Language Arts/English Curriculum Frameworks - Albemarle County ...

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Virginia C/T SOL and Content Area SOL English Technology Integration Strategies 7 th Grade In order to assist teachers who are interested in using technology for project-based learning, below is an example of a long-term project that incorporates several content and technology SOL. VA SOL Strand for Content Reading Writing VA SOL Standard for Content 7.2a and b: The student will identify the relationship between a speaker’s verbal and nonverbal messages: use verbal communication skills, such as word choice, pitch, feeling, tone, and voice; use nonverbal communication skills, such as eye contact, posture, and gestures. 7.5a, b, e, f, and g: The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry: describe setting, character development, plot structure, theme, and conflict; compare and contrast forms, including short stories, novels, plays, folk literature, poetry, essays, and biographies; draw conclusions based on explicit and implied information; make inferences based on explicit and implied information; and summarize text. VA SOL Standard for Technology C/T 6-8.8: The student will use technology resources for solving problems and making informed decisions. Employ technology in the development of strategies for solving problems. Use a variety of technologies to identify and provide possible solutions to real-world problems. Use content-specific tools, software, and simulations such as environmental probes, graphic calculators, exploratory environments, and web tools. Participate in collaborative problem-solving activities. Select and use appropriate tools and technology resources to accomplish a variety of tasks. C/T 6-8.9: The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Choose the appropriate tool, format, and style to communicate information. Independently use technology tools to create and communicate for individual and/or collaborative projects. Produce documents demonstrating the ability to edit, reformat, and integrate various software tools. © Albemarle County Public Schools, April 2006 Appendix G VA SOL Essential Understanding All students should: Exhibit confidence when speaking; recognize that authors make choices to create stories; make inferences and draw conclusions based on information supplied by an author combined with the reader’s own background knowledge; use strategies and graphic organizers to summarize and analyze text; read, understand, and differentiate the characteristics and narrative structures of short stories, novels, folk literature, plays, personal essays, biographies and autobiographies; choose and use appropriate graphic organizers; use a process for writing, understand that good writing has been elaborated horizontally and vertically, and understand and apply the elements of composing; become independent in checking spelling, using dictionaries and/or electronic tools. VA SOL Essential Knowledge To be successful with this standard, students are expected to: Use appropriate facial expressions and gestures or motions to add to what is being said; use proper posture and stance when speaking; match vocabulary, tone and volume to the audience, purpose, and topic of the message; understand the elements of story, including setting, characters, external conflicts, internal conflicts, plot and theme; use graphic organizers; understand and analyze elements of an author’s style, including word choice, sentence structure and language patters; imagery, and figurative language; use strategies for summarizing; organize and synthesize information with tools; use a variety of prewriting strategies; and use written expression to draft and revise compositions with attention to voice, tone, selection of information, embedded phrases and clauses that clarify meaning; vivid and precise vocabulary, Technology NETS-S Performance Integration Strategies Indicators Using a broad theme that has applicability for 7 th grade students, such as the meaning of heroism or the conflict between group and personal responsibility, develop a reading list that provides a wide variety of literary formats. Students should work together in small groups to choose particular pieces from the reading list to read and analyze through the unit. The use of various graphic organizers can later be incorporated into a multimedia presentation. This presentation, made orally to their parents during a special event, should use examples from their readings, incorporate literary analysis based on form, and provide an opinion or insight developed by the students on the chosen topic. They may use personifications of fictional characters or real people and/or authors to illustrate their points. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. Apply productivity/ multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. Design, develop, publish, and present products e.g., Web pages, videotapes using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. 12
Virginia C/T SOL and Content Area SOL English Technology Integration Strategies 7 th Grade VA SOL Strand for Content VA SOL Standard for Content VA SOL Standard for Technology VA SOL Essential Understanding VA SOL Essential Knowledge Technology NETS-S Performance Integration Strategies Indicators 7.7b, c and d: The student will apply knowledge of appropriate reference materials: use graphic organizers to organize information; synthesize information from multiple sources; credit primary and secondary sources. figurative language, and sentence variety. 7.8a, b and c: The student will develop narrative, expository, and persuasive writing: apply knowledge of prewriting strategies, elaborate the central idea in an organized manner; choose vocabulary and information that will create voice and tone. 7.9: The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure and paragraphing. © Albemarle County Public Schools, April 2006 Appendix G 13
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Albemarle County Public Schools Eng
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Table of Contents Executive Summary
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Language! Program Correlations…
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In addition to directly responding
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• We must recognize each child’
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Framework for Quality Learning Intr
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Lifelong-Learner Standards Lifelong
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Language Arts Habits of Mind Habits
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Systems: Morphemic Structure Enduri
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Systems: Genre Enduring Understandi
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Change and Continuity: Etymology En
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Communication: Author’s Purpose E
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Aesthetics: Literary Elements Endur
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Aesthetics: Syntax Enduring Underst
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About the Reading Maps Articulating
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Kindergarten Early Emergent Stage o
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1 st Grade Beginning Reader Stage o
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2 nd Grade Advanced Beginning Stage
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3 rd Grade Transitional Stage of Re
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4 th Grade Intermediate Stage of Re
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5 th Grade Intermediate Stage of Re
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6 th Grade - Communications in Lang
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6 th -grade Concept Requirements &
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Grade Title Author Genre Reading Le
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Writing Requirements - 6 th Grade C
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Textbook: Holt, Rinehart & Winston.
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Concepts & Reading Requirements Sys
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8 th Grade - Universality in Langua
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8 th -Grade Concept Requirements &
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Writing Requirements - 10 th Grade
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Text: Prentice Hall. (2007). Prenti
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Advanced Proficient Stage of Readin
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Writing Requirements - 12 th Grade
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1. Plan and conduct research Albema
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Albemarle County Language Arts Prog
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first. Coaching, with opportunities
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meeting end-of-year benchmarks shou
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Language Arts Instructional Program
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• Teacher instruction in syllabic
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Comprehension instruction begins in
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Possible Learning Activities Before
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on the plot of the book and summari
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Page 107 and 108: use a variety of models such as sha
Page 109 and 110: • Create pattern books modeled af
Page 111 and 112: • RAFT papers - Teachers structur
Page 113 and 114: Word Study: Possible Learning Activ
Page 115 and 116: • Semantic Feature Analysis - Cre
Page 117 and 118: Fluency (40%) Goals: • Reads at l
Page 119 and 120: Fluency (20%) Goals: • Reads sile
Page 121 and 122: Proficient Reader Plan Fluency (20%
Page 123 and 124: Introduction The division-level Lit
Page 125 and 126: Literacy Classroom Look-fors Instru
Page 127 and 128: Language! Program - Virginia Standa
Page 129 and 130: Language! - Virginia SOL Correlatio
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Page 133 and 134: © Albemarle County Public Schools,
Page 135 and 136: Rubrics This section contains writi
Page 137 and 138: General Reading Rubric Word Recogni
Page 139 and 140: Web Site Evaluation Rubric Skill Ex
Page 141 and 142: D. Mystery - presents a puzzle or r
Page 143 and 144: D. Limerick - five-line poems in wh
Page 145 and 146: Virginia C/T SOL and Content Area S
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Page 165 and 166: Appendix I Under Development This a
Page 167 and 168: Albemarle County Public Schools Cha
Page 169 and 170: Atwell, N. (1998). In the Middle: N
Page 171 and 172: Daniels, H. and Steineke, N. (2004)
Page 173 and 174: Freeman, Y. S. & Freeman, D. E. (19
Page 175 and 176: Miller, D. (2002). Reading with mea
Page 177: Stern, D. (1995). Teaching English
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Language Arts/English Curriculum Frameworks - Albemarle County ...

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