ManitobaGrade 8
MB Grade 8 English Curriculum
Lessons and practice for every Grade 8 English topic. Aligned to what Manitoba schools teach in reading, writing, speaking, and representing.
MB Grade 8 English Curriculum | StudyPugHelp
GO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.8.A1.2 | Active listening; Inclusive communication; Non-verbal cues: Understand and use supportive non-verbal cues and inclusive social conventions by respecting communication differences when listening to the contributions of others in multiple contexts |
ELA.8.A1.1 | Critical listening; Analyzing oral arguments; Building on ideas: Listen critically to understand and analyze oral information and ideas for diverse opinions; build on ideas heard to clarify own opinion |
ELA.8.A1.4 | Question formulation; Seeking clarification; Critical inquiry: Ask multifaceted questions and seek/provide clarification when exploring and critiquing ideas concepts problems and solutions |
ELA.8.A1.5 | Oral language structures; Vocabulary expansion; Coherent messaging: Use the rules and structures of oral language and expanded vocabulary to build and deliver messages that are coherent clear and appropriate for contexts purposes and audiences |
ELA.8.A1.6 | Tone monitoring; Word choice; Audience awareness; Clarity revision: Use language appropriate to the purpose and audience in familiar situations; begin to monitor and revise tone word choice and clarity with support |
ELA.8.A2.4 | Morphology; Affixes and roots; Spelling strategies: Analyze and apply word structure knowledge to determine word meaning and accurate spelling including Greek/Latin affixes and roots |
ELA.8.A2.6 | Accuracy; Prosody; Reading rate; Comprehension strategies: Apply a range of fluency skills and strategies including accuracy expression and appropriate rate to comprehend text |
ELA.8.B1.1 | Pattern recognition; Assessing relevance; Building connections: Identify and explain prior knowledge and recognize patterns across topics and content areas from various sources; assess the relevance and value of prior knowledge in supporting new understanding |
ELA.8.B1.2 | Open-ended questioning; Challenging misconceptions; Multiple perspectives: Create focused open-ended questions to challenge misconceptions and explore multiple perspectives in reading listening and viewing information in an individual or group inquiry |
ELA.8.B1.4 | Identifying gaps; Gathering information; Summarizing; Citation: Review information gathered and recognize gaps; locate and gather additional information; provide a summary of text and information collected; cite evidence from multiple texts and sources that support analysis as well as inferences |
ELA.8.B2.3 | Making predictions; Confirming hypotheses; Question generation: Make predictions using background knowledge and text information; pose questions to confirm refute or change predictions before during and after reading |
ELA.8.B2.6 | Main ideas; Supporting details; Paraphrasing; Drawing conclusions: Summarize main ideas with supporting details reflecting the core meaning of multimodal text; focus on paraphrasing and draw effective conclusions |
ELA.8.B2.7 | Discipline-specific vocabulary; Multiple interpretations; Cross-curricular application: Examine and communicate new ideas using discipline specific vocabulary; consider how multiple interpretations can exist based on varying perspectives and how they impact understanding; apply new knowledge across subjects using different strategies; reflect on new understanding |
ELA.8.B3.3 | First second and third person; Comparing viewpoints; Source credibility: Identify text creator's point of view and understand there may be different views on the same topic; compare multiple viewpoints in a single text or across texts; investigate and judge the quality of viewpoints through credible sources facts and research |
ELA.8.B3.4 | Identifying stereotypes; Discriminatory language; Supporting responses with evidence: Explain a personal reaction to obvious stereotypes discriminatory language or unfair representations or one-sided views identified in various texts; use evidence from the text to support response |
ELA.8.C1.2 | Source reliability; Bias detection; Multiple perspectives in sources: Select and review information from multiple sources including different authors experts audio and digital online sources; compare sources to assess reliability look for bias and examine different points of view |
ELA.8.C1.3 | Brainstorming; Planning tools; Research organization; Outlining: Use strategies and planning tools specific to genre and purpose; collect and record information; outline steps including research design create text or prototype share and reflect on plan |
ELA.8.C2.1 | Cause and effect; Chronological sequence; Logical organization: Identify and use appropriate organizational patterns; group ideas logically and coherently for genre and text form chosen |
ELA.8.C2.3 | Discipline-specific vocabulary; Meaningful word selection; Enhancing meaning: Use accurate meaningful discipline specific words for identified purpose genre form and audience to express and enhance meaning |
ELA.8.C2.4 | Voice for different purposes; Sarcasm and humor; Tone adjustment: Demonstrate voice for different purposes in text; experiment with different language style and tone appropriate to purpose form genre and audience |
ELA.8.C3.1 | Word processing; Formatting tools; Headers and bullets; Readability: Write legibly and neatly; digital documentation and presentation is a greater focus; integrate word processing skills into the text creation process; use formatting tools intentionally to support meaning improve readability and ensure text clarity for reader |
ELA.8.C3.2 | Derivatives; Bases and affixes; Digital dictionaries; Spell check: Apply and use knowledge of a range of spelling strategies and rules; understand derivatives bases and affixes to confirm conventional spelling; use resources such as digital dictionaries or apps or spell check to confirm conventional spelling |
ELA.8.C3.3 | Common vs proper nouns; Dialogue capitalization; Historical events; Titles: Apply capitalization rules more consistently and with greater attention to context; differentiate between common and proper nouns; use capitalization in complex dialogue quoted speech specific historical events institutions and brand names in subtitles and secondary titles |
ELA.8.C3.4 | Apostrophes; Quotation marks; Commas; Colons and semi-colons: Apply punctuation correctly including apostrophes for both singular and plural possessives quotation marks for nested dialogue commas after introductory phrases and to set off clauses colons and semi-colons; use punctuation for effect and clarity to communicate meaning clearly for others |
ELA.8.C3.5 | Infographics; Video projects; Design elements; Multimodal publishing: Create final copy using a variety of modes to enhance meaning; choose appropriate design elements for a specific purpose and audience |
ELA.8.D1.2 | Strategic use of multimedia; Audience consideration; Platform awareness: Use multimedia artifacts strategically to support message and communication for a specific audience genre and platform |
ELA.8.D1.3 | Point-evidence-explanation; Transitions; Summarizing conclusions: Organize ideas more clearly using transitions and basic rhetorical structures; begin to summarize main ideas discussed and conclusions drawn to communicate message to audience |
ELA.8.D2.1 | Comparing work; Reflection; Strategy effectiveness: Reflect and compare with increasing independence effective strategies used as a listener speaker reader writer viewer and representer by asking self questions |
ELA.8.D2.2 | Class criteria development; Exit tickets; Self-quizzes; Digital portfolios: Contribute to the development of class criteria; use tools to assess own understanding and learning |
ELA.8.D2.3 | Descriptive feedback; Reflection on feedback; Strategy strengthening: Receive descriptive feedback from others; reflect on how to use the feedback to strengthen strategies for listening speaking reading viewing writing or representing |
ELA.8.D2.4 | Specific learning goals; Planning steps; Self-reflection: Reflect on and set specific learning goals to continue to develop as a listener speaker reader writer viewer and representer; plan steps to achieve goals |
ELA.8.D2.5 | Evidence collection; Tracking growth; Goal achievement monitoring: Monitor progress by collecting evidence of learning; track growth towards goal achievement |
ELA.8.B2.1 | Genre recognition; Text patterns; Supporting messages: Describe various text cues including genres features and patterns; explain how they are used to present and support the message and information for the intended audience |
ELA.8.A1.3 | Inclusive vs. exclusive language; Adjusting communication; Context awareness: Recognize the role of language in shaping inclusive or exclusive environments; adjust interactions with support to foster inclusivity across contexts |
ELA.8.D1.1 | Tone volume and expression; Adjusting for audience; Persuasion and entertainment: Use tone volume and expression and adjust according to audience and purpose to effectively communicate ideas |
ELA.8.C1.4 | Narratives; Reports; Persuasive letters; News articles; Journals: Choose common text form understanding the conventions of each form for different purposes and audiences |
ELA.8.B2.2 | Interpreting texts; Using textual evidence; Meaning construction: Use textual cues in a range of multimodal texts to construct meaning and interpret texts |
ELA.8.B3.2 | Distinguishing fact from opinion; Identifying subtle bias; Evidence evaluation: Interpret facts and opinions in various texts and recognize subtle bias; locate relevant evidence such as facts examples or details to support findings |
ELA.8.B1.3 | Multimodal literacy; Genre exploration; Collaborative learning: Engage with a variety of multimodal texts across genres and interests through collaboration with others to build knowledge together and enhance understanding through peer interactions and discussions |
ELA.8.C2.2 | Sentence variety; Transitions; Subject-verb agreement; Grammatical correctness: Reread and use more complex sentences; experiment and use a variety of sentence types; use vocabulary to enhance sentence nuance and flow; use more advanced transitions to connect ideas phrases and sentences; align subject-verb and noun-pronoun agreement; ensure sentence clarity and apply grammatical correctness to communicate meaning for others |
ELA.8.C2.5 | Clarity revision; Peer feedback; Rubrics and criteria; Tone adjustment: Review text clarity and revise for clear word choice sentence structure and grammar; use appropriate tone in common writing forms for a particular purpose and audience; notice and adjust mismatches in formality or tone; apply rubrics and criteria and peer feedback to review for details and focus; reflect on revisions made to improve text clarity |
ELA.8.B3.1 | Race gender and class in texts; Author's purpose; Textual evidence: Recognize and explain broader social issues within text based on author's purpose; use text evidence to analyze tone language or structure |
ELA.8.C1.5 | Posters; Presentations; Infographics; Digital stories; Layout design: Experiment with multimodal forms; use digital tools to explore layout images and audio including thinking maps to draft ideas effectively and creatively |
ELA.8.A2.5 | Figures of speech; Word relationships; Context clues; Personification: Acquire clarify and use a variety of vocabulary in different contexts including figures of speech; use word relationships and associations to enhance word meaning |
ELA.8.B2.4 | Text-to-self; Text-to-text; Text-to-world connections: Explain connections between personal experiences a range of multimodal texts and knowledge of world including history events and issues to enhance understanding of texts |
ELA.8.C1.1 | Drawing on experiences; Topic selection; Genre awareness: Generate ideas by drawing connections between experiences and broader themes; select and narrow a topic understanding how genre audience and purpose influence style tone and content |
ELA.8.B2.5 | Rereading strategies; Clarifying questions; Inferencing; Paraphrasing: Select strategies such as rereading asking clarifying questions inferencing conferring with others paraphrasing and consulting references to monitor and confirm understanding |
Grade 8 English in Manitoba
Manitoba Grade 8 English covers a wide range of literacy skills including critical reading, analytical writing, oral communication, and multimodal representing. Students learn to examine texts from multiple perspectives, develop a clear writing voice, and use language purposefully for different audiences and purposes.
Reading and Viewing in Grade 8
Grade 8 students read and view a variety of multimodal texts, making inferences, summarizing main ideas, and evaluating the credibility of sources. They learn to identify an author's point of view, recognize bias, and compare perspectives across texts. StudyPug provides guided practice for each of these skills.
Writing and Representing in Grade 8
In writing, Grade 8 students develop their ability to organize ideas clearly, use discipline-specific vocabulary, and apply conventions including spelling, punctuation, and capitalization. They experiment with voice, tone, and style for different genres and audiences. StudyPug's lessons walk students through each writing skill step by step.
Oral Language and Listening in Grade 8
Grade 8 English also focuses on oral communication skills — listening critically, asking multifaceted questions, and delivering clear messages. Students learn to adjust their tone and word choice based on audience and purpose. Practice exercises on StudyPug support these skills alongside reading and writing.
- Analyze and respond to a range of texts including digital and multimodal sources
- Develop writing skills across multiple genres and forms
- Build vocabulary through word structure, context, and figures of speech
- Apply spelling, punctuation, and grammar conventions accurately
- Use self-assessment and peer feedback to improve as a communicator