Grade 8 | My Child in School | Manitoba Education and Early Childhood Learning
Manitoba
MY CHILD IN SCHOOL
MY CHILD IN SCHOOL – Informed Parent, Involved Parent

GRADE 8: ENGLISH LANGUAGE ARTS

What your child is learning

Grade 8 children use the four ELA practices as they speak, listen, read, write, view, and represent for meaningful purposes to

  • make sense of themselves, others, and the world (Language as Sense Making)
  • explore the purpose of texts and discover new ways of thinking (Language as Exploration and Design)
  • investigate important issues and advocate for themselves, their communities, and the environment (Language as Power and Agency)
  • use what they know about how language works in meaningful ways for different purposes (Language as System)

An Example of This in Action

The teacher designs a rich learning experience during which children use different viewpoints to experiment with and understand texts about truth and reconciliation. They investigate deeply by exploring how actual people in their communities are affected by and address this important issue. Children have opportunities to engage with chapter books, videos, the land, and virtual guest speakers from Manitoba and elsewhere. As children investigate, they notice specialized language. They connect what they know about words, word families, and patterns as they discuss meanings and associations of words (e.g., reconciliation, exclusion, residential schools, legacy, intergenerational, and resilience). With support, children communicate and share their own experiences with truth and reconciliation and that of others to contribute positively to their communities. As they create this text, they honour each story they share and use literary devices and other figurative language to engage and inspire others. After children complete their first draft, they invite others to try out, extend, reinterpret, and rethink their ideas and designs. After considering feedback, children revise their design for purpose and audience and share them in their wider communities.

To find out more about what your child is learning in English language arts, talk to the teacher. You may also refer to the English Language Arts Curriculum Framework: A Living Document.

How your child is assessed

Your child’s learning and progress will be assessed in many ways. The teacher will look closely at their learning by collecting samples of work, listening to them in conversations, and observing them using language in many situations for different purposes.

The teacher will consider the following:

  • To what extent your child is using the four ELA practices?
  • Is there evidence of your child’s learning growth?
    • How much support does your child need over time and across situations?
    • How deep is your child’s understanding of how they create, communicate, and engage in learning?
    • How varied are the tools, techniques, and ways your child uses the four ELA practices in different situations?
    • How have your child’s thinking, feelings, and actions changed? How has their ability to reflect critically on these changes grown?
This evidence of learning will be used to inform you of your child’s progress in English language arts. The teacher will report on your child’s progress three times a year. Here are the categories on the report card and some examples of what the teacher will report on.

Comprehension (Reading, Listening, and Viewing)

  • How does your child use texts such as books, websites, and images to inform themselves about issues, ideas, or topics?
  • How does your child understand what they read, hear, and view?
  • How does your child use what they know about how language works to read, listen, and view?

Communication (Writing, Speaking, and Representing)

  • How does your child use language to create new ideas, solve problems, extend their knowledge, and communicate ideas?
  • How does your child communicate to others when writing, representing, and speaking?
  • How does your child use what they know about how language works to write, speak, and represent?

Critical Thinking

  • How does what your child hears, reads, and views influence what they think?
  • How does your child decide what and whose stories to tell?
  • How does your child use language to influence others when writing, representing, and speaking?

Resources

Frequently Asked Questions

WHY ARE CRITICAL THINKING AND CRITICAL LITERACY IMPORTANT?

HOW CAN I HELP MY CHILD?