Outline for Language Arts Content


Print (early elementary)

Phonics - phonological, syntactic, semantic, pragmatic

Word analysis - structural analysis (etymology origin, spelling, abbreviations, prefix, suffix, …)

Fluency - three dimensions are (accuracy in identifying sounds), automaticity (automatic processing), and conversation tone, rhythm, metaphors, analogies, (prosody).

Vocabulary - semantic relationships, context clues, word etymology, using and relating new vocabulary to prior knowledge…, Skill - determine meaning using print and digital reference.

Comprehension - Literal, inferred, emotional - aesthetic

  • Determine author's purpose and perspective - bias,
  • Identify cause and effect,
  • Compare and contrast,
  • Critical thinking, summarizing, sequencing, evaluate author’s, beliefs, purposes, functions, use of propaganda …
  • Differentiating fact from opinion
  • Infer and predict outcomes
  • Paraphrase and summarize
  • Draw conclusions
  • Determine main idea, topics and subtopics
  • Analyze different genre fiction, nonfiction, poetry
  • Use story elements - Identify plot; distinguishing the main character from minor ones; describing the relationships between characters, motivations of characters, make inferences about the events, setting, style, tone, mood, and meaning of the selections, interpret tone, style, imagery, metaphor, simile, ...


Process - prewriting, drafting, editing, revising
Conventions - grammar, spelling...
Fluency - Always a lot of ways to write a sentence, but one or two ways will sound better.
Ideas - the heart of the paper expresses ideas clearly, holds the paper together, has meaning focus and detailed exploration of the topic.
Organization - Road map of the paper. Details should help lead and develop the conclusion. Use good transitions and give the paper purpose and structure.
Voice - personality of the writer, gives the paper a sense of special flavor and uniqueness.
Word choice - Use verbs that are active powerful and energetic that paint a memorable picture in the reader’s mind.
Plus one + - presentation

Genre - six genres descriptive, expository, journals & letters, narrative, persuasive, poetry.

Speaking skills and Listening Skills

Analyze information
Communicate information
Develop information given or spoken
Apply information
Find information when necessary

Reciprocal communication
Develop apply and adapt communication skills

Multi literacies

Communicate information in a variety of media - textual, visual, digital

Review of different ways to consider Multimedia literacy

1. Understand the characteristics of media

    • All media messages are constructed.
    • Media messages are constructed using a creative language with its own rules.
    • Different people experience the same media message differently.
    • Media have embedded values and points of view.
    • Most media are organized to gain profit and/or power.

1. Actively inquires and thinks critically about all messages received and created.

2. Expands comprehension skills of reading and writing to include all forms of media in any possible setting.

3. Can build and reinforce skills necessary for learners of all ages and integrates them across all curricular areas and levels to communicate.

4. Is informed, reflective and engaged participant in a democratic manner that is respectful and supportive of diverse points of view and values, that promote interest in current events and independently produced media essential to healthy productive lives.

5. Recognizes that media are a part of culture and function as agents of socialization. Shared responsibility among members of the community to facilitate mutual understanding of the impact of media on individuals and on society.

6. Affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages, reflect on the meaning of those messages, how those meanings relate to their values and clarify their perspectives on a healthy and productive life.

Dr. Robert Sweetland's Notes ©