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 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 Oral Language Reading Writing VA SOL Standard for Content 8.1a, b, and c: The student will use interviewing techniques to gain information, including preparing and ask relevant questions for the interview, making notes of responses, and compiling and reporting responses. 8.6a, b, c, d, and g: The student will read, comprehend, and analyze a variety of informational sources, drawing on background knowledge and knowledge of text structure to understand selections, analyzing the author’s credentials, viewpoint, and impact, analyzing the author’s use of text structure and word choice and analyzing details for relevance and accuracy. Students will also evaluate and synthesize information to apply in written and oral presentations. 8.7: The student will write in a variety of forms, including narrative, expository, persuasive, and informational. VA SOL Standard for Technology © Albemarle County Public Schools, April 2006 Appendix G C/T 6-8.4: The student will practice responsible use of technology systems, information, and software. Demonstrate the correct use of fair use and copyright regulations. 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 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. VA SOL Essential Understanding All students should: synthesize information gathered in an interview; recognize an author’s viewpoint and use of persuasive language; read and analyze writing critically; choose graphic organizers based on the internal text structure most prevalent in the text; use graphic organizers and/or rules to analyze and summarize text; read several texts on a similar topic and synthesize what is read in writing to be presented orally; evaluate an author’s choice of words and images; recognize an author’s use of connotations, persuasive language, and craftsmanship to convey viewpoint.; use a process for writing, including planning, drafting, revising, proofreading, editing, publishing; understand that good writing has been elaborated horizontally and vertically; use peer and individual revising and editing; write in a VA SOL Essential Knowledge To be successful with this standard, students are expected to: determine the purpose of the interview; select a subject for the interview; create and record questions that will elicit relevant responses; apply effective note-taking strategies; analyze and record information, using internal text structures, including cause-and-effect, comparison/contrast, enumeration or listing, sequential or chronological, concept/definition, generalization, process; analyze an author’s choice of details by examining accuracy, placement, thoroughness, relevance, effectiveness; use graphic organizers to record clues in the text and inferences or conclusions made by the reader as a result of those clues; use written expression to draft and revise compositions with attention to voice, tone, selection of information and details, embedded phrases and clauses that Technology NETS-S Performance Integration Strategies Indicators As a long-term project, students are paired with an elementary school class (either locally or not) to create small books (print or online) for the younger students relating to topics they are studying. The older students must conduct research using online sources as well as other books on the topic, evaluating them for style and bias. Using good pre-writing and writing skills, they write the book and receive comments from their peers and perhaps children’s authors online. The students publish their stories for the use of the younger students. 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. 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. 18
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 8.8: The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. VA SOL Standard for Technology Produce documents demonstrating the ability to edit, reformat, and integrate various software tools. VA SOL Essential Understanding variety of forms, including expository – writing to explain and build a body of well-organized and understandable information use a variety of prewriting strategies, including brainstorming, webbing, mapping, outlining, clustering, listing, using graphic organizers; use word processing tools, including spell checkers and grammar checkers when available; understand and apply the elements of composing; proofread and edit drafts with teacher assistance, peer collaboration, and growing independence. VA SOL Essential Knowledge clarify meaning and increase variety, vivid and precise vocabulary, figurative language, sentence variety, transitional words and phrases; apply revising procedures; use complete sentences with appropriate punctuation, including the punctuation of dialogue and the punctuation between dependent and independent clauses; choose and maintain tense (present, past, future) and throughout an entire paragraph or text. Technology NETS-S Performance Integration Strategies Indicators © Albemarle County Public Schools, April 2006 Appendix G 19
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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
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use a variety of models such as sha
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• 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
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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
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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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