English Language Arts 8 - - NESD Curriculum Corner
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English Language Arts 8ISBN 978-1-897211-73-11. Language arts (Middle school) - Saskatchewan - Curricula. 2. Competency-based education Saskatchewan.Saskatchewan. Ministry of Education. Curriculum and E-Learning. Humanities Unit.All rights are reserved by the original copyright owners.
English Language Arts 8Table of ContentsAcknowledgements. iiiIntroduction. 1Core Curriculum. 2Broad Areas of Learning. 2Building Lifelong Learners. 2Building a Sense of Self and Community. 2Building Engaged Citizens. 2Cross-curricular Competencies. 3Developing Thinking. 3Developing Identity and Interdependence. 3Developing Literacies. 3Developing Social Responsibility. 4Aim and Goals of K-12 English Language Arts. 4Questions Derived from the Aim and Goals. 5An Effective English Language Arts Program . 7Focuses on Grade-specific Outcomes. 9Provides Meaningful Contexts. 12Encourages Inquiry, Questioning, and Efficacy. 16Focuses on Language. 22Teaches Critical and Powerful Learning Strategies. 24Includes a Range of Texts. 32Outcomes and Indicators. 33Assessment and Evaluation of Student Learning. 49Connections with Other Areas of Study. 54Glossary. 55References. 58Feedback Form. 61English Language Arts Grade 8 i
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English Language Arts 8AcknowledgementsThe Ministry of Education wishes to acknowledge the professional contributions and advice givenby the following members of the Middle Level English Language Arts Reference Committee inthe development of English Language Arts: A Curriculum Guide for the Middle Level (Grades 6-9)(Saskatchewan Learning, INTERIM June 2006). This curriculum is based on the interim curriculumguide.Michelle BatiukSaskatchewan Teachers’ FederationMelfort and Unit Comprehensive CollegiateMelfort, SaskatchewanTrevor GambellUniversity of SaskatchewanDepartment of Curriculum StudiesSaskatoon, SaskatchewanJennifer BentzStudentBedford Road SchoolSaskatoon, SaskatchewanRhae-Ann HoloienSaskatchewan Teachers’ FederationDavison SchoolMelville, SaskatchewanMaureen BraunSaskatchewan Teachers’ FederationHerbert SchoolHerbert, SaskatchewanPatricia JamisonConsultantSaskatoon Public School DivisionSaskatoon, SaskatchewanBev BrennaConsultantSaskatoon Public School DivisionSaskatoon, SaskatchewanJosy RoskeSaskatchewan Teachers’ FederationChurchill High SchoolLa Ronge, SaskatchewanMeredith CherlandUniversity of ReginaFaculty of EducationRegina, SaskatchewanGeoffrey ShumilakStudentNorth Battleford Comprehensive High SchoolNorth Battleford, SaskatchewanMarion EvansSaskatchewan Teachers’ FederationWinston Churchill SchoolLloydminster, SaskatchewanSharon StollSaskatchewan Teachers’ FederationNorth Valley High SchoolLemberg, SaskatchewanThe Ministry of Education also wishes to thank many others who contributed to the developmentof this curriculum: First Nations teachers university faculties other educators and reviewers.This curriculum is also based on the Western and Northern Canadian Protocol (WNCP) TheCommon Curriculum Framework for English Language Arts (Kindergarten to Grade 12) (1998).English Language Arts Grade 8 iii
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English Language Arts 8IntroductionEnglish language arts (ELA) is a Required Area of Study inSaskatchewan’s Core Curriculum. The purpose of this curriculumis to outline the provincial requirements for Grade 8 EnglishLanguage Arts.Time AllotmentThe Saskatchewan Ministry of Education has established aprovincial policy for the amount of time that must be allocatedto language arts instruction at each grade level. The requiredtime allotted to Grade 8 is as follows:Required Minutes for English Language Arts300 minutes per week or approximately 60 minutes each dayCurriculum ContentsThis curriculum provides the intended learning outcomes thatGrade 8 students are expected to achieve in English languagearts by the end of the year. Indicators are included to providethe breadth and depth of what students should know and beable to do in order to achieve the outcomes.The learning experiences planned for students will supportstudent achievement of the provincial Goals of Educationthrough attending to the Broad Areas of Learning forSaskatchewan and the Cross-curricular Competencies describedon the following pages.The English language arts curriculum provides: direction for supporting student achievement of the BroadAreas of Learning and the Cross-curricular Competencies the K-12 aim and goals for English language arts inSaskatchewan characteristics of an effective English language arts program grade 8 English Language Arts outcomes and indicators sample assessment and evaluation criteria for outcomes inEnglish language arts connections with other areas of study.Additional support resources will appear online.English Language Arts Grade 8 1
English Language Arts 8Core CurriculumCore Curriculum is intended to provide all Saskatchewan studentswith an education that will serve them well regardless of theirchoices after leaving school. Through its various componentsand initiatives, Core Curriculum supports the achievement of theGoals of Education for Saskatchewan. For current informationregarding Core Curriculum, please refer to Core Curriculum:Principles, Time Allocations, and Credit Policy (August 2007) foundon the Saskatchewan Ministry of Education website.Broad Areas of LearningThere are three Broad Areas of Learning that reflect Saskatchewan’sGoals of Education. K-12 English language arts contributes to theGoals of Education through helping students achieve knowledge,skills, and attitudes related to these Broad Areas of Learning.Building Lifelong LearnersRelated to the following Goals ofEducation:ŘŘ Basic SkillsŘŘ Lifelong LearningŘŘ Self Concept DevelopmentŘŘ Positive LifestyleRelated to the following Goals ofEducation:ŘŘ Understanding and Relatingto OthersŘŘ Self Concept DevelopmentŘŘ Positive LifestyleŘŘ Spiritual DevelopmentRelated to the following Goals ofEducation:ŘŘ Understanding and Relatingto OthersŘŘ Positive LifestyleŘŘ Career and ConsumerDecisionsŘŘ Membership in SocietyŘŘ Growing with Change2 English Language Arts Grade 8Students who are engaged in constructing and applying Englishlanguage arts knowledge naturally build a positive dispositiontowards learning. Throughout their study of English languagearts, students gain understandings, skills, and strategies tobecome more competent and confident language users.Building a Sense of Self and CommunityTo learn English language arts, students need to not only usethe English language but also to interact with each other.Through the English language arts, students learn aboutthemselves, others, and the world around them. They uselanguage to define who they are and to explore who they mightbecome. They use language to interact and respond effectivelywith others and to build community.Building Engaged CitizensIn the English language arts, students learn how language canempower them to make a difference in their personal, peer,family, and community lives. Language gives them a sense ofagency and an ability to make a difference in their communityand the world in which they live.
English Language Arts 8Cross-curricular CompetenciesThe Cross-curricular Competencies are four interrelated areascontaining understandings, values, skills, and processes whichare considered important for learning in all areas of study. Thesecompetencies reflect the Common Essential Learnings and areintended to be addressed in each area of study at each gradelevel.Developing ThinkingLearners construct knowledge to make sense of the worldaround them. They develop understanding by building on whatis already known. This key competency concerns the ability tomake sense of information, experiences, and ideas throughthinking contextually, critically, and creatively. English languagearts is inquiry-based, and students use their language andthinking skills to explore a range of topics, issues, and themes.ŘŘ thinking and learningcontextuallyŘŘ thinking and learningcreativelyŘŘ thinking and learningcritically.Developing Identity and InterdependenceThe ability to act autonomously in an interdependent worldrequires an awareness of the natural environment, of socialand cultural expectations, and of the possibilities for individualand group accomplishments. It assumes the possession of apositive self-concept and the ability to live in harmony withothers and with the natural and constructed world. Achievingthis competency requires understanding, valuing, and caring foroneself; understanding, valuing, and respecting human diversityand human rights and responsibilities; and understandingand valuing social and environmental interdependence andsustainability. English language arts requires students to exploreideas and issues of identity, social responsibility, diversity,sustainability, and efficacy. Students study texts and ideasabout personal and philosophical; social, historical, and cultural;imaginative and literary; communicative; and environmentaland technological topics.Developing LiteraciesLiteracies are multi-faceted and provide a variety of ways,including the use of various language systems and media, tointerpret the world and express understanding of it. Literaciesinvolve the evolution of interrelated skills, strategies, andknowledge that facilitate an individual’s ability to participatefully and equitably in a variety of roles and contexts – school,home, and local and global communities. To achieve thisŘŘ understanding, valuing,and caring for oneselfŘŘ understanding, valuing,and respecting humandiversity and human rightsand responsibilitiesŘŘ understanding andvaluing social, economic,and environmentalinterdependence andsustainability.ŘŘ constructing knowledgerelated to various literaciesŘŘ exploring and interpretingthe world through variousliteraciesŘŘ expressing understandingand communicatingmeaning using variousliteracies.English Language Arts Grade 8 3
English Language Arts 8competency requires developing skills, strategies, andknowledge related to various literacies in order to exploreand interpret the world and communicate meaning. Englishlanguage arts requires students to use different literacies,including language literacy, effectively and contextually torepresent ideas and understanding in multiple, flexible ways.Developing Social ResponsibilityŘŘ using moral reasoningprocessesŘŘ engaging incommunitarian thinkingand dialogueŘŘ contributing to the wellbeing of self, others, and thenatural world.Social responsibility is how people positively contribute to theirphysical, social, and cultural environments. It requires the abilityto participate with others in accomplishing shared or commongoals. This competency is achieved through using moralreasoning processes, engaging in communitarian thinking anddialogue, and contributing to the well-being of others and thenatural world. Socially responsible learners contribute to theirphysical, social, and cultural environments. In English languagearts, students explore their social responsibility and work towardcommon goals to improve the lives of others and the naturaland constructed world.Aim and Goals of K-12 English LanguageArtsThe K-12 aim of the Saskatchewan English language artscurricula is to help students understand and appreciatelanguage, and to use it confidently and competently in avariety of situations for learning, communication, work, life, andpersonal satisfaction.Goals are broad statements identifying what students areexpected to know and be able to do upon completion of studyin a particular subject (e.g., English language arts). The K-12goals of the Saskatchewan English language arts curricula areto:Students will also develop theirabilities in using and learningabout the appropriate before,during, and after strategies,and the pragmatic, textual,syntactical, semantic/lexical/morphological, graphophonic,and other language andcommunication cues andconventions. (See Glossary.)4 English Language Arts Grade 81. Comprehend and Respond (CR). Students will extend theirabilities to view, listen to, read, comprehend, and respondto a range of contemporary and traditional grade-level textsin a variety of forms (oral, print, and other texts) from FirstNations/Métis and other cultures for a variety of purposesincluding for learning, interest, and enjoyment. (Refer alsoto sidebar.)2. Compose and Create (CC). Students will extend theirabilities to represent, speak, and write to explore andpresent thoughts, feelings, and experiences in a variety offorms for a variety of purposes and audiences. (Refer also tosidebar.)
English Language Arts 83. Assess and Reflect (AR). Students will assess their ownlanguage skills; discuss the skills of effective viewers,representers, listeners, speakers, readers, and writers; andset goals for future improvement.These goals, while reflecting what is important in Englishlanguage arts, also provide “throughlines” to and from Crosscurricular Competencies and the Broad Areas of Learning.Teachers need to ensure that the “throughlines” from eachsubject area are considered when planning and teaching.Social StudiesPhysicalEducationComprehendand RespondComposeand CreateIdentity andInterdependenceThinkingHealthEducationSelf izensArtsEducationAssess cationLiteraciesSciencePractical and AppliedArts SurveyQuestions Derived from the Aim andGoalsThe questions on the following page focus on the long-termabilities associated with the overall purpose and K-12 goals forthe English language arts program. They recur in and give anoverall focus to all instruction, assessment, and evaluation inEnglish language arts.English Language Arts Grade 8 5
English Language Arts 8Comprehend and Respond (CR): What is this text saying? Explicitly? Implicitly?How was the text created?What forms and conventions were used?In what context and for what purpose was the text created?How can I interpret the text?What evidence do I have to support this interpretation?What does this text have to say about identity, socialresponsibility, and efficacy (making a difference)? Whose voices are heard and whose are not? Why are viewing, listening, and reading important?Compose and Create (CC): What do I know, and how can I express that? How can I best express these ideas for this audience andpurpose? What forms can I use? What are the conventions of thoseforms? How can I communicate most clearly and effectively? Do my messages demonstrate a deep understanding of thesubject matter? Are my compositions and presentations well-crafted, fullydeveloped, coherent, and appropriate to my purpose andaudience? To what extent is the voice, pen, screen mightier than thesword?Assess and Reflect (AR): Why is effective language usage and effectivecommunication important? What are the characteristics of effective viewers, listeners,readers, representers, speakers, and writers? What do theydo, feel, look like, or sound like? What are my teacher’s and my personal expectations forviewing, listening, reading, representing, speaking, andwriting? What are my personal goals for becoming a more effectiveviewer, listener, reader, representer, speaker, and writer?How will I achieve them?6 English Language Arts Grade 8
English Language Arts 8An Effective English Language ArtsProgramAn English language arts program is effective when it ispurposeful, dynamic, fulfilling, and authentic. This curriculuminvites and challenges educators to think about education,schooling, and English language arts as it might be, ratherthan the way they might know it to be. How can schooling andEnglish language arts be more purposeful, dynamic, fulfilling,and authentic? How can it help students become competent,confident users of the English language and, at the same time,become knowledgeable about themselves, their community,and the world as a whole in a deep and meaningful way? Howcan it help them find fulfillment, be socially responsible, andact in ways that will make their community and world betterplaces? How can it help them become effective self-directed,self-regulated, strategic, and collaborative learners to meet thedemands of personal, social, work, and global life in the 21stcentury?“When a learner makes connections and learning takes place, itis because of focused teaching .” (Fullan, Hill, & Crévola, 2006, p.34). Focused teaching requires: a detailed map of what is expected that students will knowand be able to do, clearly stated in outcomes and associatedindicators a detailed knowledge of how best to teach to these learningoutcomes in the classroom, including explicit teachingstrategies and methods and classroom routines a set of powerful and aligned assessment and evaluationtools tied to the outcomes (Fullan, Hill, & Crévola, 2006, pp.36-37).Language literacy is thefoundation to a lifelonglearning process thatempowers individuals to drawon the gifts of mind, body,heart, and spirit toward thefulfillment of personal andfamily life and communityresponsibility.Language literacy involves acontinuum of interrelated skills,practices, and learnings thatcontribute to the developmentof an individual’s ability tounderstand, communicate,and participate in a variety ofroles (e.g., parent, citizen, andworker) and settings (e.g., in thehome, at work, in education,and in the community).These include listening andspeaking, reading and writing,viewing and representing.(Saskatchewan LiteracyCommission, 2004, p. 1)This curriculum is designed to be the starting point for thedetailed map, knowledge, and assessment and evaluationtools that teachers must know and understand in order to helpstudents learn effectively through the English language arts. It isthe starting point that will allow English language arts teachers“to develop and deepen students’ understanding of importantideas and a process i
English Language Arts 8 English Language Arts Grade 8 1 Introduction English language arts (ELA) is a Required Area of Study in Saskatchewan’s Core Curriculum. The purpose of this curriculum is to outline the provincial requirements for Grade 8 English Language Arts. Time Allotment The Saskatchewan Ministry of Education has established a
PSSA Grade 6 English Language Arts Item and Scoring Sampler—September 2016 3 INFORMATION ABOUT ENGLISH LANGUAGE ARTS English Language Arts Grade 6 This English Language Arts Sampler is composed of 3 passages, 12 passage-based multiple-choice questions, 4 evidence-based selected-response questions, a text-dependent analysis question, 4
English Language Arts Curriculum (1998) and in this curriculum guide, English Language Arts Curriculum: Grade 5 (2013), has been planned and developed collaboratively by a provincial working group tasked with elementary curriculum renewal for English Language Arts. The English language arts curriculum has been developed with the intent of:
ENGLISH LANGU AGE ARTS III READING. NMPED English Language Arts III: Reading Blueprint Project Management by Page 2 Purpose Statement English Language Arts III: Reading The English Language Arts III Reading End-of-Course (EOC) Exam is intended to measure st
2014 – 2015. 2 2014-2015 ARTS CONCENTRATIONS AT DURHAM SCHOOL OF THE ARTS ARTS: Music ARTS: Theatre Arts ARTS: Dance ARTS: Visual Arts ARTS: CTE ARTS: Writing . portfolio to Scholastic Art & Writing Awards _ Newspaper Journalism *Completer Options 1) Editor or Co-Editor . AP Art History - 54487X0Y Writing Through Literature 2-10272YW2 .
ATLANTIC CANAD A ENGLISH LANGU AGE ARTS CURRICULUM: ENTR Y–3 1 INTRODUCTION Introduction The curriculum described in Foundation for the Atlantic Canada English Language Arts Curriculum and in this curriculum guide for Atlantic Canada English Language Arts Curriculum: Entry–3, referred to hereafter as English Languag
English Language Arts Grade 7: Integrated Resource Package (2006), English Language Arts Grade 8: Integrated Resource Package (2007), English Language Arts Grade 9: Integrated Resource Package (2007). Used with permission of British Columbia Ministry of Education. Nova Scotia Teaching in Action, Grades 7-9: A Teaching Resource (2007). Adapted .
Mastering the Common Core GPS Grade 2 English Language Arts: Book 1 - Letters and Words 2013-2014 Edition . Mastering the Common Core GPS Grade 2 English Language Arts: Book 2 - Reading Literature and Information 2013- 2014 Edition . Mastering the Common Core GPS Grade 2 English Language Arts: Book 3 - Write, Listen, Speak 2013-2014 Edition
2 Adventure Tourism in Scotland – what do we mean? Introduction 2.1 This chapter details the definition of Adventure Tourism (AT) used by the study team for this commission and any assumptions which were made throughout the research. Definition of Adventure Tourism 2.2 The definition of the AT sector used for this study is the now commonly held sector definition developed in the Adventure .
