Superintendent of Public Instruction



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Copyright © 2010 by the

Virginia Department of Education

P.O. Box 2120

Richmond, Virginia 23218-2120

http://www.doe.virginia.gov
All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.
Superintendent of Public Instruction

Patricia I. Wright, Ed.D.


Assistant Superintendent for Instruction

Linda M. Wallinger, Ph.D.


Office of Standards, Curriculum, and Instruction

Mark R. Allan, Ph.D., Director

Tracy Fair Robertson, English Coordinator

Thomas Santangelo, Elementary English Specialist


NOTICE

The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, age, political affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities.

The 2010 English Curriculum Framework can be found in PDF and Microsoft Word file formats on the Virginia Department of

Education’s Web site at http://www.doe.virginia.gov.




Virginia English Standards of Learning Curriculum Framework 2010

Introduction

The 2010 English Standards of Learning Curriculum Framework is a companion document to the 2010 English Standards of Learning and amplifies the English Standards of Learning by defining the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater specificity the content that all teachers should teach and all students should learn.


Each topic in the English Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each standard. The Curriculum Framework is divided into three columns: Understanding the Standard; Essential Understandings; and Essential Knowledge, Skills and Processes. The purpose of each column is explained below.
Understanding the Standard

This section includes background information for the teacher. It contains content that may extend the teachers’ knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources that will help teachers plan lessons focusing on the standard.


Essential Understandings

This section delineates the key concepts and ideas that all students should grasp to demonstrate an understanding of the Standards of Learning. These essential understandings are presented to facilitate teacher planning.


Essential Knowledge, Skills, and Processes

Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to identify the key knowledge, skills, and processes that define the standard.


The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge, skills, and processes from Standards of Learning presented in previous grades as they build expertise in English.






At the ninth-grade level, students will develop interpersonal communication skills as well as those skills required for more formal public speaking opportunities. They will continue to develop proficiency in making planned oral presentations independently and in small groups. They will continue to develop media literacy by producing, analyzing, and evaluating auditory, visual, and written media messages.





9.1 The student will make planned oral presentations independently and in small groups.

  1. Include definitions to increase clarity.

  2. Use relevant details to support main ideas.

  3. Illustrate main ideas through anecdotes and examples.

  4. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

e) Use verbal and nonverbal techniques for presentation.

f) Evaluate impact and purpose of presentation.

g) Credit information sources.

h) Give impromptu responses to questions about presentation.

i) Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.

j) Use a variety of strategies to listen actively.

k) Summarize and evaluate information presented orally by others.

l) Assume shared responsibility for collaborative work.




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