Get help with English Language Arts, Grade 8
Most tutoring makes you sit through material you already know. MapleMind flips that: pick the exact skill that's causing trouble — any of the 40 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official New Brunswick English Language Arts, Grade 8 curriculum
New Brunswick defines English Language Arts, Grade 8 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source New Brunswick's official K-12 education resourcesRead it on the government site — www2.gnb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand SL | 12 | Speaking and Listening |
| Strand RV | 14 | Reading and Viewing |
| Strand WR | 14 | Writing and Representing |
Every skill below, taught one on one.
Try the first session free
How MapleMind teaches English Language Arts, Grade 8 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Speaking and ListeningOfficial strand · Strand SL
GCOs 1-3 (woven): speaking and listening to explore, clarify, and reflect; communicating information effectively and responding personally and critically; and interacting with sensitivity and respect.
Exploring and clarifying ideas in talk (GCO 1)
- Reflecting on others' contributions in discussionNB-ELA-8.1.1 — Consider and reflect upon the contribution of others' ideas during discussions.
- Asking questions that probe for accuracy and validityNB-ELA-8.1.2 — Ask questions that probe for accuracy, relevancy, and validity, and respond thoughtfully and appropriately.
- Stating a point of view convincingly with relevant supportNB-ELA-8.1.3 — State a point of view in a convincing manner, offering relevant information to support that viewpoint.
- Listening to identify key points and evaluate detailsNB-ELA-8.1.4 — Listen carefully to identify key points in oral presentations and evaluate the relevancy of supporting details.
Communicating and evaluating talk (GCO 2)
- Choosing appropriate strategies for effective talkNB-ELA-8.2.1 — Contribute to small-group conversation and whole-group discussion, choosing appropriate strategies that contribute to effective talk.
- Adapting communication choices to purposes and audiencesNB-ELA-8.2.2 — Understand the importance of adapting communication choices to meet the needs of different purposes and audiences, and select suitable choices in various contexts.
- Giving instructions and responding appropriatelyNB-ELA-8.2.3 — Give instructions and respond appropriately to instructions, directions, and questions.
- Evaluating talk and the effects of verbal and non-verbal languageNB-ELA-8.2.4 — Evaluate the effectiveness of their own and others' talk in a variety of contexts, and employ and consider the effects of verbal and non-verbal language.
Interacting with sensitivity and respect (GCO 3)
- Demonstrating active speaking and listening skillsNB-ELA-8.3.1 — Demonstrate active speaking and listening skills, such as making eye contact, rephrasing, clarifying comments, and extending, refining, or summarizing points.
- Expressing opinions with sensitivity to othersNB-ELA-8.3.2 — Demonstrate respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including differences in culture and language.
- Recognizing how spoken language influences and manipulatesNB-ELA-8.3.3 — Recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice, and understand how language is used to influence and manipulate.
- Matching speaking conventions to different situationsNB-ELA-8.3.4 — Recognize that different situations require different speaking and listening conventions appropriate to the situation.
The official wording — 12 outcomes in this unit
- NB-ELA-8.1.1
consider and reflect upon the contribution of others’ ideas during discussions
- NB-ELA-8.1.2
ask questions that probe for accuracy, relevancy, and validity; respond thoughtfully and appropriately to such questions
- NB-ELA-8.1.3
state a point of view in a convincing manner, offering relevant information to support that viewpoint
- NB-ELA-8.1.4
listen carefully to identify key points in oral presentations, and evaluate the relevancy of supporting details
- NB-ELA-8.2.1
contribute to small-group conversation and whole-group discussion, choosing appropriate strategies that contribute to effective talk
- NB-ELA-8.2.2
understand the importance of adapting communication choices such as vocabulary, sentence structure, rate of speech, and tone to meet the needs of different purposes and audiences
- NB-ELA-8.2.3
give instructions and respond appropriately to instructions, directions, and questions
- NB-ELA-8.2.4
evaluate the effectiveness of their own and others’ talk in a variety of contexts; employ and consider the effects of verbal and non-verbal language (e.g., summaries, examples, body gestures)
- NB-ELA-8.3.1
demonstrate active speaking and listening skills, such as making eye contact; rephrasing when appropriate; clarifying comments; and extending, refining, and/or summarizing points already made
- NB-ELA-8.3.2
demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
- NB-ELA-8.3.3
recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice, and understand how language is used to influence and manipulate
- NB-ELA-8.3.4
recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situation
Unit 2Reading and ViewingOfficial strand · Strand RV
GCOs 4-7 (woven): selecting, reading, and viewing a range of texts; interpreting, selecting, and combining information; responding personally; and responding critically applying understanding of language, form, and genre.
Selecting, reading, and navigating texts (GCO 4)
- Selecting texts for learning needs and special interestsNB-ELA-8.4.1 — Select texts that address their learning needs and range of special interests.
- Reading widely across young adult fiction and literatureNB-ELA-8.4.2 — Read widely and experience a variety of young adult fiction and literature from different provinces and countries.
- Reading with greater fluency, confidence, and comprehensionNB-ELA-8.4.4 — Read with greater fluency, confidence, and comprehension, using cueing systems and strategies to read increasingly complex texts.
- Identifying reading processes and reflecting on growthNB-ELA-8.4.5 — Regularly identify the processes and strategies readers apply, understand personal processes, and reflect on growth to push reading and viewing further.
Finding and combining information (GCO 5)
- Accessing sources with increasing independence and confidenceNB-ELA-8.5.1 — Access appropriate print and non-print sources with increasing independence, and select information to meet specific needs with increasing speed, accuracy, and confidence.
- Relying on a range of print and non-print sourcesNB-ELA-8.5.2 — Experiment with and rely upon a range of print and non-print sources for accessing and selecting information.
- Employing relevant research strategiesNB-ELA-8.5.3 — Employ various relevant research strategies, such as generating questions, drafting an outline, or interviewing peers to determine research questions.
Responding personally and critically (GCOs 6-7)
- Elaborating personal reactions with explanations and argumentsNB-ELA-8.6.1 — Elaborate personal reactions to what is read and viewed by providing extended explanations, examples, and supporting arguments.
- Stating and justifying personal points of viewNB-ELA-8.6.2 — State personal points of view about what is read and viewed, and justify views with increasing regularity.
- Finding evidence to support claims with confidence and flexibilityNB-ELA-8.6.3 — With increasing confidence and flexibility, find evidence in texts to support personal claims on viewpoints about issues, themes, and situations.
- Assessing texts for bias and thinking critically about reliabilityNB-ELA-8.7.1 — Recognize that texts need to be assessed for bias, broaden awareness of how texts can be biased, and question the relevance and reliability of information.
- Identifying features writers use for specific readers and purposesNB-ELA-8.7.2 — Identify the features and elements writers use for specific readers and purposes, and describe how texts are organized to accommodate readers' needs.
- Responding critically to the form, structure, and content of textsNB-ELA-8.7.3 — Expand on earlier abilities to respond critically to texts of increasing complexity, analysing and evaluating form, structure, and content, and how values and points of view shape meaning.
The official wording — 14 outcomes in this unit
- NB-ELA-8.4.1
select texts that address their learning needs and range of special interests
- NB-ELA-8.4.2
read widely and experience a variety of young adult fiction and literature from different provinces and countries
- NB-ELA-8.4.3
explain with some regularity how authors use pictorial, typographical, and other organizational devices, such as tables and graphs, to achieve certain purposes in their writing, and rely on those devices to construct meaning and enhance understanding
- NB-ELA-8.4.4
read with greater fluency, confidence, and comprehension by furthering personal understanding and recognition, and using cueing systems and strategies to read and view increasingly complex texts
- NB-ELA-8.4.5
regularly identify the processes and strategies readers and viewers apply when constructing meaning; develop an understanding of the personal processes and strategies applied when reading and viewing; reflect on personal growth as readers and viewers of texts
- NB-ELA-8.5.1
access appropriate print and non-print sources with increasing independence, and select information to meet specific needs with increasing speed, accuracy, and confidence
- NB-ELA-8.5.2
experiment with and rely upon a range of print and non-print sources for accessing and selecting information
- NB-ELA-8.5.3
employ various relevant research strategies, such as generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by their research
- NB-ELA-8.6.1
elaborate personal reactions to what is read and viewed by providing some extended explanations, examples, and supporting arguments
- NB-ELA-8.6.2
state personal points of view about what is read and viewed, and justify views with increasing regularity
- NB-ELA-8.6.3
with increasing confidence and flexibility, find evidence in texts to support personal claims on viewpoints about issues, themes, and situations
- NB-ELA-8.7.1
recognize that texts need to be assessed for bias, and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information
- NB-ELA-8.7.2
identify the various features and elements writers use when writing for specific readers and for specific purposes; describe how texts are organized to accommodate particular readers’ needs and to contribute to meaning and effect
- NB-ELA-8.7.3
expand on earlier abilities to respond critically to a range of texts in various ways: understand how personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
Unit 3Writing and RepresentingOfficial strand · Strand WR
GCOs 8-10 (woven): using writing and representing to explore, clarify, and reflect; creating texts collaboratively and independently for a range of audiences and purposes; and using a range of strategies and conventions to develop effective writing and representing.
Writing and representing to explore and reflect (GCO 8)
- Using writing strategies competently to extend learningNB-ELA-8.8.1 — Demonstrate competence in the frequent use of writing and representing strategies to extend learning, explore thoughts, reflect on feelings and values, and describe logical solutions.
- Reflecting on effective strategies and personal growthNB-ELA-8.8.2 — Identify and reflect upon strategies that are effective in helping them learn, and describe their personal growth as language learners and users.
- Using various forms of note-making for purposes and situationsNB-ELA-8.8.3 — Begin to use various forms of note-making appropriate to various purposes and situations.
- Integrating interesting effects in imaginative writingNB-ELA-8.8.4 — Demonstrate awareness of how and when to integrate interesting effects in imaginative writing, including thoughts and feelings, rich detail, correcting inconsistencies, and sophisticated vocabulary.
Creating texts for audiences and purposes (GCO 9)
- Developing and expanding writing formsNB-ELA-8.9.1 — Continue to develop writing forms previously introduced and expand this range to produce forms such as autobiographies, dramas, surveys, literary responses, biographies, and reviews.
- Choosing writing forms that match purpose and readerNB-ELA-8.9.2 — Consider and choose writing forms that match both the writing purpose and the reader for whom the text is intended.
- Representing ideas with other formsNB-ELA-8.9.3 — Understand that ideas can be represented in more than one way and used with other forms of representing such as speeches, demonstrations, and plays.
- Keeping reader and purpose in mind when writingNB-ELA-8.9.4 — Keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language, and text organization.
- Asking for and incorporating reader feedbackNB-ELA-8.9.5 — Know how and when to ask for reader feedback while writing, incorporate appropriate suggestions when revising, and assess drafts from a reader's point of view.
Strategies and conventions for effective writing (GCO 10)
- Using spelling, punctuation, and grammar capablyNB-ELA-8.10.1 — Build and rely upon a broad knowledge base of spelling, use punctuation and grammatical structures capably and accurately, and use a variety of sentence patterns and paragraphing to engage readers.
- Choosing writing process strategies with increasing regularityNB-ELA-8.10.2 — Choose with increasing regularity the prewriting, drafting, revising, editing, proofreading, and presentation strategies that aid in producing various texts.
- Using various communication technologiesNB-ELA-8.10.3 — Attempt to use various technologies for communicating with a variety of audiences for a range of purposes.
- Committing to crafting pieces of writingNB-ELA-8.10.4 — Demonstrate a commitment to crafting pieces of writing and representations.
- Gathering and integrating information from a variety of sourcesNB-ELA-8.10.5 — Gather information from a variety of sources and integrate ideas in communication.
The official wording — 14 outcomes in this unit
- NB-ELA-8.8.1
demonstrate competence in the frequent use of writing and representing strategies to extend learning; to explore their own thoughts and consider others’ ideas; to reflect on their feelings, values, and attitudes; and to identify problems and describe logical solutions
- NB-ELA-8.8.2
identify and reflect upon strategies that are effective in helping them to learn, and to describe their personal growth as language learners and language users
- NB-ELA-8.8.3
begin to use various forms of note-making appropriate to various purposes and situations
- NB-ELA-8.8.4
demonstrate an awareness of how and when to integrate interesting effects in imaginative writing and representing; include thoughts and feelings in addition to external descriptions and activities; integrate detail that adds richness and density
- NB-ELA-8.9.1
continue to develop writing forms previously introduced, and expand this range to produce, for example, autobiographies, dramas, surveys, graphs, literary responses, biographies, illustrations, reviews
- NB-ELA-8.9.2
consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended
- NB-ELA-8.9.3
understand that ideas can be represented in more than one way and used with other forms of representing (speeches, demonstrations, plays)
- NB-ELA-8.9.4
keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language, and text organization
- NB-ELA-8.9.5
know how and when to ask for reader feedback while writing, and incorporate appropriate suggestions when revising subsequent drafts; assess self- generated drafts from the point of view of a reader, viewer, or listener
- NB-ELA-8.10.1
build and rely upon a broad knowledge base of how words are spelled and formed; use such knowledge to spell unfamiliar words and expand vocabulary; regularly use resource texts to verify spelling; use punctuation and grammatical structures capably and accurately; use a variety of sentence patterns
- NB-ELA-8.10.2
choose with increasing regularity the prewriting, drafting, revising, editing, proofreading, and presentation strategies to aid in producing various texts
- NB-ELA-8.10.3
attempt to use various technologies for communicating with a variety of audiences for a range of purposes
- NB-ELA-8.10.4
demonstrate a commitment to crafting pieces of writing and representations
- NB-ELA-8.10.5
gather information from a variety of sources (interviews, film, texts) and integrate ideas in communication
Printable workbook · A keepsake of the year
A English Language Arts, Grade 8 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
What it looks like in the app
Common questions
Can MapleMind help me with English Language Arts, Grade 8?
Yes. MapleMind's AI tutor covers all 40 skills in New Brunswick's English Language Arts, Grade 8 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick's Grade 8 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts, Grade 8 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official New Brunswick curriculum for English Language Arts, Grade 8?
The official source is linked on this page — New Brunswick's official K-12 education resources. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
Keep exploring
English Language Arts, Grade 7One grade back · Grade 7English Language Arts, Grade 9The next grade up · Grade 9All Grade 8 courses in New BrunswickEvery subject for this gradeEnglish Language Arts 8Alberta · just moved?English Language Arts 8British Columbia · just moved?English (Language), Grade 8Ontario · just moved?
Ready when you are
Pick a skill from this page and see it taught properly — free, in the browser, in under a minute.