8R1 R.8.1 8.RI.1 RI.8.1 ELAGSE8RI1 RI.8.1 8.RI.KID.1 8.10* FIG.19.D* CC.1.2.8.B      E08.B-K.1.1.1 8.RC.3.RF 8.T.T.2.a

Inferences in Informational Texts 8th Grade

Arizona Academic Standards: 8.RI.1 Common Core State Standards: Literacy.RI.8.1 Georgia Math and ELA Standards: ELAGSE8RI1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Massachusetts Curriculum Frameworks: RI.8.1
Cite the textual evidence that most strongly supports an analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 8 Writing Standard 8 for more on quoting and paraphrasing.)
Tennessee Academic Standards: 8.RI.KID.1
Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.
Texas Essential Knowledge and Skills (TEKS): 8.10*
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
Texas Essential Knowledge and Skills (TEKS): FIG.19.D*
make complex inferences about text and use textual evidence to support understanding
Pennsylvania Core Standards: CC.1.2.8.B
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly,as well as inferences, conclusions, and/or generalizations drawn from the text.
Pennsylvania Core Standards: E08.B-K.1.1.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
Arkansas Academic Standards: 8.RC.3.RF
Cite text evidence that most strongly supports an analysis of what a text states, using background knowledge to justify inferences drawn from the text.
Georgia Math and ELA Standards: 8.T.T.2.a
Analyze the development of expository techniques used to present and design content, including multiple main ideas, facts, statistics, key details, information from text features, and a sense of closure. (I)

Inferences in Informational Texts

Arizona Academic Standards: 8.RI.1

Common Core State Standards: Literacy.RI.8.1

Georgia Math and ELA Standards: ELAGSE8RI1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Massachusetts Curriculum Frameworks: RI.8.1

Cite the textual evidence that most strongly supports an analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 8 Writing Standard 8 for more on quoting and paraphrasing.)

Tennessee Academic Standards: 8.RI.KID.1

Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

Texas Essential Knowledge and Skills (TEKS): 8.10*

Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

Texas Essential Knowledge and Skills (TEKS): FIG.19.D*

make complex inferences about text and use textual evidence to support understanding

Pennsylvania Core Standards: CC.1.2.8.B

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly,as well as inferences, conclusions, and/or generalizations drawn from the text.

Pennsylvania Core Standards: E08.B-K.1.1.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.

Arkansas Academic Standards: 8.RC.3.RF

Cite text evidence that most strongly supports an analysis of what a text states, using background knowledge to justify inferences drawn from the text.

Georgia Math and ELA Standards: 8.T.T.2.a

Analyze the development of expository techniques used to present and design content, including multiple main ideas, facts, statistics, key details, information from text features, and a sense of closure. (I)

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