Grade 8 - Communicate Ideas and Information (Knowledge of Language)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• consistently use accurate and precise terminology to talk about language
• use grammatically correct language when writing and speaking
• apply their knowledge of conventional spelling patterns, syllabification, root words, prefixes, and suffixes to monitor their work
• identify how the conventions of language have shifted over time and as a result of exposure to other cultures

To view the prescribed learning outcomes for Communicate Ideas and Information (Knowledge of Language) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Arrange for students to use computers for word processing and editing. Review the various word-processing tools and features, including spelling and grammar checking, font styles, and the cut-and-paste feature. In addition to reviewing the computer's editing features, demonstrate traditional editing techniques such as those outlined in editing checklists.
• Ask students to create word banks (including definitions) of new or unusual words they encounter in their reading. Ask them to record where they encountered each word.
• Show students how words and slang change (e.g., "groovy" for "settled in habit" in Victorian England). Ask students to make up their own dictionaries of current slang.
• Have students write prefixes, suffixes, and root words on cards and colour-code each category to distinguish it from the others. Then ask pairs of students to create words from the word parts; predict the meanings of the new words using their knowledge of prefixes, suffixes, and roots; and then use dictionaries to confirm the meanings. Suggest that students use their new words in sentences or illustrate their meanings on posters.
• Explain the function of punctuation by showing students how emphases, pauses, and inflections in oral language make it possible to convey different meanings with the same words. Then show them how punctuation does the same thing in written language. Lead a discussion to help students make the connection to their own writing.

SUGGESTED ASSESSMENT STRATEGIES

• To check on students' knowledge of computer applications for developing, revising, and presenting documents, have small groups research and prepare posters about different applications. For example, one group might be asked to prepare material on the use of aids such as spelling and grammar checkers, another might research effective editing and revision techniques, while a third could draft guidelines for choosing typefaces or design elements. Assess students' posters for accuracy, clarity, thoroughness, use of appropriate examples, reliance on current sources, and attention to practical classroom applications. Students could use the information on the posters to create questions for a written or oral quiz.
• Periodically review students' dictionaries or word banks (some students may prefer to keep these in databases). Provide feedback based on the extent to which:
  • the collections are unique and reflect individual interests and needs
  • definitions are complete and accurate
  • spelling is correct
  The word banks should include an agreed-upon minimum number of entries.

RECOMMENDED LEARNING RESOURCES

• The 21st Century Dictionary of Acronyms and Abbreviations
• The 21st Century Dictionary of Quotations
• The 21st Century Grammar Handbook
• The 21st Century Guide to Pronunciation
• The 21st Century Synonyms and Antonyms Finder
• Access to Reading & Language Arts
• Canadian Spelling Dictionary
• Desktop Publishing
• Language to Go
• The Little, Brown Handbook
• Mini Anthologies - Grade 7/8
• Roget's Twenty-First Century Thesaurus
• The Scholastic Rhyming Dictionary
• Spelling Works
• Stories from Asia
• Storytelling Games
• Teaching the Skills
• Writing for Results
• You Be The Reporter

• MultiSource
• Word Attack 3

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