English Language Arts, Grade 8

Contributing to keep discussions going

I can consider and reflect upon the contribution of others’ ideas during discussions.

Asking and answering questions that dig deeper

I can ask questions that probe for accuracy, relevancy, and validity.

Expressing and supporting a point of view

I can state a point of view in a convincing manner, offering relevant information to support that viewpoint.

Listening for key points and evidence

I can listen carefully to identify key points in oral presentations, and evaluate the relevancy of supporting details.

Using strategies for effective group talk

I can contribute to small-group conversation and whole-group discussion, choosing appropriate strategies that contribute to effective talk.

Adapting your talk to purpose and audience

I can 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 audie.

Giving, following, and responding to instructions

I can give instructions and respond appropriately to instructions, directions, and questions.

Evaluating the effectiveness of talk

I can evaluate the effectiveness of their own and others’ talk in a variety of contexts.

Practising active speaking and listening

I can demonstrate active speaking and listening skills, such as making eye contact.

Expressing opinions with respect for others

I can 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 l.

Seeing how language influences and manipulates

I can 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 talk to the situation and culture

I can recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive tal.

Choosing texts for your needs and interests

I can select texts that address their learning needs and range of special interests.

Reading widely across genres and places

I can read widely and experience a variety of young adult fiction and literature from different provinces and countries.

Reading how authors use text features and design

I can explain with some regularity how authors use pictorial, typographical, and other organizational devices, such as tables and graphs, to achieve certain purposes in their writi.

Using cueing systems and reading strategies

I can read with greater fluency, confidence, and comprehension furthering personal understanding and recognition, and using cueing systems and strategies to read and view increasingl.

Talking about your own reading processes

I can regularly identify the processes and strategies readers and viewers apply when constructing meaning.

Identifying and accessing what you need

I can access appropriate print and non-print sources with increasing independence, and select information to meet specific needs with increasing speed, accuracy, and confidence.

Using a range of print and non-print sources

I can experiment with and rely upon a range of print and non-print sources for accessing and selecting information.

Using research strategies to guide inquiry

I can employ various relevant research strategies, such as generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by.

Extending your personal responses to texts

I can elaborate personal reactions to what is read and viewed by providing some extended explanations, examples, and supporting arguments.

Making evaluations and stating viewpoints

I can state personal points of view about what is read and viewed, and justify views with increasing regularity.

Finding evidence in texts to support views

I can with increasing confidence and flexibility, find evidence in texts to support personal claims and viewpoints about issues, themes, and situations.

Recognizing bias in print and media texts

I can 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.

Seeing how texts are built for readers and purposes

I can identify the various features and elements writers use when writing for specific readers and for specific purposes.

Responding critically to a range of texts

I can expand on earlier abilities to respond critically to a range of texts in various ways.

Using writing strategies to explore learning

I can demonstrate competence in the frequent use of writing and representing strategies to extend learning.

Reflecting on the strategies that help you learn

I can 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.

Using note-making for different purposes

I can begin to use various forms of note-making appropriate to various purposes and situations.

Adding interesting effects to imaginative writing

I can demonstrate an awareness of how and when to integrate interesting effects in imaginative writing and representing.

Producing a range of writing forms

I can continue to develop writing forms previously introduced, and expand this range to produce, for example, autobiographies, dramas, surveys, graphs, literacy responses, biograph.

Choosing a form that fits purpose and reader

I can 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 (understand why langu.

Representing ideas in more than one way

I can understand that ideas can be represented in more than one way and used with other forms of representing (speeches, demonstrations, plays)

Fitting content and style to the reader

I can keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language, and text organization.

Using reader feedback to shape your drafts

I can know how and when to ask for reader feedback while writing, and incorporate appropriate suggestions when revising subsequent drafts.

Using prewriting-to-presentation strategies

I can choose with increasing regularity the prewriting, drafting, revising, editing, proofreading, and presentation strategies to aid in producing various texts.

Using the conventions of written language

I can build and rely on a broad knowledge base of how words are spelled and formed.

Using technologies to communicate

I can attempt to use various technologies for communicating with a variety of audiences for a range of purposes.

Committing to crafting your writing

I can demonstrate a commitment to crafting pieces of writing and representations.

Combining information from several sources

I can gather information from a variety of sources (interviews, film, texts) and integrate ideas in communication.