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Welcome to Language Arts Information

Wholistic information includes all content areas

Multi literacies

Pedagogy information

Goals for multimedia literacy
  • Research
  • Analyze
  • Communicate information in a variety of media - textual, visual, digital
Outcomes for 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.
  2. Actively inquires and thinks critically about all messages received and created.
  3. Expands comprehension skills of reading and writing to include all forms of media in any possible setting.
  4. Can build and reinforce skills necessary for learners of all ages and integrates them across all curricular areas and levels to communicate.
  5. 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.
  6. 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.
  7. 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.

Language Arts (L. A.) information by content areas



  • 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.

Pedagogy information

Writing Samples


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.

  • Vocabulary research and instructional suggestions for vocabulary development

Comprehension - Literal, inferred, emotional - aesthetic

Instructional samples

Grammar and spelling

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





Reading comprehension tests attempt to give a score for the taker that rates their ability to read a particular passage and determine the accuracy of what the author meant to communicate within a predetermined period of time.