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Evidence statements then specify what student responses must include to meet the standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of evidence are expected for RL 1 in Reading Literature?",{"text":117,"@type":113},"Students must provide textual evidence that most strongly supports analysis of what the text says explicitly and/or inferences drawn from the text.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the Reading Information section differ from Reading Literature?",{"text":121,"@type":113},"Reading Information focuses on comprehension of complex informational texts and includes RI, RST, and RH standards, with evidence statements tied to analysis and summaries of informational, science/technical, and primary/secondary texts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},537074,1791732431,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| Grade: 8 |  |  |\n| --- | --- | --- |\n| Claim: Reading Literature: Students read and demonstrate comprehension of grade-level complex literary text. |  |  |\n| Items designed to measure this claim may address the standards and evidences listed below: |  |  |\n| Standards: | Evidences to be measured on the Assessment The student’s response: |  |\n| RL 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. | • Provides textual evidence that most strongly supports analysis of what the text says explicitly and/or inferences drawn from the text. (1) |  |\n| RL 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. | • Provides a statement of a theme or central idea of a text, based on textual evidence. (1)\u003Cbr>• Provides an analysis of the development of the theme or central idea over the course of the text. (2)\u003Cbr>• Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. (3)\u003Cbr>• Provides an objective summary of a text. (4) |  |\n| RL 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. | • Provides an analysis of how particular lines of dialogue or incidents in a story or drama propel the action. (1)\u003Cbr>• Provides an analysis of how particular lines of dialogue or incidents in a story or drama provoke a decision. (2)\u003Cbr>• Provides an analysis of how particular lines of dialogue or incidents in a story or drama reveal aspects of a character. (3) |  |\n| RL 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. | • Provides a comparison and contrast of the structure of two or more texts.(1)\u003Cbr>• Provides an analysis of how the differing structure of each text contributes to its meaning and style. (2) |  |\n| RL 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. | • Provides an analysis of how one or more differences in the points of view of the characters and the audience and/or reader (e.g. through the use of dramatic irony) create such effects as suspense or humor. (1) |  |\n| RL 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. | • Provides an analysis of the extent to which a filmed production of a story or drama stays faithful to or departs from the text or script, including an evaluation of the choices made by the director or actors. (1) |  |\n| RL 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. | • Provides an analysis of how a modern work of fiction draws on themes, patterns of events, and/or character types, including describing how the material is rendered new. (1) |  |\n\n\n| Grade: 8 |  |  |\n| --- | --- | --- |\n| Claim: Reading Information: Students read and demonstrate comprehension of grade-level complex informational texts. |  |  |\n| Items designed to measure this claim may address the standards and evidences listed below: |  |  |\n| Standards: | Evidences to be measured on the Assessment The student’s response: |  |\n| RI 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.\u003Cbr>RST 1: Cite specific textual evidence to support analysis of science and technical texts.\u003Cbr>RH 1: Cite specific textual evidence to support anal","cbCaia4JaNnnupFn","https://ap.wps.com/l/cbCaia4JaNnnupFn","pdf",297687,"English","# Reading Literature: Claim and Evidence Statements\n## RL 1 - Citing textual evidence\n## RL 2 - Theme or central idea analysis\n## RL 3 - Dialogue/incidents propel action\n## RL 5 - Compare and contrast text structures\n## RL 6 - Points of view effects\n## RL 7 - Faithfulness of filmed/live productions\n## RL 9 - Modern fiction and myths/traditional stories\n# Reading Information: Claim and Evidence Statements\n## RI 1/RST 1/RH 1 - Textual evidence for analysis","[{\"question\":\"What claim does the document define for Reading Literature in Grade 8?\",\"answer\":\"Students read and demonstrate comprehension of grade-level complex literary text. Evidence statements then specify what student responses must include to meet the standards.\"},{\"question\":\"What kinds of evidence are expected for RL 1 in Reading Literature?\",\"answer\":\"Students must provide textual evidence that most strongly supports analysis of what the text says explicitly and/or inferences drawn from the text.\"},{\"question\":\"How does the Reading Information section differ from Reading Literature?\",\"answer\":\"Reading Information focuses on comprehension of complex informational texts and includes RI, RST, and RH standards, with evidence statements tied to analysis and summaries of informational, science/technical, and primary/secondary texts.\"}]","Grade 8 ELA Evidence Statements | PDF",1791603892]