Learning Outcomes
Select an area from the list below:
  • Outcomes for Grades 1 - 3
  • Outcomes for Grades 4 - 6
  • Outcomes for Grades 7 - 9
  • Outcomes for Grades 10 - 12
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    (from The Atlantic Canada English Language Arts Curriculum, 7 - 9)

    LEVEL: 8
    By the end of Grade 8 students will be expected to:

    Sharing and Presenting Information Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • consider and reflect on the contributions of others' ideas during discussions (1)
  • ask questions that probe for accuracy, relevancy, and validity; respond thoughtfully and appropriately to such questions (2)
  • state a point of view in a convincing manner, offering relevant information to support that viewpoint (3)
  • listen carefully to identify key points in oral presentations, and evaluate the relevancy of supporting details (4)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to small-group conversation and whole-group discussion, choosing appropriate strategies that contribute to effective talk (1)
  • recognize that different purposes and audiences influence communication choices such as vocabulary, sentence structure, rate of speech, and tone during talk; consider appropriate communication choices in various speaking contexts (2)
  • give instructions and respond appropriately to instructions, directions, and questions (3)
  • evaluate speakers and the effectiveness of their talk in particular contexts; identify the verbal and non-verbal language cues used by speakers (e.g., repetition, volume, and eye contact) (4)

  • GCO C (Speaking/Listening)
    interact with sensitivity and respect, considering the situation, audience and purpose

  • 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 (2)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • 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 (1)
  • identify and reflect upon strategies that are effective in helping them learn; to describe their personal growth as language learners and language users (2)
  • demonstrate an awareness of how and when to integrate interesting effects in imaginative writing and other ways of representing; include thoughts and feelings in addition to external descriptions and activities; integrate detail that adds richness and density; identify and correct inconsistencies and avoid extraneous detail; make effective language choices relevant to style and purpose, an, when appropriate, select more elaborate and sophisticated vocabulary and phrasing (4)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • 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 language choice, organization, and voice used in an essay differs from that used in a media advertisement) (2)
  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)
  • keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language choice, and text organization (4)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • 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, vocabulary choices, and paragraphing with flexibility and creativity to engage readers (1)
  • choose, with increasing regularity, the prewriting, drafting, revising, editing, proofreading, and presentation strategies to aid in producing various texts (2)
  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)
  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication (5)

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