Grade 8 English Curriculum

Reflecting the expectations, activities in Language Arts (English) series cover: 

Reasoning and Critical Thinking

  • Read a variety of increasingly complex or difficult texts from diverse cultures, including literary texts, graphic texts, and informational texts
  • Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
  • Identify a variety of text features and explain how they communicate meaning
  • Sort and classify ideas and information for their writing in a variety of ways  that allow them to manipulate information and see different combinations and relationships in their data
  • Generate ideas about more challenging topics and identify those most appropriate to the purpose
  • Identify and order main ideas and supporting details and group them into units that could be used to develop a summary, a debate, or a report of several paragraphs, using a variety of strategies, and organizational patterns
  • Identify a variety of strategies they used before, during and after writing, explain which ones were most helpful, and suggest future steps they can take to improve as writers  
  • Interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations 
Understanding Form and Style
  • Develop and explain interpretations of increasingly complex or difficult reading materials appropriate for those purposes
  • Analyze a variety of text forms explain how their characteristics help communicate meaning with a focus on literary texts on  such as a memoir, graph texts such as a map
  • Analyze a variety of increasingly complex texts to identify different types of organizational patterns used on them and explain how patterns help communicate the meaning
  • Identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning an influence or engage the audience
  • Evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues and/or experiences in media texts
Knowledge of Language structures
  • Identify the topic, purpose, audience for more complex writing forms
  • Write complex texts of a variety of lengths using a wide range of forms
  • Extend understanding of texts by connecting ideas to their knowledge and experiences, and insights to other texts, and to the world around them
Vocabulary Building
  • Automatically read and understand words in a wide range of reading contexts
  • Predict the meaning of and rapidly solve the meaning of unfamiliar words using different cues, including: semantic (base words, suffixes, prefixes, phrases, sentences, and visuals that activate existing knowledge on oral and written language), syntactic (word order and the relationships between words, language patterns, punctuation), graphophonic( familiar words within larger words, syllables within larger words, similarities between words with known spelling patterns and unknown words
  • Regularly use vivid and/or figurative language and innovative expression in their writing
  • Spell unfamiliar words using a variety of strategies that involve understanding sound- symbol relationships, word structures, word meanings, generalization about spelling
  • Confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose
Use of Language Conventions
  • Identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any bias that they may contain; and suggest other possible perspective
  • Identify a range of elements in style- including symbolism, irony, analogy, metaphor, and other rhetorical devices- and explain how they communicate meaning and  enhance the effectiveness of texts  
  • Vary sentence types and structures for different purposes, with a focus on using a range on relative pronoun, subordinate instructions, and both the active and passive voices
  • Produce revised draft pieces of writing to meet identified criteria based on expectations  
  • Use punctuation appropriately to communicate their extended meaning in more complex writing forms, including forms specific to different subjects across the curriculum with the focus on the use of: commas to separate introductory phrases from the main part of the sentence and to separate words, phrases, and clauses in series; quotation marks to distinguish words being discussed as words to indicate titles; ellipses(…) and dashes to indicate sentence brakes, ambiguities, or parenthetical statements 
  • Use parts of speech correctly to communicate their meaning clearly; with a focus on subject/verb agreement and the use of nouns, pronouns, adjectives, adverbs, and prepositions
  • Demonstrate understanding that different media texts reflect different points of view and that some texts reflect multiples point of views