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Technology Integration for Literacy Standards (Brainstorming)

Page history last edited by PBworks 16 years, 12 months ago

3. Language Arts Literacy

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.

 

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will:

 

A. Concepts About Print/Text

Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.

#We can use an e-book on a projected image and annotate the image if you have white board.

Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text).

#type into these boxes.

B. Phonological Awareness

No additional indicators at this grade level.

C. Decoding and Word Recognition

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Distinguish among the spellings of homophones (e.g. cite, site, sight).

Apply spelling rules and syllabication that aid in correct spelling.

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Continue to use structural analysis and context analysis to decode new words.

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D. Fluency

Read aloud in selected texts reflecting understanding of the text and engaging the listener.

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Read increasingly difficult texts silently with comprehension and fluency.

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Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently.

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Reread informational text for clarity.

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E. Reading Strategies (before, during, and after reading)

Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

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Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).

F. Vocabulary and Concept Development

Develop an extended vocabulary through both listening and independent reading.

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Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.

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Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.

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Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.

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G. Comprehension Skills and Response to Text

Speculate about text by generating literal and inferential questions.

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Distinguish between essential and nonessential information.

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Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts.

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Articulate the purposes and characteristics of different genres.

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Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness.

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Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic as expressed by different authors.

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Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.

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Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.

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Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.

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Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.

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Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical and stylistic features of text.

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Identify and analyze recurring themes across literary works.

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Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

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Compare and contrast the perspectives of authors in a variety of interdisciplinary works.

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Interpret text ideas through journal writing, discussion, and enactment.

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Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make judgments about the importance of such documents.

# These are online, use the web and a projector or have students look them up and print them out and examine them, have them look for patterns (Busy times will have more busses)Students can create their own brochures or schedules using publisher. They must examine the model to determine what the most important features are.

Interpret idiomatic expressions.

H. Inquiry and Research

Produce written and oral work that demonstrates comprehension of informational materials.

# Word processing, wikis and blogs, podcasts or movies.

Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.

#- ebooks, downloadable audio books...

Collect materials for a portfolio that reflect possible career choices.

#Make a website or wiki that explains the career choices, make a brochure on publisher, develop a powerpoint with pictures, descritions and information.

Self-select materials appropriately related to a research project.

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Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).

# Compare web sites, sites that sell, sites that inform, sites that try to persuade...

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