Quebec

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Skills available for Quebec grade 8 English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Quebec Education Program Quebec Education Program

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1 Uses language/talk to communicate and to learn

Produces spoken texts for a familiar audience in specific contexts
- Uses a communication process: examines the interplay of context, audience and purpose; chooses strategies; examines the relationship of producer, text and audience; considers code, style, register and usage conventions
  - Identify audience and purpose (9-B.2)
- Explores some of the aesthetic qualities of language
Interacts with peers and teachers in specific learning contexts
- Uses a collaborative process to develop a repertoire of communication and learning/thinking strategies
- Uses an inquiry process in problem solving, action research and classroom drama activities
Explores the social practices of the classroom and community in specific contexts
- Organizes and maintains an integrated profile of work over the cycle
- Develops a process of self-evaluation and self-reflection
- Participates in regular and ongoing evaluation conferences with the teacher
- Explores some of the uses of language in a democratic society

Quebec

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1 Uses language/talk to communicate and to learn

Produces spoken texts for a familiar audience in specific contexts

Uses a communication process: examines the interplay of context, audience and purpose; chooses strategies; examines the relationship of producer, text and audience; considers code, style, register and usage conventions

Explores some of the aesthetic qualities of language

Interacts with peers and teachers in specific learning contexts

Uses a collaborative process to develop a repertoire of communication and learning/thinking strategies

Uses an inquiry process in problem solving, action research and classroom drama activities

Explores the social practices of the classroom and community in specific contexts

Organizes and maintains an integrated profile of work over the cycle

Develops a process of self-evaluation and self-reflection

Participates in regular and ongoing evaluation conferences with the teacher

Explores some of the uses of language in a democratic society

2 Represents her/his literacy in different media

Follows a production process to create media texts for specific purposes and audiences

Makes personal links

Participates collaboratively in different recursive phases of the production process: preproduction, production, and post-production

Develops a more comprehensive understanding of the media from a producer's perspective

Reflects on strategies used to produce media texts and her/his own development as a reader and producer of media texts over time

Deconstructs media texts to understand their meaning(s)/message(s) in specific contexts

Identifies and deconstructs codes and conventions of media texts

Becomes aware, through discussion with others, that media texts are constructed in specific contexts for specific audiences and purposes

Considers own strategies used to read these texts

Explores the relationship between producer, text and audience in specific contexts

Investigates how the media situate texts by considering the different forms of representation and/or exclusion of various groups

Examines how producer's stance and production decisions affect media texts

Begins to develop a profile of self as reader/producer of media texts

Considers the impact of media texts on self and on others

3 Reads and listens to written, spoken and media texts

Integrates reading profile, stance and strategies to make sense of a text in a specific context

Reads for pleasure and to learn

Draws on prior experience and the features of text types/genres to make sense of a text

Adjusts reading stance and strategies to the context

Develops a method for locating and organizing information on different topics or subjects of interest

Maintains and shares an integrated profile

Talks about own response to a text within a community of readers

Makes connections between own experiences and the world of the text

Works with information in texts. Shares own responses in an individual voice

Accommodates the points of view of peers in shaping own response(s)

Interprets the relationship(s) between reader, text and context in light of own response(s)

Considers constructed nature of text and its impact on self as reader

Draws on own reading profile and reading strategies in order to locate textual detail(s) that substantiate own sense of meaning(s)/message(s)

Constructs interpretation(s) that embody both own world and the world of the text

4 Writes a variety of genres for personal and social purposes

Follows a process to produce written texts in specific contexts

Adapts process, strategies and writerly practices to suit own needs

Confers regularly with peers and teacher throughout the writing process

Practises revision as a recursive process

Reflects on own development as a writer over time

Develops style as a writer within a classroom community of writers

Follows an inquiry process focused on immersion into texts

Reads to learn how language, discourse and texts work

Applies knowledge of language and familiar text grammar(s) to own writing

Engages in collaborative writing activities

Explores own style in relation to other writers

Explores the relationship(s) between writer, text and context

Develops voice as a writer by assuming various roles in writing for personal and social purposes

Researches as a writer to become more informed and to create authentic contexts

Characterizes intended audience to shape meaning(s)/message(s) to suit context