Grade 08 ELA - Standard: CC.1.5.8.E
Grade 08 ELA - Standard: CC.1.5.8.E
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
8th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- Identify a variety of contexts for a speaker to communicate information.
- Identify a variety of tasks for a speaker to communicate information.
- Explain the relationship among the purpose, audience, and speech of a presenter to communicate information.
- Make observations and identify patterns of different speakers adapting speech to fit a variety of contexts and tasks.
- Evaluate the appropriateness of speech used to communicate information in a variety of contexts and tasks.
- Explain and recognize how a speaker’s speech changes depending on both the context and tasks being discussed.
Answer Key/Rubric
- Student identifies a variety of contexts for a speaker to communicate information. Context is the place and purpose a speaker communicates information. Examples include, but are not limited to; in class, small, or large group discussions; a speech to a community group; or a job interview.
- Student identifies a variety of tasks for a speaker to communicate information. Examples of tasks include, but are not limited to, class discussions, debates, formal speeches, or video chats.
- Student explains the relationship among the purpose, audience and speech of a presenter to communicate information. The student explains how the language and method of delivery are related to a speaker’s task and audience. For example, a speech to a city council to convince members to vote for a particular measure would include formal and persuasive language.
- Student observes and identifies patterns of different speakers adapting speech to fit a variety of contexts and tasks. The student identifies changes to a speaker’s language, tone, and mode of delivery depending on a variety of contexts and tasks.
- Student evaluates the appropriateness of speech used to communicate information in a variety of contexts and tasks. Effective speech is identified as displaying a logical relationship among the purpose, audience, and speech of a presenter.
- Student explains and recognizes changes to a speaker’s speech in relation to both the context and task being discussed. The student explains a speaker’s motives for changing their language, tone, and mode of delivery depending on a variety of contexts and tasks. The explanation acknowledges the relationship among the purpose, audience, and speech of a presenter as reasons for the adaptations.
