Courses

Ontario · Grade 8

English (Language), Grade 8

Ontario’s Grade 8 English course, from Literacy Connections and Applications to Composition: Expressing Ideas and Creating Texts.

Learn thisPractice test
Units
4
Lessons
11
Skills
56
Provincial exam
None
Official curriculum
Ontario Ministry of Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 9 skills

Literacy Connections and Applications

Digital Rights, Identity, and Safety

  • Rights, responsibilities, and digital identity

    I can act on my rights and responsibilities online and build a positive digital identity.

    A2.1

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  • Staying safe and protecting privacy online

    I can stay safe online and protect my privacy and well-being.

    A2.2

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  • Researching and spotting misinformation

    I can research and judge whether information can be trusted.

    A2.3

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  • Reading and analyzing digital and media texts

    I can analyze how digital and media texts are built to affect an audience.

    A2.4

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  • How form, message, and audience connect

    I can explain how a text's form, message, audience, and purpose fit together.

    A2.5

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  • Using digital tools to solve real problems

    I can use digital tools in a design process to solve a real problem.

    A2.6

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  • Collaborating safely and respectfully online

    I can collaborate online in a safe, respectful, and culturally aware way.

    A2.7

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Identity, Belonging, and Indigenous Voices

  • Identity and belonging in diverse texts

    I can explore identity, self, and belonging through diverse voices and experiences.

    A3.2

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  • Themes in First Nations, Métis, and Inuit cultures

    I can explore themes and ways of knowing in First Nations, Métis, and Inuit cultures.

    A3.3

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The official wording · 9 outcomes
A2.1
rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity
A2.2
navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others
A2.3
conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information
A2.4
evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience
A2.5
interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production
A2.6
select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions
A2.7
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments
A3.2
historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring and analyzing the concepts of identity, self, and sense of belonging
A3.3
analyze themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

Key ideas

  1. At Grade 8 you navigate online safely and manage your privacy, personal data, and security with more independence.

  2. At Grade 8 you explore and analyze identity, self, and belonging in culturally responsive texts with more independence.

  3. You anticipate security risks before they become problems.

  4. You weigh how historical context shapes identity and belonging in a text.

  5. At Grade 8 you conduct research weighing accuracy, credibility, and perspective, with a sharp eye for misinformation, disinformation, and curated information.

Watch out for

  • Assuming a website or app is safe just because it looks professional.
  • Treating one text as speaking for a whole community.
  • Sharing a password with a friend as a sign of trust.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 11 skills

Foundations of Language

Oral and Non-Verbal Communication

Word-Level Reading, Vocabulary, and Fluency

Refining Sentence Structure, Grammar, and Punctuation

The official wording · 11 outcomes
B1.1
evaluate and use various effective listening skills to enhance comprehension, including paraphrasing, asking open-ended questions, making relevant responses in group discussions
B1.2
select and use a variety of listening strategies before, during, and after listening to analyze and comprehend information
B1.3
analyze the purpose and audience for speaking in formal and informal contexts, and select and adapt speaking strategies to communicate clearly and coherently
B1.4
identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and evaluate and compare the effectiveness of these strategies
B1.5
use precise and descriptive word choice, including domain-specific vocabulary from various subjects, and cohesive and coherent sentences
B2.1
knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity
B2.2
demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas
B2.3
read a variety of complex texts fluently, with accuracy and appropriate pacing
B3.1
construct increasingly complex sentences that connect and communicate ideas accurately and effectively
B3.2
functions of parts of speech in sentences, refine their understanding of grammar, and use this knowledge to support comprehension and communicate meaning clearly and precisely
B3.3
use and refine their understanding of the meaning and function of capitalization and punctuation to communicate meaning clearly and coherently, when reading and writing

Key ideas

  1. At Grade 8 you EVALUATE and use effective listening skills to enhance comprehension, including paraphrasing, asking open-ended questions, and making relevant responses.

  2. At Grade 8 you apply morphological knowledge to read and spell complex words with independence and automaticity.

  3. By Grade 8 the goal is combining all the sentence structures learned into fluent, varied writing.

  4. Paraphrasing and open-ended questions deepen a discussion.

  5. You recognize morphemes on sight to read and spell fluently.

Watch out for

  • Waiting to talk instead of actually listening.
  • Sounding out letter by letter instead of using known word parts.
  • Overloading a sentence until meaning is lost.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 22 skills

Comprehension: Understanding and Responding to Texts

Knowledge About Texts

Comprehension Strategies

Critical Thinking About Texts

The official wording · 22 outcomes
C1.1
read and comprehend various complex texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
C1.2
analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning
C1.3
compare the text patterns, such as problem-solution in a letter to the editor, and text features, such as a glossary and infographics
C1.4
evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts
C1.5
identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning
C1.6
analyze the narrator’s point of view, including limited, omniscient, or unreliable, in a variety of texts, explain how it is communicated, and suggest alternative points of view, giving reasons
C1.7
read, listen to, and view a wide variety of text forms by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork
C2.1
identify and explain prior knowledge from various sources, including personal experiences and learning in other subject areas, that they can use to make connections and understand new texts
C2.2
identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate
C2.3
make predictions using background knowledge and textual information, pose questions to confirm or refute their predictions, and revise or refine their understanding
C2.4
select suitable strategies, such as rereading, using the glossary, asking questions, and consulting references and other resources, to monitor and confirm their understanding
C2.5
connect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them
C2.6
summarize and synthesize the important ideas and supporting details in complex texts, and draw effective conclusions
C2.7
explain and compare how various strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts, and set goals for future improvement
C3.1
analyze literary devices, including irony, satire, and allusion, in a variety of texts, and explain how they help create meaning
C3.2
make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts
C3.3
analyze complex texts, including literary and informational texts, by evaluating, synthesizing, and sequencing relevant information and formulating conclusions
C3.4
analyze cultural elements that are represented in various texts, including norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these elements
C3.5
analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias
C3.6
analyze how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and identify different positions presented
C3.7
compare the ways in which historical periods, cultural experiences, and/or socio-political conditions and events have influenced two or more texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations
C3.8
assess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use

Key ideas

  1. At Grade 8 you comprehend complex texts independently, combining all your knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge.

  2. At Grade 8 you independently identify and explain prior knowledge from experiences and other subjects to make connections and understand new texts.

  3. At Grade 8 you make inferences to EXPLAIN and SUPPORT interpretations of complex texts.

  4. You handle complex texts whose meaning depends on subtle connections between ideas.

  5. You choose the most useful prior knowledge without being prompted.

Watch out for

  • Reading word by word without tracking how sentences connect.
  • Ignoring relevant prior knowledge while reading.
  • Guessing without textual evidence.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 14 skills

Composition: Expressing Ideas and Creating Texts

Planning Texts

Drafting, Voice, Revising, and Editing

Publishing, Presenting, and Reflecting

The official wording · 14 outcomes
D1.1
identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices
D1.2
generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies
D1.3
gather and synthesize information and content relevant to a topic, using a variety of textual sources and appropriate strategies; evaluate the currency, quality, bias, and accuracy of information; verify the reliability of sources; and cite the sources of all content created by others
D1.4
classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives
D1.5
evaluate the strategies and tools used to develop ideas and organize content for texts of the chosen forms, genres, and media, explain which were most helpful, and suggest steps for future improvement as a text creator
D2.1
draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas
D2.2
write in cursive fluently, with a personal style, and apply advanced word-processing skills to improve the accuracy and effect of texts
D2.3
establish an identifiable voice in their texts, modifying language and style to suit the text’s form, genre, audience, and purpose, and express their thoughts, feelings, and opinions about the topic clearly
D2.4
explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives
D2.5
make revisions to the content, elements of style, patterns, and features of draft texts, and add, delete, revise, and reorganize sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback
D2.6
edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar- checkers
D3.1
produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect
D3.2
publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message
D3.3
evaluate the strategies and tools they found helpful when publishing and presenting texts, reflect on what they learned at each stage of the creative process, and suggest steps for future improvement as a text creator

Key ideas

  1. At Grade 8 you identify topic, purpose, and audience, CHOOSE a form, genre, and medium to suit them, and JUSTIFY your choices.

  2. At Grade 8 you draft complex texts including narrative, PERSUASIVE, expository, and informational texts, CITING SOURCES, and transform information to communicate ideas.

  3. At Grade 8 you produce final texts using APPROPRIATE techniques and tools, including digital design and production tools, with independence.

  4. Justifying means giving reasons a reader would accept.

  5. Citing sources within a draft supports your ideas and credits others.

Watch out for

  • Choosing a form before thinking about purpose and audience.
  • Trying to perfect a draft instead of getting ideas down.
  • Treating production as an afterthought.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Ontario’s own curriculum for English (Language), Grade 8.

The Ontario Curriculum, Grades 1–8: LanguageOntario Ministry of Education · dcp.edu.gov.on.ca · Read July 31, 2026

Strands

StrandOutcomesTaught in
ALiteracy Connections and ApplicationsOutcomes 9Taught in Unit 1
BFoundations of LanguageOutcomes 11Taught in Unit 2
CComprehension: Understanding and Responding to TextsOutcomes 22Taught in Unit 3
DComposition: Expressing Ideas and Creating TextsOutcomes 14Taught in Unit 4

Study it in MapleMind

MapleMind teaches English (Language), Grade 8 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Geography of Canada, Grade 9 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeography of Canada, Grade 9 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geography of Canada, Grade 9, another Ontario course, partway through Unit 2.

Practise it

Course Companion

Your year in one workbook

A fun way to keep English (Language), Grade 8 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
32
Fillable fields
1,805
Price
$4.99
See the Course Companion

Questions about English (Language), Grade 8

What is English (Language), Grade 8?

Ontario’s Grade 8 English course: 4 units and 56 skills, from Literacy Connections and Applications to Composition: Expressing Ideas and Creating Texts.

What units are in English (Language), Grade 8?

1. Literacy Connections and Applications, 2. Foundations of Language, 3. Comprehension: Understanding and Responding to Texts and 4. Composition: Expressing Ideas and Creating Texts.

Is there a provincial exam for English (Language), Grade 8?

No. Ontario gives no provincial exam for English (Language), Grade 8.

What comes after English (Language), Grade 8?

English, Grade 9 (De-streamed).

Can MapleMind help with English (Language), Grade 8?

Yes. MapleMind teaches every skill of English (Language), Grade 8, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

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After this course

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