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

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Virginia C/T SOL and Content Area SOL English Technology Integration Strategies 8 th Grade VA SOL Strand for Content Oral Language VA SOL Standard for Content 8.1d: The student will use interviewing techniques to gain information and evaluate the effectiveness of the interview. VA SOL Standard for Technology VA SOL Essential Understanding C/T 6-8.8: The student will All students should: use technology resources for synthesize information solving problems and making gathered in an interview. 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. VA SOL Essential Knowledge To be successful with this standard, students are expected to evaluate the effectiveness of their own and/or peer interviews using rubrics or checklists. Technology NETS-S Performance Integration Strategies Indicators Using an audio or video tape of their interview, students review their techniques and questions to determine where they may find gaps or misinformation. They then plan a followup interview to address these issues. Apply productivity/ multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. Oral Language 8.3a and c: The student will analyze mass media messages by evaluating the persuasive technique being used and evaluating various sources for the relationships between intent and factual content. © Albemarle County Public Schools, April 2006 Appendix G 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. C/T 6-8.6: The student will use technology to locate, evaluate, and collect information from a variety of sources. Use Internet and other electronic resources to locate information in real time. C/T 6-8.7: The student will evaluate and select new information resources and technological innovations based on the appropriateness of electronic information sources. Use search strategies to retrieve information. Evaluate the accuracy, relevance, and appropriateness of electronic information sources. C/T 6-8.9: The student will use a variety of media and All students should: understand the relationship between causes and effects and identify the effects of persuasive messages on the audience. To be successful with this standard, students are expected to identify and analyze persuasive techniques used in the media; describe the effect of persuasive messages in the media on the audience; identify and evaluate word choice, choice of information, and viewpoint in the media. Students use the Internet to gain access to various media examples to practice evaluating for viewpoint and persuasive techniques. They then create their own ad or opinion piece based on one of the various persuasion techniques often used by the media. Students then evaluate the writings by other students (unidentified) and determine which persuasive technique was being used. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculumrelated problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. 14
Virginia C/T SOL and Content Area SOL English Technology Integration Strategies 8 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 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 15
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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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in the story. The reader puts toget
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
Page 131 and 132: Language! - Virginia SOL Correlatio
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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