Grade 8 - English Language Arts (K & E)

English Language Arts

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

Students will listen, speak, read, write, view and represent to manage ideas and information.

Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Discover and explore

Clarify and extend

Use strategies and cues

Respond to texts

Create original texts

Plan and focus

Select and process

Organize, record and evaluate

Share and review

Enhance and improve

Attend to conventions

Present and share

Respect themselves and others and strengthen community

Work within a group

Express ideas and develop understanding

Experiment with language and forms

Express preferences

Set goals

Consider the ideas of others

Combine ideas

Extend understanding

Use prior knowledge

Use comprehension strategies

Use textual cues

Use phonics and structural analysis

Use references

Experience various texts

Construct meaning from texts

Appreciate the artistry of texts

Understand forms and genres

Understand techniques and elements

Experiment with language

Generate ideas

Elaborate on the expression of ideas

Structure texts

Focus attention

Determine information needs

Plan to gather information

Use a variety of sources

Access information

Evaluate sources

Organize information

Record information

Evaluate information

Share ideas and information

Review research process

Appraise their own and others' work

Revise and edit

Enhance legibility

Expand knowledge of language

Enhance artistry

Attend to grammar and usage

Attend to spelling

Attend to capitalization and punctuation

Present information

Enhance presentation

Use effective oral and visual communication

Demonstrate attentive listening and viewing

Appreciate diversity

Relate texts to culture

Use language to show respect

Cooperate with others

Work in groups

Evaluate group process

extend and revise their understanding of ideas and information by connecting new and prior knowledge and personal experiences

extend and revise their understanding of ideas and information by exploring a variety of print and nonprint texts on related topics and themes

extend their understanding by taking different points of view when reviewing and reflecting on print and nonprint texts

experiment with language, form, structure and images to create different effects, considering purpose and audience

examine ways that language and forms influence the development and communication of ideas, information and experiences in print and nonprint texts; e.g., read a novel, view a film adaptation and compare the development and communication of the story

experiment with language to enhance language development; e.g., use new vocabulary, vary sentence structure and use figurative language

extend experiences by exploring and assessing a variety of print and nonprint texts, based on personal preferences and recommendations from others

identify and explain the reasons for their personal preferences; e.g., genres, artists, storytellers, filmmakers and authors

apply self-evaluation and other strategies and tools, e.g., checklists and inventories, to identify language strengths and weaknesses and develop personal language learning goals

create a language learning plan to meet attainable secondary, post-secondary and career goals and include a record/collection of achievements and goals; e.g., career portfolio

investigate career-related language skills using self-evaluation and other strategies to identify attainable career opportunities; e.g., Alberta Learning Information Service (ALIS) Web site, National Occupation Classification (NOC)

review and revise their language learning plan design to extend language growth

acknowledge the value of, and respond constructively to, the ideas and opinions of others when exploring and extending their personal interpretation and perspectives

assess and revise their personal opinions and ideas, based on alternative opinions and ideas

exchange ideas and opinions to clarify understanding and to broaden their personal perspectives

examine and re-examine ideas, information and experiences from different points of view to find patterns and relationships

synthesize information from a variety of sources to extend understanding and perspective

identify the purpose, message and intended audience of a communication and verify understanding

apply metacognition and other strategies to share, examine and re-examine points of view, opinions, experiences, perspectives and interpretations through discussion or by using various communication technologies; e.g., telephone, e-mail

use a variety of strategies to examine, clarify and assess understanding; e.g., discuss, review, reread and reflect

revise their initial understandings, points of view and responses, based on new ideas, information and feedback

connect new ideas and information to prior knowledge to enhance their understanding of print and nonprint texts

use their knowledge of text creators, forms and genres, developed during previous experiences, to direct and extend experiences with print and nonprint texts

recognize that an interpretation of the same text may vary based on prior knowledge and individual experience

apply appropriate reading strategies to enhance understanding; e.g., skim, read out loud, form questions, make predictions, reread and read slowly)

apply a variety of vocabulary strategies, e.g., word attack skills, context clues and dictionary skills, to enhance their comprehension of oral, print and multimedia texts

identify vocabulary specific to a topic to enhance understanding

paraphrase directions or key messages from various sources, e.g., oral directions, assignments, manuals, diagrams, forms, lists, labels and workbooks, to enhance and verify their understanding of tasks

use metacognition and a variety of other strategies to identify and remember main ideas and relevant information in print and nonprint texts; e.g., concept map, mental rehearsal, paraphrase, question and take notes

identify and examine the appropriate communication strategies used to convey intent such as verbal/ nonverbal mood indicators; e.g., use of lighting, camera angle, irony, sarcasm, gestures, volume and tone

identify a speaker's nonverbal communication strategies to increase understanding; e.g., posture, eye contact, facial expression and gestures

use a variety of textual cues to enhance understanding; e.g., indexes, tables of contents, chapters, bolded words/phrases, charts, glossaries, graphics and bullets

use visual and textual cues and structural features to enhance their comprehension of a variety of everyday print and nonprint texts and to read and view with purpose; e.g., newspapers, magazines, instruction manuals, advertisements, schedules and Web sites

identify and use a variety of cues to enhance their understanding of nonprint texts; e.g., colour, setting, shape, movement, lighting, camera angle and size of images

apply their knowledge of phonics, sight vocabulary and context cues to enhance vocabulary development and spelling

select and apply effective strategies to build on their strengths or address areas for improvement; e.g., context clues, dictionary use, spelling/vocabulary computer software and personal glossary

skim and scan reference materials to confirm spelling, locate meaning, extend vocabulary, verify usage and address uncertainties; e.g., dictionary, thesaurus, writer's handbook, personal glossary and computer software

explore and experience a range of print and nonprint texts from a variety of cultural traditions and genres; e.g., journals, magazine articles, nature programs, diaries, drama, poetry, mysteries, historical fiction, drawings, prints, photographs, advertisements, Aboriginal oral stories, artifacts, films, essays, electronic and print magazines and realistic fiction

recognize that many interpretations of the same text exist and examine other points of view

consider the historical context when developing points of view or interpretations of texts

justify their point of view and interpretation using evidence from a text

use metacognition and other appropriate strategies, e.g., graphic organizers and technology, to categorize parts of a plot, e.g., introduction, characters, setting, initial incident, rising action, climax, falling action, resolution and main conflict, and recognize their relationships in developing a story

examine how a character changes as a result of an event within a plot by examining elements of character; e.g., personality traits, motivation, relationships, attitudes and values

compare the choices and behaviours of characters portrayed in texts to themselves and others

identify the main message and supporting details from various texts; e.g., short stories, articles, novels, electronic sources, CD-ROMs, television commercials and directions to complete tasks

identify conflict and examine how it develops and may be resolved

define their own interpretation of texts, based on experience, prior knowledge and evidence from the text

differentiate between fact and fiction in media portrayals of everyday life

use a variety of strategies to understand and follow oral directions; e.g., paraphrase, mental maps, take notes

examine the ways that a character can be developed and how character, plot and setting are interconnected, mutually supportive and work together to create mood and tone

recognize and appreciate the use and effectiveness of a variety of techniques, e.g., word choice, camera angle, irony, symbolism, line and framing, in communicating meaning and enhancing the text experience for the audience

Understand forms, elements and techniques

examine how the choice of form and genre in oral, visual and multimedia texts is appropriate to the purpose and audience

identify various forms and genres of oral, print and other media texts and identify the key characteristics of each

examine the effectiveness of different types of forms for presenting ideas and information; e.g., presentations of news through television, radio and newspapers; CDs and music videos

examine how narrative hooks, foreshadowing, flashbacks, suspense and surprise endings contribute to the effectiveness of plot development

identify graphic design techniques, e.g., graphic quality, colour, sound, camera angle, composition, movement and editing, that create and/or manipulate emotion, mood and point of view

examine how sound and image work together to create effects in media texts

summarize the content of media texts and examine the choices made in planning and producing them

explore the creative uses of language and visuals in popular culture, e.g., cartoons, animated films, limericks, advertisements, electronic and print magazines and the Internet, and communicate ways in which imagery and figurative language, e.g., simile, hyperbole and metaphor, convey meaning, tone and mood

take ownership of text creation by selecting a topic, concept or idea that is personally meaningful, engaging and based on personal experience and/or prior knowledge

apply appropriate prewriting strategies to generate ideas and focus a topic; e.g., discussion, brainstorm, webs, outlines, journals, graphic organizers and technology

create oral, print and other media texts related to issues encountered in their own life

use a variety of techniques to communicate meaning and enhance the effectiveness of texts; e.g., colour, shape, composition, suspense, foreshadowing, flashbacks, word choice, gestures, movement, balance, camera angles, framing, irony and symbolism

create a variety of oral, print and other media texts with well-developed, supported and linked ideas and components, including: personal correspondence, e.g., personal letters, e-mail messages, using electronic and other templates as appropriate and descriptive, persuasive, expository and narrative paragraphs

create a variety of texts to examine the connections between form, elements and techniques; e.g., advertisements, brochures, book jackets, plays, poetry, instruction sheets, posters and multimedia presentations

complete actual, or samples of, common home- and work-related forms; e.g., Social Insurance Number (SIN) form, job application form and performance checklists

use metacognition and a variety of other strategies, e.g., discussions, brainstorms and webs, to identify a topic and focus ideas

consider a variety of factors that may influence a topic; e.g., audience, purpose, point of view and form

create categories and questions using who, what, where, when, why and how to guide inquiry and topic development

identify a tentative presentation form appropriate to the audience, purpose and point of view

use note taking, outlining or representing strategies to summarize important ideas and information in oral, print and other media texts

identify and record their prior knowledge related to a topic and determine information gaps

select appropriate information sources for a topic, audience, purpose and form; e.g., library, encyclopedia, community members and Web sites

create a plan to access, gather, record, organize and present information, considering the topic, time, purpose, audience, form, access to technology and other resources and using appropriate strategies; e.g., webs, outlines and discussions

assess and modify their plan as needed

use a variety of oral, print, visual and multimedia information sources appropriate to the inquiry; e.g., textbooks, encyclopedias, graphs, oral stories, artifacts, diagrams, posters, pictures, films, community members, databases, CD-ROMs and the Internet

access information using a variety of tools and text features; e.g., headings, bolding, summaries, key words, electronic searches, visual and sound effects, page layouts, font styles and sizes

scan and/or skim to locate specific information quickly, using textual cues and other strategies

distinguish between fact and opinion in information

record key ideas and information using appropriate strategies; e.g., take notes and use technology

select appropriate technologies for gathering, generating and recording information and other materials to create a product

use pre-established criteria to assess whether sources of information are credible, factual, current and appropriate to the purpose, audience and form of presentation

select alternate information sources as appropriate

organize ideas and information, logically and creatively, using categories, questions, sequence and technology, as appropriate

integrate ideas and information using their prior knowledge and new information and ideas

make notes in point form, summarizing main ideas and supporting details, using appropriate strategies; e.g., headings, subheadings, key words, supporting details and phrases and graphic organizers

record information accurately and completely, in a consistent and appropriate style, using quotations and citing sources within footnotes and using word processing software when appropriate

use appropriate keyboarding techniques, e.g., proper fingering when using alphabet and punctuation keys, and apply appropriate strategies to increase accuracy and speed

reference information sources using appropriate form and consistency

use appropriate criteria and metacognition strategies to assess whether the information gathered is relevant, important, accurate, complete, current and significant to determine its usefulness to the overall purpose, audience and form of presentation

recognize that different viewpoints on issues may exist and that information may have a bias or be limited

communicate ideas and information in a variety of oral, print and other media texts; e.g., posters, photo essays, brochures, video/multimedia presentations, interviews, newspaper articles and expository/descriptive oral reports

use appropriate oral, visual, print and/or other media effectively to inform and engage the audience

apply the appropriate moral and ethical standards acceptable for a presentation

demonstrate responsibility for following appropriate security and safety measures when using technology and the Internet; e.g., language and etiquette, ergonomics to promote personal health and well-being and respect the products and privacy of others

identify their strengths and areas for improvement in their personal research skills and research plan

share oral, print and other media texts, in draft form, in a way that will elicit useful feedback

determine if directions have been followed and if the product is on topic and demonstrates unity and coherence

examine the content and effectiveness of the product/presentation, considering the intended audience, purpose and form

identify and assess content and presentation features that enhance or detract from the product and suggest/make changes

apply appropriate metacognition strategies to appraise their own and others' work

work collaboratively to make appropriate revisions based on feedback

proofread, edit and revise to follow language conventions; e.g., capitalization, punctuation, sentence structure, parts of speech, dialogue, grammar, spelling and word usage

select and use appropriate tools to edit and revise; e.g., dictionary, thesaurus and electronic editing functions

revise to ensure consistency of content in the use of a main idea, a point of view and supporting details

revise the introduction, conclusion and supporting ideas and information to enhance coherence and clarify meaning

revise to enhance sentence structure and variety, word choice and appropriate tone and to eliminate unnecessary repetition

demonstrate the effective effort and behaviour required to achieve a goal or create a product; e.g., be positive, focus on the goal, work independently and/or in groups as appropriate, take initiative

use an appropriate handwriting style, word processor, font type and size, graphics and other techniques to produce their own texts, considering the content, audience and purpose

identify the differences between standard English, slang, colloquialisms and jargon, and the denotative and connotative meanings of words, and examine how these differences affect meaning; e.g., accent or dialect in local communities/regions

recognize that new words, phrases and manners of expression enter the language through popular culture, technology and other languages

identify and infer the literal and figurative meanings of words and/or phrases in context using metaphors, similes, idioms and analogies

experiment with figurative language, illustrations, voice, sentence patterns, video effects, music and other techniques to provide emphasis, express emotion or create a mood

explore and select appropriate aspects of style, e.g., font size and style, colours, spacing of text, image placement, sound and video links, within the presentation form or product, to convey meaning to the audience

use a consistent style within a print or multimedia product; e.g., layout, headers, footers, margins and columns

use metacognition strategies to examine the effectiveness and limitations of various forms of texts for an intended purpose and audience

use appropriate tools, e.g., handbooks, exemplars, models, dictionaries, spell and grammar check software, to assist in attending to conventions

attend to grammar conventions; e.g., subject-verb agreement in sentences; use of a variety of simple, compound and complex sentences; use of transitional devices and pronouns; use of consistent verb tenses

distinguish between formal and informal language conventions and recognize the appropriate use of each; e.g., oral language use during a job interview and when speaking with friends

attend to spelling conventions; e.g., confirm spelling, remember key words, develop and use their knowledge of spelling generalization and how words are formed

develop a systematic and effective approach to studying and remembering the correct spelling of key words

use a variety of strategies to verify or correct spelling; e.g., dictionary, thesaurus and electronic software

identify everyday situations in which careful attention to correct spelling is particularly important; e.g., complete forms and schoolwork

attend to capitalization and punctuation conventions; e.g., use periods and commas appropriately with quotation marks, use commas to separate phrases and clauses in their own writing

use appropriate capitalization and punctuation when referencing oral, print and other texts

identify everyday situations in which careful attention to correct capitalization and punctuation is particularly important; e.g., cover letters for employment and writing at the workplace

apply appropriate common conventions when integrating information gathered from various sources; e.g., word processing, publishing, multimedia software, spreadsheets, graphics and database templates

present information using various forms of print and nonprint texts; e.g., posters, documents, charts, graphs, timetables, calendars, paintings, drawings, collages, cartoons, multimedia presentations and Web pages

plan and create short, small-group, whole-class and other presentations to share information and ideas

recognize that different settings may require different techniques or different forms of verbal and nonverbal communication; e.g., volume at different settings and the size of visuals

apply appropriate verbal and nonverbal strategies when presenting; e.g., tone, volume, eye contact, gestures and posture

recognize the need for preparedness in effective communication

select and organize graphics effectively to communicate and support information and ideas

clarify and support ideas or opinions with details, visuals or media techniques

plan and shape presentations to achieve particular purposes or effects and use feedback to make modifications

integrate a variety of media and display techniques, as appropriate, to enhance the appeal and accuracy of presentations

listen and view attentively and actively to carry out instructions; e.g., identify important ideas, organize and classify information

use appropriate listening and viewing skills to demonstrate respect and consideration; e.g., make eye contact, nod and face the presenter/presentation

examine how ideas, people, experiences and cultural traditions and values are portrayed in print and nonprint texts and compare their own with others’ understanding; e.g., Aboriginal oral stories and artifacts

recognize that individual differences and perspectives are influenced by culture, religion, age, gender and experiences and are valuable and honourable

clarify and enhance their understanding, perspectives and opinions by examining the ideas of others

identify and compare the ways in which texts reflect specific elements of cultures or periods in history; e.g., Aboriginal peoples

Celebrate accomplishments and events

participate in organizing and celebrating special events, considering the various ways language arts are used across cultures, age groups and genders to honour and celebrate people and accomplishments; e.g., Aboriginal and other cultural/community events

use inclusive language and behaviour and create texts in ways that demonstrate respect for people of different heritage, cultures, genders, ages, abilities, opinions and communities

demonstrate respect for their rights and the rights of others, within a group and a community, by being fair and honest, demonstrating integrity and personal ethics and by valuing equity within the group

contribute collaboratively in group situations by asking questions and listening and building on the ideas of others

identify and model the behaviours of a successful student and/or worker; e.g., listen to and follow directions, seek assistance, arrive on time, organize materials, paraphrase directions, prioritize tasks and recognize expectations

distinguish among constructive criticism, ridicule and sarcasm and identify strategies to respond appropriately

communicate appropriately with group members to develop and/or identify goals, generate ideas, monitor progress and share responsibility for the completion of a project/group goal

identify and demonstrate appropriate behaviour within a group; e.g., listen without interrupting, contribute when appropriate, disagree and/or offer suggestions in an appropriate manner

identify and model motivational techniques, e.g., positive reinforcement, suggestions and paraphrasing, to focus group members on tasks and achieve group goals

acknowledge conflicting points of view within a group and contribute to compromise in a positive manner, using a variety of strategies; e.g., follow a problem-solving or issue-resolution model

identify and demonstrate the responsibilities of each member within a group; e.g., leader, recorder, motivator

identify leadership roles within a group to enhance personal leadership skills

evaluate group processes, and personal contributions to group processes, to determine and communicate strengths and areas for improvement