Grade 8 Spanish Language Arts

Grade 8 Spanish Language Arts

1 Explores thoughts, ideas, feelings and experiences, in Spanish

2 Uses Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts

3 Manages ideas and information in Spanish

4 Enhances the clarity and artistry of communication in Spanish

5 Uses Spanish to celebrate and build Community

6 Acquires Spanish to understand and appreciate languages, and uses Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning

7 Will explore, understand, appreciate and value Spanish culture in Canada and the world for personal growth, enrichment and satisfaction, and for participating in and contributing to an interdependent and multicultural global society.

1.1 Discovers and Explores

1.2 Clarifies and Extends

2.1 Uses Strategies and Cues

2.2 Responds to Texts

2.3 Understands Forms and Techniques

3.1 Plans and Focuses

3.2 Selects and Processes

3.3 Organizes, Records and assesses

4.1 Generates and Focuses

4.2 Enhances and Improves

4.3 Attends to Conventions

4.4 Presents and Shares

5.1 Develops and Celebrates Community

5.2 Encourages, Supports and Works with Others

6.2 Language Competence

6.3 Sociolinguistic/Sociocultural Elements

6.4 Language Learning Strategies

6.5 Language Use Strategies

6.6 General Learning Strategies

7.1 Self-identity

7.2 Cultures of the Spanish-speaking World

7.3 Building Community

7.4 Global Citizenship

explores and interprest diverse ideas to develop conclusions, opinions and understanding

integrates new understanding with previous viewpoints and interpretations

expands self-expression in oral, written and visual forms

explores oral, print, visual and multimedia texts recommended by others

assesses and discusses personal language learning and use, using appropriate terminology

recognizes the importance of reflecting on prior experiences and knowledge to revise conclusions and understanding

articulate, represent and explain personal viewpoints clearly

identifies or invent personally meaningful ways of organizing ideas and information to clarify and extend understanding

asks specific and focused questions, reconsider initial understanding in light of new information, listen to diverse opinions, and recognize ambiguity

explains connections among previous experiences, prior knowledge and texts and apply these connections to new contexts

uses a variety of comprehension strategies to make sense of familiar and unfamiliar texts and to remember ideas

uses textual cues to construct and confirm meaning and to interpret texts

uses morphosyntactic, semantic, graphophonic and phonological cueing systems to construct and confirm meaning and to interpret texts

experiences texts from a variety of genres and cultural traditions and compare their interests with those of others

discusses how similar ideas, people, experiences and traditions are conveyed in various oral, print, visual and multimedia texts

identifies language and visual images that create mood and evoke emotion in oral, print, visual and multimedia texts

demonstrates appreciation for the appropriate use of various forms and genres according to purpose, audience and content

examines techniques of plot development in oral, print, visual and multimedia texts and examine how they interact to create effects

appreciates variations in language, accent and dialect in communities, regions and countries and recognize the derivation and use of words, phrases and jargon

identifies creative uses of language in popular culture and explain how imagery and figures of speech create tone and mood in texts

creates original texts to communicate and demonstrate understanding of forms and techniques

determines personal knowledge of a topic to generate possible areas of inquiry or research

formulates, independently, relevant main and subordinate questions on a topic to establish a purpose for gathering information

contributes ideas, knowledge and questions to help establish group inquiry or research focuses and purposes

prepares and uses a plan to access, gather and record relevant information in their own words from a variety of human, print, nonprint and electronic sources

access, records and appraises personal and peer knowledge and understanding of a topic to establish an information base for inquiry or research

distinguishes between fact and opinion when inquiring or researching using a variety of information sources

develops and uses criteria for evaluating information sources for a particular inquiry or research plan

recalls, expands and uses a variety of skills, including visual and auditory, to access information and ideas from a variety of sources

constructs meaning, using direct statements, implied meaning and inferences, and adjust the rate of reading or viewing according to purpose, topic, density of information and organizational patterns of texts

organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose

make notes, using headings and subheadings, or graphic organizers appropriate to a topic, and reference sources

assesses the appropriateness of the amount and quality of information collected and recognize and address information gaps for particular forms, audiences and purposes

organize new information and connect it to prior knowledge and reflect on the impact of new information on the inquiry or research process

considers form and audience when generating ideas and focusing a topic

composes, using specific text forms to match content, audience and purpose

identifies and uses a variety of organizational patterns in their own oral, print, visual and multimedia texts and compose effective introductions and conclusions

shares and discuss particular qualities of samples from their own collection of work, and accept and provide constructive suggestions for revising their own work and that of others

revises to enhance meaning and effect according to audience and purpose

formats for legibility and emphasis when composing and revising and enhance the coherence of documents, using word processor editing functions

identifies figures of speech and select appropriate words and sentence patterns during revision to enhance clarity and artistry

plans and shapes presentations to achieve particular purposes or effects

edits for basic grammatical accuracy and to eliminate unnecessary repetition of words and ideas

knows spelling conventions and applies them to familiar and unfamiliar words, and uses appropriate resources when editing and proofreading

knows and applies writing conventions consistently in a variety of sentence structures and written forms when editing and proofreading

plans and facilitate small-group activities and short class sessions to share information on a topic, using a variety of engaging methods, such as mini-lessons, role-plays and visual aids

explains, shares and presents orally using conventions of public speaking in a variety of settings, such as small group presentations and class presentations, and uses various media to enhance the effectiveness of oral presentations

demonstrates critical listening and viewing behaviours and show respect for the presenter

expresses personal reactions to a variety of experiences and texts and acknowledge the reactions of others

compares ways in which oral, print, visual and multimedia texts from a variety of cultures explore similar ideas

compares the choices and behaviours of individuals presented in oral, print, visual and multimedia texts with personal choices, values and behaviours

explores and experiments with various ways in which language is used across cultures, age groups and genders to honour and celebrate people and events

engages in dialogue to understand the feelings and viewpoints of others and to contribute to group harmony

plans, organizes and participates in presentations of group findings

demonstrates respect for other people's language, history and culture

evaluates the quality of their own contributions to group process and set goals and plans for development

6.1 Linguistic Elements

applies knowledge of the sound symbol system in a variety of contexts

selects the most appropriate or effective words or phrases to express ideas accurately

Uses, in modelled, structured, and independent situations, grammatical elements, as appropriate for the grade level

uses basic mechanical features correctly and effectively

uses basic discourse features correctly and apply these features for effect, with teacher guidance and sometimes independently

listens to and understand the main points of oral presentations containing simple and complex ideas and dealing with a variety of familiar topics in structured and unstructured situations

delivers a prepared or spontaneous oral presentation on a familiar or unfamiliar topic in structured and unstructured situations

reads and understands texts containing simple and complex ideas on a variety of familiar topics in structured and unstructured situations

produces, spontaneously and/or with preparation, an extended series of simple and complex ideas on a variety of familiar topics in structured and unstructured situations

views and understands complex representations of ideas, events and information

creates complex representations of ideas, events and information

uses suitable, simple formal language in a variety of contexts

examines the role of idiomatic expressions in culture

examines influences resulting in variations in language

interprets and uses important social conventions in interactions

avoids nonverbal behaviours that are considered impolite

selects and uses a variety of cognitive strategies to enhance language learning; e.g., find information using reference materials like dictionaries, textbooks and grammars, uses available technological aids to support language learning

selects and uses a variety of metacognitive strategies to enhance language learning; e.g., experience various methods of language acquisition and identify one or more they consider particularly usesful personally

selects and uses a variety of social and affective strategies to enhance language learning; e.g., be willing to take risks and try unfamiliar tasks and approaches

selects and uses a variety of interactive strategies; e.g., uses a range of fillers, hesitation devices and gambits to sustain conversations, uses circumlocution to compensate for lack of vocabulary

selects and uses a variety of interpretive strategies; e.g., uses key content words or discourse markers to follow an extended text

select and uses a variety of productive strategies; e.g., take notes when reading or listening to assist in producing their own text

selects and uses a variety of cognitive strategies to enhance general learning; e.g., formulate key questions to guide research

selects and uses a variety of metacognitive strategies to enhance general learning; e.g., keep a learning journal, such as a diary or a log

selects and uses a variety of social and affective strategies to enhance general learning; e.g., take part in group problem-solving processes

examines their own identity and reflect on its effect on personal relationships and choices

understands stereotyping and its effect on the individual, community and society

explores and analyzes how language and culture have enriched the lives of individuals at the community, national and international levels

explores and analyzes how multilingualism/ multiculturalism has enriched the lives of individuals at the community, national and international levels

explores how some major historical events, figures and developments in the Spanish-speaking world have influenced contemporary culture within the Canadian context

explores how some major contemporary events, figures and developments in the Spanish-speaking world have influenced contemporary Canadian culture

explores how cultural diversity shapes the Spanish-speaking world

explore the significance of changes in the cultures of the Spanish-speaking world to the rest of the world

demonstrates positive group member behaviours

examines diversity in the school, local community and among peers and reflect on its impact on themselves, their school and their community

examines similarities that exist among cultures in Canadian society through the historical context of immigration

appreciates the contributions of different individuals, groups and events to the development of Canada

identifies how citizen action can affect public policy, including cultural diversity

identifies the impact of the actions of an individual upon the group

explore ways in which group conflict can be resolved in Canadian society

identifies essential skills, knowledge and attitudes required for effective participation in the global workplace and marketplace