1.2 Language Arts Standards
Everyone has a Story to
TellÉ and WeÕll Help You Tell It
Digital Storytelling
Project
School District
Standards Addressed
Grade 7 Language Arts
Literacy
I. Students apply
a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior
experiences, their interactions with other readers and writers, their knowledge
of word meanings and of other texts, their word identification strategies and their
understanding of textual features (e.g., sound-letter correspondence, sentence
structure, context, graphics).
A.
Establish and adjust purposes for reading (e.g., to
understand, interpret, enjoy, solve problems, predict outcomes, answer a
specific question, form an opinion, skim for facts)
II. Students read a
wide range of print and nonprint texts and build an understanding of texts, of
themselves, and of the cultures of the United States and the world to acquire
new information, to respond to the needs and demands of society and the
workplace, and to gain personal fulfillment. (Among these texts are fiction and
nonfiction classics and contemporary world). Students read a wide range of
literature from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical and aesthetic) of human
experience.
A.
Apply reading skills and strategies to a variety of
literature (e.g., fiction, nonfiction, poems, biographies, autobiographies)
B.
Know the defining characteristics of a variety of
literature (e.g., fiction, nonfiction, poems, biographies, autobiographies)
III.
Students use spoken, written, and visual language to
accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and
the exchange of information).
A.
Read materials to match personal interests
B.
Read materials to explore new interests
Writing
IV. Students employ
a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of
purposes.
A.
Use a variety of prewriting strategies (e.g., make
outlines, use published pieces as writing models, construct critical standards,
brainstorm, build background knowledge)
B.
Use transitional devices
C.
Use style and structure appropriate for audiences and
purposes (e.g.; to entertain, to influence, to inform)
V. Students
conduct research on issues and interests by generating ideas and questions, and
by posing problems. They gather,
evaluate, and synthesize data from a variety of sources (e.g., print and non
print texts, artifacts, people) to communicate their discoveries in ways that
suit their purpose and audience.
Students use a variety of technological and information resources (e.g.,
libraries, databases, computer network video) to gather and synthesize
information to create and communicate knowledge.
VI. Students apply
knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and nonprint texts.
A.
Write grammatically correct sentences (e.g., nouns, verbs,
adjectives, adverbs, prepositions, coordinating conjunctions, interjections)
B.
Use correct spelling (e.g., spell high frequency, commonly
misspelled words from appropriate grade-level list, use a dictionary and other
resources to spell words, use common prefixes and suffixes as aids to spelling,
apply rules for irregular structural changes)
C.
Use correct capitalization (e.g., titles, proper nouns,
proper adjectives, nationalities, brand names of products)
D.
Use correct punctuation (e.g., use exclamation marks after
exclamatory sentences and interjections; use periods in decimals, dollars, and
cents; use commas with nouns of address and after mild interjections; use
quotation marks with poems, songs, and chapters; use colons in business letter
salutations; use hyphens to divide word between syllables at the end of a line)
Speaking and Listening
VII. Students adjust
their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
A.
Assume a variety of roles in group discussions (e.g.;
active listener, discussion leader, facilitator)
B.
Ask questions to seek elaboration and clarification of
ideas
C.
Listen to understand a speaker
D.
Present prepared reports to the class