Common Core: 8th Grade English Language Arts : Reading
Study concepts, example questions & explanations for Common Core: 8th Grade English Language Arts
All Common Core: 8th Grade English Language Arts Resources
Example Questions
Example Question #3 : Integration Of Knowledge And Ideas
Passage 1:
Encouraging the participation of video games in children and teenagers is a dangerous practice. These video games are often violent and thus promote violence in everyday life. Such games have also been shown to encourage violence and anger problems in those already inclined toward violence. At an age at which it is important to foster cooperation among classmates and build friendships, the isolation that comes with excessive gaming makes students more likely to enter conflicts with other students and harms their ability to socialize.
Video games have also been shown to be addictive. This trait makes gaming all the more dangerous, as an exclusive focus on any one hobby can leave children without a well-rounded set of interests and skills. Those playing video games would benefit from other extracurriculars, such as arts or athletics. When children spend all their time playing video games, that leaves less time for more-productive tasks like joining a sport, learning to play an instrument, or picking up other more beneficial hobbies. Parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.
Passage 2:
Video games are often (and unfairly) blamed for negatively impacting children, but in reality, they offer many benefits to those who choose “gaming” as a hobby. Studies show that children who play video games improve their motor skills, reasoning ability, and creative problem-solving when they do so. Additionally, evidence shows us that many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks. Some have even linked these higher-order thinking skills to career success down the road.
People who would villainize gaming claim that violent games make kids more violent. However, there is little, if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life. In fact, many report that they find playing such games to be stress-relieving, and say that these activities positively impact their mood.
While it is important to limit kids’ daily consumption of any hobby, video games can be a great way to encourage their creative problem solving, leadership, and other valuable life skills!
Who would be most likely to agree with the following statement?
If video games designed for children feature characters consuming healthy, nutritious snacks, children observing and interacting with these games will be encouraged to eat healthier.
The authors of both passages would agree with this claim
The author of passage one would agree with this claim, but the author of passage two would disagree
The author of passage two would agree with this claim, but the author of passage one would disagree
The authors of both passages would disagree with this claim
The author of passage one would agree with this claim, but the author of passage two would disagree
Here, the author of passage one uses the claim that video games cause children to be more prone to violence in the real world to advocate that children should not be playing such games. The author of passage two refutes this claim from critics (like the author of passage one) by saying that “there is little, if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life.” So, the author of passage one would likely agree that consuming healthy snacks in a game could encourage children to do so in real life, while the author of passage two does not agree that a child taking an action in the simulated “world” of the game would have any impact on that child’s tendencies in the real world.
Example Question #2 : Reading To Compare And Contrast Texts
Passage 1:
Encouraging the participation of video games in children and teenagers is a dangerous practice. These video games are often violent and thus promote violence in everyday life. Such games have also been shown to encourage violence and anger problems in those already inclined toward violence. At an age at which it is important to foster cooperation among classmates and build friendships, the isolation that comes with excessive gaming makes students more likely to enter conflicts with other students and harms their ability to socialize.
Video games have also been shown to be addictive. This trait makes gaming all the more dangerous, as an exclusive focus on any one hobby can leave children without a well-rounded set of interests and skills. Those playing video games would benefit from other extracurriculars, such as arts or athletics. When children spend all their time playing video games, that leaves less time for more-productive tasks like joining a sport, learning to play an instrument, or picking up other more beneficial hobbies. Parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.
Passage 2:
Video games are often (and unfairly) blamed for negatively impacting children, but in reality, they offer many benefits to those who choose “gaming” as a hobby. Studies show that children who play video games improve their motor skills, reasoning ability, and creative problem-solving when they do so. Additionally, evidence shows us that many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks. Some have even linked these higher-order thinking skills to career success down the road.
People who would villainize gaming claim that violent games make kids more violent. However, there is little, if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life. In fact, many report that they find playing such games to be stress-relieving, and say that these activities positively impact their mood.
While it is important to limit kids’ daily consumption of any hobby, video games can be a great way to encourage their creative problem solving, leadership, and other valuable life skills!
In paragraph two, the author of passage one makes the following statement:
“Parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.”
Which excerpt from passage two provides the best counterargument to that claim?
People who would villainize gaming claim that violent games make kids more violent
Video games are sometimes unfairly blamed for negatively impacting children
It is important to limit kids’ daily consumption of any hobby
Many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks
There is little if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life
Many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks
In this question, we want something that specifically counters the idea that children should not play video games and should instead focus on “more constructive” hobbies. The correct choice counters this claim by showing that video games can be constructive hobbies. While our other answer choices are all claims made by the author of passage two, only the correct choice specifically addresses a potential flaw in the author of passage one’s argument.
Example Question #3 : Reading To Compare And Contrast Texts
Passage 1:
Encouraging the participation of video games in children and teenagers is a dangerous practice. These video games are often violent and thus promote violence in everyday life. Such games have also been shown to encourage violence and anger problems in those already inclined toward violence. At an age at which it is important to foster cooperation among classmates and build friendships, the isolation that comes with excessive gaming makes students more likely to enter conflicts with other students and harms their ability to socialize.
Video games have also been shown to be addictive. This trait makes gaming all the more dangerous, as an exclusive focus on any one hobby can leave children without a well-rounded set of interests and skills. Those playing video games would benefit from other extracurriculars, such as arts or athletics. When children spend all their time playing video games, that leaves less time for more-productive tasks like joining a sport, learning to play an instrument, or picking up other more beneficial hobbies. Parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.
Passage 2:
Video games are often (and unfairly) blamed for negatively impacting children, but in reality, they offer many benefits to those who choose “gaming” as a hobby. Studies show that children who play video games improve their motor skills, reasoning ability, and creative problem-solving when they do so. Additionally, evidence shows us that many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks. Some have even linked these higher-order thinking skills to career success down the road.
People who would villainize gaming claim that violent games make kids more violent. However, there is little, if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life. In fact, many report that they find playing such games to be stress-relieving, and say that these activities positively impact their mood.
While it is important to limit kids’ daily consumption of any hobby, video games can be a great way to encourage their creative problem solving, leadership, and other valuable life skills!
Which of the following statements would the authors of both passages be most likely to agree on?
Violent video games should only be accessible to older children
Any hobby, in excess, can be a bad thing
Preparing children for success in jobs down the road is the most important consideration when encouraging them to pursue a hobby
Sports and arts are more valuable hobbies than video games are
Video games are the only way children can build motor functions
Any hobby, in excess, can be a bad thing
Both authors cite direct evidence supporting the idea that too much of any hobby can be a bad thing. In paragraph one, the author of passage one says that “exclusive focus on any one hobby can leave children without a well-rounded set of growing skills,” and in paragraph three of passage two, the author notes that “it is important to limit kids’ daily consumption of any hobby.” So, we can see that both authors agree that too much focus on any one hobby can be a bad thing for children. Several of our incorrect answer choices feature arguments that only one of the two authors might side with, or extreme language lie “most” and “only,” which take the answer choices too far.
Example Question #4 : Reading To Compare And Contrast Texts
Passage 1:
Encouraging the participation of video games in children and teenagers is a dangerous practice. These video games are often violent and thus promote violence in everyday life. Such games have also been shown to encourage violence and anger problems in those already inclined toward violence. At an age at which it is important to foster cooperation among classmates and build friendships, the isolation that comes with excessive gaming makes students more likely to enter conflicts with other students and harms their ability to socialize.
Video games have also been shown to be addictive. This trait makes gaming all the more dangerous, as an exclusive focus on any one hobby can leave children without a well-rounded set of interests and skills. Those playing video games would benefit from other extracurriculars, such as arts or athletics. When children spend all their time playing video games, that leaves less time for more-productive tasks like joining a sport, learning to play an instrument, or picking up other more beneficial hobbies. Parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.
Passage 2:
Video games are often (and unfairly) blamed for negatively impacting children, but in reality, they offer many benefits to those who choose “gaming” as a hobby. Studies show that children who play video games improve their motor skills, reasoning ability, and creative problem-solving when they do so. Additionally, evidence shows us that many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks. Some have even linked these higher-order thinking skills to career success down the road.
People who would villainize gaming claim that violent games make kids more violent. However, there is little, if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life. In fact, many report that they find playing such games to be stress-relieving, and say that these activities positively impact their mood.
While it is important to limit kids’ daily consumption of any hobby, video games can be a great way to encourage their creative problem solving, leadership, and other valuable life skills!
The authors of both passages would be most likely to describe video games as
positively impactful
appealing to children
better than sports
harmful to social growth
universally violent
appealing to children
Here, we want to find the commonality behind what both authors consider to be true of video games. While some of our answers align with one author’s opinion but contrast the other, only “appealing to children” addresses an opinion held by both authors. Both authors provide the support that children enjoy video games and find them appealing, though one considers this to be a primarily positive attribute, while the other considers this trait primarily negative and dangerous.
Example Question #5 : Reading To Compare And Contrast Texts
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career-driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and high school-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of more valuable core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
Which of the following most clearly expresses what each of the three authors disagrees about?
At what point children should start thinking about their future careers
Whether art is a topic worthy of students’ attention
Whether elective courses should be used purely for hobbies or for practical use
Whether STEM jobs are important to the community
What should be prioritized in classroom learning
What should be prioritized in classroom learning
While some of the other answer options are addressed in one of the passages, or perhaps even two, the only thing we know all three authors disagree - to at least some extent - about is what schools should prioritize in classroom learning. Each of the three authors has a distinctly different perspective on what needs to be further prioritized in classroom learning and, where applicable, in elective classes in particular.
Passage 1’s author believes that “whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.”
Passage 2’s author thinks that “it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics.”
Passage 3’s author believes that “Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material.”
So, we know that each author has a different perspective on what schools should emphasize in elective courses, and the role such courses should play in schooling as a whole.
Example Question #6 : Reading To Compare And Contrast Texts
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career-driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and high school-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of more valuable core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
Which author would be most likely to agree with the following statement?
“Children are under enough pressure as it is. Asking children to commit their “elective” time to stressful tasks that might not be helpful to them until their adult lives is unreasonable and counterproductive.”
The author of Passage 3
All authors would disagree with this statement
The author of Passage 2
The author of Passage 1
All authors would agree with this statement
The author of Passage 1
The authors of Passages 2 and 3 both cite practical, future-driven reasons why classes, even elective classes, should be focused on skills that will become useful for students as they grow up and seek out jobs/care for themselves. The author of Passage 1 contrasts this view specifically, by citing that “elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.” So, the author of Passage 1 believes the ideal role of electives is to provide a break and an opportunity to pursue personal interests, not to set students up for future career success or practical life skills.
Example Question #7 : Reading To Compare And Contrast Texts
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career-driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and high school-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of more valuable core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
Which of the following excerpts from Passages 2 & 3 would the author of Passage 1 be most likely to disagree with?
It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Most students will not grow up to be artists or to use the Pythagorean Theorem in their day-to-day lives.
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates.
If we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
Emphasis on elective classes must come at the direct expense of more valuable core material.
Emphasis on elective classes must come at the direct expense of more valuable core material.
While there are some components the authors might likely agree on, only one of our options represents a clear point of disagreement. While the author of passage 3 claims that “emphasis on elective classes must come at the direct expense of more valuable core material,” the author of Passage 1 clearly sees value in elective courses, and would not entirely agree that core courses represent “more valuable” time spent. In fact, the author of Passage 1 argues that taking time to reinforce creative skills and relieve stress is also an essential part of a child’s school day, and should be accomplished through the use of electives.
Example Question #101 : Reading
Passage 1:
School-age children are filled with curiosity and seek to discover new and exciting things every day! So, it is silly to assume that a child would not appreciate the faraway places and times of classics by Mark Twain, Charles Dickens, and Shakespeare. Regardless of the child’s age, if he or she can break down the structure of Shakespeare’s sonnets or the satire of Dickens’s episodics, there is no reason such a child should have to wait until the later part of his or her schooling to enjoy such works. In fact, limiting younger children to writing consisting only of relatable elementary- and middle-school topics such as going to school, overcoming bullying, and growing up only acts to stifle the curiosity that could otherwise be strengthened by the wonder of classic literature.
Passage 2:
There is no simpler way to drive children away from reading than to fill their arms and their reading lists with dense, boring novels full of language and topics they find unrelatable and difficult to understand. Allow a child to find his love for reading through books that he can relate to and he will hold onto that appreciation of reading for a lifetime. Force him to know only difficult constructions and dated language when he reads, and you’ll be sure to chase him away from the hobby entirely! By allowing children to read about what they find interesting, or what they can relate to, whether it’s the common challenges faced making friends in school or the wonder of talking animals and superheroes, you build the foundation for a love of reading that will eventually make its way to the classic literature adult readers have come to embrace.
Which of the following would the authors of both passages be likely to agree on?
Reading is a valuable hobby worthy of children’s time
Children are only interested in reading about topics such as school and growing up
Shakespearean work is dated and should no longer be considered classic literature
Only adult readers can truly appreciate complex works such as Mark Twain and Charles Dickens
Giving children books about talking animals and superheroes gives them unrealistic expectations about life
Reading is a valuable hobby worthy of children’s time
Here, we’re looking for something both authors agree upon. It’s clear from the passages that both authors agree that reading is an important and worthwhile hobby for children. The point the authors disagree on is how to best keep children interested in reading. Several of our wrong answers either represent one point of view, but not the other, or take a detail present in one of the passages way too far to create a point of view that is unrealistic for either author. (Does either author really think children will believe the talking animals and superheroes are true stories?)
Example Question #102 : Reading
Passage 1:
School-age children are filled with curiosity and seek to discover new and exciting things every day! So, it is silly to assume that a child would not appreciate the faraway places and times of classics by Mark Twain, Charles Dickens, and Shakespeare. Regardless of the child’s age, if he or she can break down the structure of Shakespeare’s sonnets or the satire of Dickens’s episodics, there is no reason such a child should have to wait until the later part of his or her schooling to enjoy such works. In fact, limiting younger children to writing consisting only of relatable elementary- and middle-school topics such as going to school, overcoming bullying, and growing up only acts to stifle the curiosity that could otherwise be strengthened by the wonder of classic literature.
Passage 2:
There is no simpler way to drive children away from reading than to fill their arms and their reading lists with dense, boring novels full of language and topics they find unrelatable and difficult to understand. Allow a child to find his love for reading through books that he can relate to and he will hold onto that appreciation of reading for a lifetime. Force him to know only difficult constructions and dated language when he reads, and you’ll be sure to chase him away from the hobby entirely! By allowing children to read about what they find interesting, or what they can relate to, whether it’s the common challenges faced making friends in school or the wonder of talking animals and superheroes, you build the foundation for a love of reading that will eventually make its way to the classic literature adult readers have come to embrace.
Which of the following represents the point the authors of Passages 1 & 2 disagree about?
The author of Passage 1 believes that Mark Twain is the most important author of his time, but the author of Passage 2 prefers the works of Shel Silverstein
The author of Passage 1 believes that children learn to love reading when they read about topics they know and experience, but the author of Passage 2 believes that only classic literature can truly grow this interest
The author of Passage 1 believes that children would benefit from reading classic literature designed for adults, but the author of Passage 2 believes that the novels children read should be designed with their age and interests in mind
The author of Passage 1 would consider comic books a valuable read for children, but the author of Passage 2 would find such literature wasteful
The author of Passage 1 believes that children would prefer reading Shakespeare to Charlotte’s Web, but the author of Passage 2 believes that old literature is no longer relevant
The author of Passage 1 believes that children would benefit from reading classic literature designed for adults, but the author of Passage 2 believes that the novels children read should be designed with their age and interests in mind
If we summarize the points made by each author, we can see that the author of Passage 1 thinks that children would find value in reading classic novels, and that they should be encouraged to do so. The author of Passage 2 on the other hand, thinks that children will be encouraged to read if they are given books written specifically with their interests and daily lives in mind, they will be more likely to want to continue to read. This aligns perfectly with: “The author of Passage 1 believes that children would benefit from reading classic literature designed for adults, but the author of Passage 2 believes that the novels children read should be designed with their age and interests in mind.” Here, our wrong answers either take too far an extreme, or present the correct opinion from the wrong point of view/passage, as we see with: “The author of Passage 1 believes that children learn to love reading when they read about topics they know and experience, but the author of Passage 2 believes that only classic literature can truly grow this interest.”
Example Question #103 : Reading
Passage 1:
School-age children are filled with curiosity and seek to discover new and exciting things every day! So, it is silly to assume that a child would not appreciate the faraway places and times of classics by Mark Twain, Charles Dickens, and Shakespeare. Regardless of the child’s age, if he or she can break down the structure of Shakespeare’s sonnets or the satire of Dickens’s episodics, there is no reason such a child should have to wait until the later part of his or her schooling to enjoy such works. In fact, limiting younger children to writing consisting only of relatable elementary- and middle-school topics such as going to school, overcoming bullying, and growing up only acts to stifle the curiosity that could otherwise be strengthened by the wonder of classic literature.
Passage 2:
There is no simpler way to drive children away from reading than to fill their arms and their reading lists with dense, boring novels full of language and topics they find unrelatable and difficult to understand. Allow a child to find his love for reading through books that he can relate to and he will hold onto that appreciation of reading for a lifetime. Force him to know only difficult constructions and dated language when he reads, and you’ll be sure to chase him away from the hobby entirely! By allowing children to read about what they find interesting, or what they can relate to, whether it’s the common challenges faced making friends in school or the wonder of talking animals and superheroes, you build the foundation for a love of reading that will eventually make its way to the classic literature adult readers have come to embrace.
Which point of view would the following piece of evidence be most likely to support?
When asked about the inspiration for their work, many adults working in the field of literature cite classic novels such as The Great Gatsby and Wuthering Heights as the novels that gained their interest in literature at a young age.
The author of Passage 1, but not the author of Passage 2
This evidence refutes the arguments of both authors
The author of Passage 2, but not the author of Passage 1
This evidence supports the arguments of both authors
The author of Passage 1, but not the author of Passage 2
We can see that the author of Passage 1 thinks that allowing and encouraging children to read classic novels at a young age will inspire them to continue to enjoy reading and literature as a whole. The author of Passage 2, on the other hand, thinks that “There is no simpler way to drive children away from reading than to fill their arms and their reading lists with dense, boring novels full of language and topics they find unrelatable and difficult to understand.” So, The author of Passage 1, but not the author of Passage 2” would be supported by this piece of evidence.
All Common Core: 8th Grade English Language Arts Resources
