central idea of the
overall text.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
4. Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze
the impact of specific word choices on
meaning and tone, including analogies or
allusions to other texts.
4.01 Analyze the purpose of the author or creator and
the impact of that purpose by:
evaluating the effects of author’s craft on the
reader/viewer/listener.
CCSS emphasizes both figurative and connotative
meanings.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
discussing the effects on texts of such literary
devices as figurative language, dialogue, flashback,
allusion, irony, and societal issues.
Craft and Structure
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
evaluating what impact genre-specific
characteristics have on the meaning of text.
evaluating how the author’s choice and use of a
genre shapes the meaning of the literary work.
evaluating what impact literary elements have on
the meaning of the text.
5. Compare and contrast the structure of two
or more texts and analyze how the differing
structure of each text contributes to its
meaning and style.
4.02 Analyze and develop (with limited assistance) and
apply appropriate criteria to evaluate the quality of the
communication by:
using knowledge of language structure and literary
or media techniques.
4
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
6. Analyze how differences in the points of
view of the characters and the audience or
reader (e.g., created through the use of
dramatic irony) create such effects as
suspense or humor.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
evaluating what impact genre- specific
characteristics have on the meaning of the text.
3.01 Explore and evaluate argumentative works that are
read, heard and/or viewed by:
evaluating the author’s purpose and stance.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing the effects of such elements as plot,
theme, point of view, characterization, mood, and
style.
5
CCSS does not specify types of text.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Integration of Knowledge and Ideas
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
7. Analyze the extent to which a filmed or
live production of a story or drama stays
faithful to or departs from the text or script,
evaluating the choices made by the director
or actors.
4.01 Analyze the purpose of the author or creator and
the impact of that purpose by:
evaluating the effects of author’s craft on the
reader/viewer/listener
Comments
4.02 Analyze and develop (with limited assistance) and
apply appropriate criteria to evaluate the quality of the
communication by:
using knowledge of language structure and literary
or media techniques
drawing conclusions based on evidence, reasons, or
relevant information
8. (Not applicable to literature)
9. Analyze how a modern work of fiction
draws on themes, patterns of events, or
character types from myths, traditional
stories, or religious works such as the Bible,
including describing how the material is
rendered new.
1.02 Analyze expressive materials that are new, heard,
and/or viewed by:
making connections between works, self- and
related topics.
3.01 Explore and evaluate argumentative works that are
read, heard, and/or viewed by:
making connections between works, self and related
topics.
6
CCSS specifies the development of text.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Range of Reading and Level of Text Complexity
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, at the high end of grades
6–8 text complexity band independently and
proficiently.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program.
CCSS refers to the 6-8 text complexity band as well
as scaffolding. Standard 10 defines a staircase of
increasing text complexity throughout grades which
requires increasing sophistication in students’
reading comprehension ability.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry).
7
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Key Ideas and Details
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
1. Cite the textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn
from the text.
2.01 Analyze and evaluate informational materials that
are read, heard, and/or viewed by:
drawing inferences and/or conclusions
determining importance and accuracy of
information
2. Determine a central idea of a text and
analyze its development over the course of
the text, including its relationship to
supporting ideas; provide an objective
summary of the text.
3. Analyze how a text makes connections
among and distinctions between individuals,
ideas, or events (e.g., through comparisons,
analogies, or categories).
Comments
2.02 Use multiple sources of print and non-print
information to explore and create research product in
both written and presentational forms by:
noting and/or citing sources used
2.01 Analyze and evaluate informational materials that
are read, heard, and/or viewed by:
summarizing information
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing and evaluating themes and central ideas
in literature and other texts in relation to personal
issues/experiences.
2.01 Analyze and evaluate informational materials that
are read, heard, and /or viewed by:
making connections to related topics/information.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing the effects of such elements as plot,
8
CCSS emphasizes central idea and analyzes its
development throughout text.
CCSS emphasizes comparing two or more elements
of texts.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
theme, point of view, characterization, style, mood,
and tone.
9
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Craft and Structure
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
4. Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical
meanings; analyze the impact of specific
word choices on meaning and tone,
including analogies or allusions to other
texts.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
evaluating how the author’s choice and use of a
genre shapes the meaning of the literary work.
Comments
5. Analyze in detail the structure of a
specific paragraph in a text, including the
role of particular sentences in developing
and refining a key concept.
2.01 Analyze and evaluate informational materials that
are read, heard, and/or viewed by:
recognizing the characteristics of informational
materials
6.01 Model an understanding of conventional written
and spoken expression by:
extending vocabulary knowledge by learning and
using new words.
5.02 Study the characteristics of literary genres (fiction,
non-fiction, drama, and poetry) through:
evaluating what impact genre-specific
characteristics have on the meaning of the text
6. Determine an author’s point of view or
purpose in a text and analyze how the author
acknowledges and responds to conflicting
evidence or viewpoints.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing the effects of such elements as plot,
theme, characterization, style, mood, and tone.
10
CCSS extends the analysis to include evidence of
conflict or viewpoints.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Integration of Knowledge and Ideas
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
7. Evaluate the advantages and
disadvantages of using different mediums
(e.g., print or digital text, video, multimedia)
to present a particular topic or idea.
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials) through:
evaluating information for extraneous details,
inconsistencies, relevant facts, and organization.
CCSS is specific about using Web 2.0 tools.
8. Delineate and evaluate the argument and
specific claims in a text, assessing whether
the reasoning is sound and the evidence is
relevant and sufficient; recognize when
irrelevant evidence is introduced.
3.01 Explore and evaluate argumentative works that are
read, heard, and/or viewed by:
analyzing the work by identifying the arguments
and positions stated or implied and the evidence
used to support them.
recognizing bias, emotional factors, and/or semantic
slanting.
9. Analyze a case in which two or more texts
provide conflicting information on the same
topic and identify where the texts disagree
on matters of fact or interpretation.
2.01 Analyze and evaluate informational materials that
are read, heard, and/or viewed by:
determining the importance and accuracy of
information
drawing inferences and/or conclusions
11
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Range of Reading and Level of Text Complexity
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
10. By the end of the year, read and
comprehend literary nonfiction at the high
end of the grades 6–8 text complexity band
independently and proficiently.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program.
CCSS refers to the 6-8 text complexity band as well
as scaffolding. Standard 10 defines a staircase of
increasing text complexity throughout grades which
requires increasing sophistication in students’
reading comprehension ability.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry).
12
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Text Types and Purposes
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Write arguments to support claims with
clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and
distinguish the claim(s) from alternate or
opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning
and relevant evidence, using accurate,
credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
3.03 Evaluate and create arguments that persuade by:
understanding the importance of the engagement of
audience by establishing a context, creating a
persona, and otherwise developing interest.
Noting and/or developing a controlling idea that
make a clear and knowledgeable judgment.
Arranging details, reasons, and examples effectively
and persuasively.
anticipating and addressing reader/listener concerns
and counter-arguments.
Recognizing and/or creating an organizing structure
appropriate to purpose, audience, and context.
CCSS provides specific writing steps in developing
an argumentative response (beginning, middle, and
end).
2. Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant
content.
a. Introduce a topic clearly, previewing
what is to follow; organize ideas,
concepts, and information into broader
categories; include formatting (e.g.,
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials).
CCSS provides specific writing steps in developing
an informative or explanatory response (beginning,
middle, and end).
13
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, wellchosen facts, definitions, concrete
details, quotations, or other information
and examples.
c. Use appropriate and varied transitions to
create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domainspecific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or
section that follows from and supports
the information or explanation presented
3. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event sequences.
a. Engage and orient the reader by
establishing a context and point of view
and introducing a narrator and/or
characters; organize an event sequence
that unfolds naturally and logically.
b. Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
1.01 Narrate an personal account which:
creates a coherent, organizing structure appropriate
to purpose, audience, and context.
establishes a point of view and sharpens focus.
uses remembered feelings.
selects details that best illuminate the topic.
connects events to self/society.
CCSS provides specific writing steps in developing a
narrative response (beginning, middle, and end).
14
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
c.
d.
e.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one time
frame or setting to another, and show
the relationships among experiences and
events.
Use precise words and phrases, relevant
descriptive details, and sensory language
to capture the action and convey
experiences and events.
Provide a conclusion that follows from
and reflects on the narrated experiences
or events.
15
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Production and Distribution of Writing
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
4. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1–3
above.)
3.02 Explore and analyze the problem-solution process
by:
recognizing and/or creating an organizing structure
appropriate to purpose/audience/and context.
Comments
3.03 Evaluate and create argument that persuade by:
recognizing and/or creating an organizing structure
appropriate to purpose, audience, and context.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
extending understanding by creating products for
different purposes, different audiences, and within
various contexts.
5. With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new approach,
focusing on how well purpose and audience
have been addressed.
6. Use technology, including the Internet, to
produce and publish writing and present the
relationships between information and ideas
efficiently as well as to interact and
collaborate with others.
New expectation in CCSS – focuses on
implementing the writing process to develop and
strengthen writing.
2.02 Use multiple sources print and non-print
information to explore and create rese4arch products in
both written and presentational forms by:
determining purpose, audience, and context
understanding the focus
recognizing and/or choosing a relevant topic
recognizing and/or selecting presentational format
16
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
appropriate to audience
researching and organizing information to achieve
purpose
supporting ideas with examples, definitions,
analogies, and direct references to primary and
secondary resources.
17
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Research to Build and Present Knowledge
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
7. Conduct short research projects to answer
a question (including a self-generated
question), drawing on several sources and
generating additional related, focused
questions that allow for multiple avenues of
exploration.
8. Gather relevant information from multiple
print and digital sources, using search terms
effectively; assess the credibility and
accuracy of each source; and quote or
paraphrase the data and conclusions of others
while avoiding plagiarism and following a
standard format for citation.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to
literature (e.g., “Analyze how a modern
work of fiction draws on themes,
patterns of events, or character types
from myths, traditional stories, or
religious works such as the Bible,
including describing how the material is
rendered new”).
b. Apply grade 8 Reading standards to
literary nonfiction (e.g., “Delineate and
evaluate the argument and specific
claims in a text, assessing whether the
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials).
CCSS focuses on questioning techniques.
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials).
CCSS stresses the use of the research process.
3.03 Evaluate and create arguments that persuade by:
noting and/or developing a controlling idea that
makes a clear and knowledgeable judgment.
arranging details, reasons, and examples effectively
and persuasively.
recognizing and/or creating an organizing structure
appropriate to purpose, audience, and context.
CCSS specifies using evidence from texts to support
analysis, reflection, and research.
18
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
reasoning is sound and the evidence is
relevant and sufficient; recognize when
irrelevant evidence is introduced”).
19
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Research to Build and Present Knowledge
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
New expectation in CCSS – emphasizes writing
extensively for short periods of time and long
periods of time.
CCSS refers to the text complexity band
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-specific tasks, purposes, and
audiences.
20
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Comprehension and Collaboration
Speaking and Listening Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having
read or researched material under study;
explicitly draw on that preparation by
referring to evidence on the topic, text,
or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions
and decision-making, track progress
toward specific goals and deadlines, and
define individual roles as needed.
c. Pose questions that connect the ideas of
several speakers and respond to others’
questions and comments with relevant
evidence, observations, and ideas.
d. Acknowledge new information
expressed by others, and, when
warranted, qualify or justify their own
views in light of the evidence presented.
2. Analyze the purpose of information
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate
the motives (e.g., social, commercial,
1.03 Interact in group activities and/or seminars in
which the student:
shares personal reactions to questions raised.
gives reasons and cites examples form text in
support of expressed opinions.
clarifies, illustrates, or expands on a response
when asked to do so, and asks classmates for
similar expansion.
CCSS provides specifics relating collaborative
discussion procedures.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
leading small group discussions.
4.01 Analyze the purpose of the author or creator and
the impact of that purpose by:
monitoring comprehension for understanding of
what is read, heard, and/or viewed.
21
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
political) behind its presentation.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
evaluating any bias, apparent or hidden messages,
emotional factors, and/or propaganda techniques.
evaluating the underlying assumptions of the
author/creator.
evaluating the effects of author's craft on the
reader/viewer/listener.
22
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Presentation of Knowledge and Ideas
Speaking and Listening Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
4. Present claims and findings, emphasizing
salient points in a focused, coherent manner
with relevant evidence, sound valid
reasoning, and well-chosen details; use
appropriate eye contact, adequate volume,
and clear pronunciation.
3.03 Evaluate and create arguments that persuade by:
understanding the importance of the engagement of
audience by
establishing a context, creating a persona, and
otherwise developing interest.
noting and/or developing a controlling idea that
makes a clear and knowledgeable judgment.
arranging details, reasons, and examples effectively
and persuasively.
anticipating and addressing reader/listener concerns
and counterarguments.
recognizing and/or creating an organizing structure
appropriate to purpose, audience, and context.
CCSS emphasizes the qualities of effective public
speaking.
5. Integrate multimedia and visual displays
into presentations to clarify information,
strengthen claims and evidence, and add
interest.
2.02 Use multiple sources of print and non-print
information to explore and create research products in
both written and presentational forms.
23
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Conventions of Standard English
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
1. Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
a. Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in particular
sentences.
b. Form and use verbs in the active and
passive voice.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood.
d. Recognize and correct inappropriate
shifts in verb voice and mood.*
2. Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash)
to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
6.01 Model an understanding of conventional written
and spoken expression by:
using subject-verb agreement and verb tense that
are appropriate for the meaning of the sentence
Comments
6.01 Model an understanding of conventional written
and spoken expression.
6.02 Continue to identify and edit errors in spoken and
written English by:
using correct spelling of words, appropriate in
difficulty for eight graders and refining mastery of
an individualized list of commonly misspelled
words.
producing final drafts/ presentations that
demonstrate accurate spelling and the correct use of
punctuation, capitalization, and format.
24
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Knowledge of Language
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
Use verbs in the active and passive voice and
in the conditional and subjunctive mood to
achieve particular effects (e.g., emphasizing
the actor or the action; expressing
uncertainty or describing a state contrary to
fact).
6.01 Model an understanding of conventional written
and spoken expression by:
applying language conventions and usage during
oral presentations.
CCSS includes voice (passive and active) and mood
(subjunctive and conditional).
25
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Grade 8
Cluster
Vocabulary Acquisition and Use
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
4. Determine or clarify the meaning of
unknown and multiple-meaning words or
phrases based on grade 8 reading and
content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of
a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the
meaning of a word (e.g., precede,
recede, secede).
c. Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech.
d. Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary).
5. Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g. verbal
irony, puns) in context.
6.01 Model an understanding of conventional written
and spoken expression by:
determining the meaning of unfamiliar vocabulary
words using context clues, a dictionary, a glossary,
a thesaurus, and/or structural analysis (root,
prefixes, suffixes) of words.
extending vocabulary knowledge by learning and
using new words.
CCSS provides more specificity.
6.01 Model an understanding of conventional written
and spoken expression by:
applying the parts of speech to clarify language
usage.
CCSS provides more specificity.
26
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these tools
to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
b.
c.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
Use the relationship between particular
words to better understand each of the
words.
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent,
resolute).
6. Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
New expectation in CCSS.
27