maryland voluntary state curriculum: reading/english language … · maryland voluntary state...

Maryland Voluntary State Curriculum: Reading/English Language Arts Grades 6–8

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Standards of Learning Frames Tasks Frames LessonsNumber

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How to read the Frames Standards CorrelationsThe Frames Standards Correlations include information on how you and your students can use Frames to meet your curriculum and technology standards. Since you can meet each standard in a variety of ways, next to each standard you will see columns for Frames Tasks and Lessons.

Frames TasksThe Frames Tasks are suggestions for projects that correspond to work you are already doing in the classroom. The Frames Task describes ways you can use Frames to foster student learning of this standard.

Frames LessonsThe Frames Lessons are multi-level Frames lessons that include a step-by-step process for teachers and students. There are downloadable templates and examples, direct links to relevant Frames Snacks and Recipes, and correlations to national technology and curriculum standards. You can find these lessons online at:

www.recipes4success.com


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1. Read orally at an appropriate rate Students will use the record feature to retell a story from the literary anthology.

1. Develop and apply vocabulary through exposure to a variety of texts

Students will create a video of vocabulary terms filling the text with an image representing the word.

1. Develop and apply comprehension skills through exposure to a variety of print and nonprint texts, including traditional print and electronic texts

Students create a movie trailer for a book they have read focusing on the climax of the story and the effects it has on the characters.

Read This Book

C Fluency

D Vocabulary

E E. General Reading Comprehension

3. Understand, acquire, and use new vocabulary Students will create a short political commercial for their favorite candidate or issue.

Propaganda, Issues and More - Your Own Political Commercial

3. Use strategies to make meaning from text (during reading)

4. Use strategies to demonstrate understanding of the text (after reading)

i. Use a graphic organizer or another note-taking technique to record important ideas or information

Students will use the graphic organizers in Pics4Learning to apply as a background and narrate their reasoning for making the choices they did.

4 g. Summarize Students create a movie trailer for a book they have read focusing on the climax of the story and the effects it has on the characters.

Read This Book

4 a. Identify and explain the main idea Students will use the graphic organizer, plot, in Pics4Learning to fill out and narrate the main idea of the story.

1.0 General Reading Processes

Grade 6


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1. Read orally at an appropriate rate

2. Identify and use text features to facilitate understanding of informational texts

A Comprehension of Informational Text

2.0 Comprehension of Informational Text

b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents

Students create an animation that demonstrates how a specific type of chemical bond (ionic, covalent, or metallic) is formed.

Chemistry Concepts: Chemical Bonding

b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend), graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts

Students create an animated choropleth map explaining the Gross Domestic Product (GDP) of a particular geographic region.

a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, research and historical documents, personal narratives, diaries, journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge

Students create an animation production that depicts a historic event, reflecting the culture, social structure, and political climate at that time.

Animating A Historic Event

c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites

Students create a “How To” animation on a topic of choice.

a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other appropriate content specific texts

Students use the speech bubbles in the text feature while creating an animated comic strip.


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2 A. Comprehension of Informational Text (continued)

b. Listen to critically, read, and discuss a variety of literary forms and genres

Students study a historical figure such as a scientist, politician, inventor, or explorer, and create a video biography for that person.

Biography

3. Develop and apply knowledge of organizational structure of informational text to facilitate understanding

4. Determine and analyze important ideas and messages in informational texts

a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details, and transition or signal words and phrases that indicate the organizational pattern

Students use the venn diagram image from Pics4Learning to compare and contrast two political systems while explaining their process.

a. Identify and explain the author’s/text’s purpose and intended audience

Students create a video from the viewpoint of the author, in a novel they have read, about their feelings on the outcome of the story.

a. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods

Students research life during ancient Egyptian times and create a Newscast on how geography affected daily life.

Ancient Egyptian Newscast

1. Develop and apply comprehension skills by reading and analyzing a variety of self-selected and assigned literary texts including print and nonprint

A Comprehension of Literary Text

3.0 Comprehension of Literary Text

3. Analyze elements of narrative texts to facilitate understanding and interpretation

2. Analyze text features to facilitate understanding of literary texts


Video Poetry

b. Analyze the events of the plot Students use the plot diagram in Pics4Learning to narrate the events of a story they have read and also using visuals to convey their understanding of the text.


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A. Comprehension of Literary Text (continued)

7. Analyze the author’s purposeful use of language Students create a video from the viewpoint of the author, in a novel they have read, about their feelings on the outcome of the story focusing on the language used to convey meaning in the story.

2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

Students will create a public service announcement about a health issue that they feel strongly about.

Here’s To Your Health!

1. Compose texts using the prewriting and drafting strategies of effective writers and speakers

7. Locate, retrieve, and use information from various sources to accomplish a purpose

A Writing

4. Analyze elements of poetry to facilitate understanding and interpretation

Students analyze a poem by breaking it into scenes and supporting the text with appropriate images and sounds in the creation of a video poem.

Video Poetry

5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student’s own composing

Students will choose an electronic device and give it human characteristics based on how the device functions.

a. Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas

Students use the illustration tools and text tool to create a storyboard outlining their thought process for their script to use in a fictional narrative. Using the print storyboard feature they can share their storyboards.

d. Synthesize information from two or more sources to fulfill a self-selected or given purpose

Students will research the parts of government and create a public service announcement to teach others the parts of government and how they work.

Chief Justice Roberts Goes to Court

4.0 Writing


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A Speaking

7.0 Speaking

1. Demonstrate appropriate organizational strategies and delivery techniques to plan for a variety of oral presentation purposes

f. Identify and use a variety of organization structures such as narrative, cause and effect, chronological order, description, main idea and detail, problem/solution, question/answer, comparison and contrast


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1. Apply comprehension skills through exposure to a variety of print and nonprint texts, including traditional print and electronic texts


Read This Book

C Fluency

D Vocabulary




e. Summarize or paraphrase Students create a movie trailer for a book they have read focusing on the climax of the story and the effects it has on the characters.

Read This Book


a. Identify and explain the main idea Students will use the graphic organizer, plot, in Pics4Learning to fill out and narrate the main idea of the story.


Grade 7


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b. Read, use, and identify the characteristics of workplace and other real world documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents



b. Analyze graphic aids that contribute to meaning


1. Apply comprehension skills by selecting, reading, and interpreting a variety of print and non-print informational texts, including electronic media

2. Analyze text features to facilitate understanding of informational texts

c. Select and read to gain information from personal interest materials such as books, magazines, cookbooks, catalogs, web sites, and other online materials


a. Read, use, and identify the characteristics of primary and secondary sources of academic information such as textbooks, trade books, reference and research materials, periodicals, editorials, speeches, interviews, articles, nonprint materials, and online materials, other appropriate content specific texts



a. Analyze print features that contribute to meaning




a. Analyze the organizational patterns of texts such as sequential and/or chronological order, cause effect, problem/solution, similarities/differences, description, main idea and supporting details, order of importance, and transition or signal words and phrases that indicate the organizational pattern


3. Apply knowledge of organizational patterns of informational text to facilitate understanding


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A. Comprehension of Informational Text (continued)



Biography

a. Identify and explain the author’s/text’s purpose and intended audience




Video Poetry




Video Poetry

4. Analyze important ideas and messages in informational texts



1. Apply comprehension skills by reading and analyzing a variety of self-selected and assigned literary texts including print and nonprint

3. Analyze elements of narrative texts to facilitate understanding and interpretation






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A Writing

A Speaking

4.0 Writing

7.0 Speaking






d. Use a variety of organization structures such as narrative, cause and effect, chronological order, description, main idea and detail, problem/solution, question/answer, comparison and contrast, and contrast that are appropriate to the purpose and topic






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1. Apply comprehension skills through exposure to a variety of print and nonprint texts, including traditional print and electronic texts


Read This Book

C Fluency

D Vocabulary




e. Summarize or paraphrase Students create a movie trailer for a book they have read focusing on the climax of the story and the effects it has on the characters.

Read This Book


a. Identify and explain the main idea Students will use the graphic organizer, plot, in Pics4Learning to fill out and narrate the main idea of the story.


Grade 8


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b. Read, use, and identify the characteristics of workplace and other real world documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents



b. Analyze graphic aids that contribute to meaning


1. Apply comprehension skills by selecting, reading, and interpreting a variety of print and non-print informational texts, including electronic media

2. Analyze text features to facilitate understanding of informational texts

c. Select and read to gain information from personal interest materials such as books, magazines, cookbooks, catalogs, web sites, and other online materials


a. Read, use, and identify the characteristics of primary and secondary sources of academic information such as textbooks, trade books, reference and research materials, periodicals, editorials, speeches, interviews, articles, nonprint materials, and online materials, other appropriate content specific texts



a. Analyze print features that contribute to meaning




a. Analyze the organizational patterns of texts such as common organizational patterns, and transition or signal words and phrases that indicate the organizational pattern


3. Apply knowledge of organizational patterns of informational text to facilitate understanding and analysis


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2.0 Comprehension of Informational Text (continued)

a. Analyze the author’s/text’s purpose and intended audience


4. Analyze important ideas and messages in informational texts



Biography



Video Poetry




Video Poetry



1. Refine comprehension skills by reading and analyzing a variety of sel-fselected and assigned literary texts including print and non-print

3. Analyze and evaluate elements of narrative texts to facilitate understanding and interpretation






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A Writing

A Speaking

4.0 Writing

7.0 Speaking






b. Use a variety of organization structures such as narrative, cause and effect, chronological order, description, main idea and detail, problem/solution, question/answer, comparison and contrast, and contrast that are appropriate to the purpose and topic






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7.0 Speaking (continued)

c. Speak to persuade by including a well-defined thesis, differentiating fact from opinion, and support arguments with detailed evidence, examples, reasoning and persuasive language Propaganda, Issues and More - Your Own Political Commercial

Students will create a short political commercial for their favorite candidate or issue.


maryland voluntary state curriculum: reading/english language … · maryland voluntary state...

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