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Standards Document: English Language Arts – Grades 6-8

Dona Thanushi Hettipathirana

Liberty University

EDUC 672 – Curriculum Development

Dr. Cynthia Crites

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Abstract

This paper examines two sets of standards on English Language Arts (ELA), for the grade cluster

grades 6-8, the Common Core States Standards(CCSS) and Virginia Standards of Learning (VA

SOL). It analyses VA SOL and CCSS in terms of their strengths, weaknesses, similarities and

differences and the amalgamation of ideals of both for curriculum development in ELA for the

Grades 6-8.

Keywords: Common Core State Standards (CCSS), English Language Arts (ELA),

Virginia Standards of Learning (VA SOL)

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Standards Document: English Language Arts – Grade 6-8

Globalization and digitization play influential roles in all aspects of life in the twenty

first century. A vital aptitude that should be possessed by the digital citizenry of the Digital Age

is the fitness for survival in the global village. It is the crucial for the educational process to

standardize its outcomes to meet demands in terms of at least the rudimentary skills and

knowledge required to compete in the global arena, as the Holy Scriptures say “so that the man

of God may be complete, equipped for every good work” (2 Timothy 3:17, KJV). Educational

standards provide a frame work or outline on the learning goals for students in terms of

competencies each grade level, aid teachers ensuring the mastery of required skills and

knowledge, and help parents understand the student expectations (National Governors Association

Center for Best Practices, & Council of Chief State School Officers, 2010).

English Language Arts Standards: VA SOL vs. Common Core

This standards document examines two sets of standards on English Language Arts

(ELA), for the grade cluster grades 6-8 - the Common Core States Standards(CCSS) and

Virginia Standards of Learning (VA SOL). The paper discusses VA SOL and CCSS in terms of

their strengths, weaknesses, similarities and differences and the amalgamation of ideals of both

for curriculum development in ELA for the Grades 6-8.

Virginia Standards of Learning (VA SOL) refer to the minimum required expectations in

terms of student knowledge and skills at each grade level in English, Mathematics, Science, and

History and Social Sciences and other subjects (VDOE, 2010). Virginia SOLs and Testing

establish expectations in the following content areas: English, Mathematics, Science, History &

Social Science, Family Life, Economics & Personal Finance, Fine Arts, Foreign Language,

Computer Technology, Computer Science, Health, Physical Education, Driver Education

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(VDOE, 2010). The Common Core State Standards (CCSS) refer to “a clear set of shared goals

and expectations for knowledge and skills” in English Language Arts and Mathematics for

Kindergarten through 12th grade to prepare students for college- and career-ready standards”

(NGA & CCSSO, 2010).

Similarities and Differences between VA SOL and CCSS

Similarities between VA SOL and CCSS in ELA.

Goals and Expectations. Both VA SOL and CCSS provide goals and expectations for

scholarly learning and understanding in the English Language Arts (VDOE, 2010). Expectations

on SOL are more detailed and elaborate whereas the CCSS expectations are vague.

Content and Learning Outcome. Although, the two standards differ in organization and

learning progression, they both align in terms of content and learning outcomes (VDOE, 2010).

CCSS and SOL both show a strong alignment between learning outcomes at each grade level in

the achievement of intended knowledge and skills.

Assessments and testing. Both SOLs and CCSS depend on testing for learning

assessment. Thus, both create high-stake testing environments making learners to be more

focused on performance testing.

Performance and accountability. Teachers are held accountable based on student

performance on testing, thus, making teachers to teach for testing rather than constructive

teaching and learning.

Differences between VA SOL and CCSS in ELA.

Media Literacy. The SOL communication strand addresses speaking, listening, and

media literacy, with an emphasis on speaking for different purposes and audiences, active
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listening, understanding, and creating media messages (VDOE, 2010). Media literacy in CCSS,

however, is addressed only as an application within the standards (VDOE, 2010).

Study of Fact vs. Opinion. The SOL addresses study of fact vs. opinion, whereas the

CCSS do not address this in reading (VDOE, 2010).

Study of Author’s Purpose. The SOL addresses study of author’s purpose as part of ELA

whereas in the CCSS it is only addressed as part of literacy in history/social studies, science, and

technical subjects, not as part of ELA (VDOE, 2010).

Plagiarism and Citation. Plagiarism is addressed as part of both ELA and research

strands in the elementary grades where as in the CCSS it is addressed only in grade 6 (VDOE,

2010). Citation of sources in the SOL is addressed starting in 5th grade, whereas in the CCSS is

addressed starting in 7th grade with bibliographic information (VDOE, 2010).

Grammatical Conventions. The SOL address grammar, usage, and mechanics, as part of

the writing strand, whereas the CCSS address these through the language strand (VDOE, 2010).

Curriculum Decisions. VA SOL do not recommend any author or texts as part of reading

lists or curriculum but rather leave the curriculum decisions to be made locally in the school

districts, whereas the CCSS provide reading texts as exemplars for each grade level (VA DOE,

2010).

Strengths and Weaknesses of VA SOL

Strengths of VA SOL. Nationally and internationally benchmarked standards for college-

and career- readiness; integration of technology and SOLs through computer adaptive testing and

computer enhanced items; research and evidence-based approach to standardization; provision of

clear guidelines on VA Alternative Assessment for students with special needs (VDOE, 2010).

Some weaknesses of SOLs include: creation of a high-stakes testing environment making

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students learn for testing purposes; teachers accountability and student performance forcing to

teachers to teach for testing purposes than creation of a constructive educational environment.

Standardized testing mainly focuses on cognitive domain, thus ignoring non-cognitive learning

domains such as creativity, resilience, dexterity etc. (Ornstein and Hunkins, 2017). Standardized

scores also do not recognize the achievement in terms of effort, imagination, intuition

individuality, enthusiasm and maturity which are vital in “enhancing personal wholeness and

society” (Ornstein and Hunkins, 2017, p. 126).

Strengths and Weaknesses of the Common Core

The strengths of the Common Core State Standards include: internationally bench

marked standards; promotion of equity and consistency across state lines through providing

guidelines on core competencies that needs to be possessed by all students, thus, allowing high-

mobility students to receive a consistent education; enabling collaboration among states on the

development of a range of policies such as textbooks, digital media, teaching material, common

comprehensive assessment systems, etc.; research and evidence-based approach to

standardization; increased opportunities for teachers and educators for collaboration and

networking for professional development (NGA & CCSSO, 2010). Some weaknesses of CCSS

include: lack of clearly defined expectations for students with exceptionalities; standards

definition being limited to ELA and mathematics; high-cost involved with transitioning to CCSS

in terms of teacher training, curriculum material, text books etc.; creation of a high-stakes testing

environment making students learn for testing purposes; teachers accountability and student

performance forcing to teachers to teach for testing purposes than creation of a constructive

educational environment. Standardized testing mainly focuses on cognitive domain, thus

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ignoring non-cognitive learning domains (Ornstein and Hunkins, 2017). Standardized scores also

do not recognize the different forms of achievement (Ornstein and Hunkins, 2017).

The Community – Middle School – Grades 6-8

The grade cluster considered for this discussion of standards is the middle school grade

cluster from grades 6-8. The average size of the student body in a typical middle school in

Loudoun County Public Schools (LCPS) VA, ranges from 1,200 to 1,350 (LCPS, 2018).

The demographics of LCPS (LCPS, 2018):

Ethnicity White (49%), Asian (21%), Hispanic (17%), Black/African American

(7%), Multi-Racial (5%)
Income Economically Disadvantaged (18%)
English Speakers English-Language Learners (16%)
Gender Male (51%), Female (49%)
Special Education Students with IEPs (12%)

Facilities at LCPS Middle schools include, on-campus library, health clinic, 3 computer

laboratories and technology education labs, special enrichment programs for gifted students

(SPECTRUM and SLP), honors courses, full-time guidance counselling, special education

services for students with IEPs etc. (LCPS, 2018). The structure of middle school programs: each

school is divided into three sub-schools called “houses,” each with its own dean, house secretary

and full-time guidance counselling service (LCPS, 2018). Some striking characteristics of LCPS

middle schools include: interdisciplinary teaming, use of resource period, collaborative

leadership, and common planning time (LCPS, 2018). Middle school curriculum focuses on core

academic areas, foreign language, and a program of fine arts, and career and technical education

(LCPS, 2018). Subject areas for LCPS middles schools include, Art, English, English Language

Learners, Gifted and Talented, Health and Physical Education, Mathematics, Music, Reading,

Science, Social Science and Global Studies, World Language and Cultures (LCPS, 2018).
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The extra-curricular offerings at LCPS middle schools include clubs, Geographic Bee,

Girls who Code, Literary magazine, Math Olympiad, Mini-thon, Odyssey of the Mind, science

Olympiad, and National Junior Honor Society (LCPS, 2018).

Towards an Ideal English Language Arts Curriculum for Grades 6-8

Following the comparison of VA SOL and CCS in terms of their differences and

similarities, and strengths and weaknesses, it is evident that VA SOLs are more detail-oriented

and elaborate on the establishment of goals and expectations in every competency strand to do

with ELA for the grades 6-8. The ELA strands in VA SOL include: Communication: Speaking,

Listening, Media Literacy; Reading; Writing; and Research (VDOE, 2010). The ELA strands in

CCSS include: Speaking and Listening; Language; Reading; and Writing (NGA & CCSSO,

2010).

The CCSS expectations provide brief, generalized goals with no comprehensive analysis

of the expectation. VA SOL provides rather detailed analysis of the goals and expectations.

Thus, as VA SOL far exceeds the expectations of CCSS for ELA adoption of VA SOL opposed

to CCSS for designing curriculum for ELA, for the grades 6-8 cluster is the most effective.

Virginia Standards of Learning (SOL) for ELA, Grades 6-8, as adopted by Virginia Board of

education are as follows (VDOE, 2010):

Grade Level 6

Strand: Communication – Speaking, Listening, Media Literacy

6.1 The student will participate in and contribute to small-group activities.

6.2 The student will present, listen critically, and express opinions in oral presentations.

6.3 The student will understand the elements of media literacy.

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Strand: Reading

6.4 The student will read and learn the meanings of unfamiliar words and phrases within

authentic texts.

6.5 The student will read and demonstrate comprehension of a variety of fictional texts,

narrative nonfiction, and poetry.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

Strand: Writing

6.7 The student will write narration, description, exposition, and persuasion.

6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,

sentence structure, and paragraphing.

Strand: Research

6.9 The student will find, evaluate, and select appropriate resources for a research product.

Grade Level 7

Strand: Communication – Speaking, Listening, Media Literacy

7.1 The student will participate in and contribute to conversations, group discussions, and

oral presentations.

7.2 The student will identify and demonstrate the relationship between a speaker’s verbal and

nonverbal messages.

7.3 The student will understand the elements of media literacy.

Strand: Reading

7.4 The student will read to determine the meanings and pronunciations of unfamiliar words

and phrases within authentic texts.

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7.5 The student will read and demonstrate comprehension of a variety of fictional texts,

narrative nonfiction, and poetry.

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

Strand: Writing

7.7 The student will write in a variety of forms with an emphasis on exposition, narration,

and persuasion.

7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,

sentence structure, and paragraphing.

Strand: Research

7.9 The student will apply knowledge of appropriate reference materials to produce a

research product.

Grade Level 8

Strand: Communication – Speaking, Listening, Media Literacy

8.1 The student will use interviewing techniques to gain information.

8.2 The student will develop and deliver oral presentations in groups and individually.

8.3 The student will analyze, develop, and produce creative or informational media

messages.

Strand: Reading

8.4 The student will apply knowledge of word origins, analogies, and figurative language to

extend vocabulary development within authentic texts.

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and

poetry.

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
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Strand: Writing

8.7 The student will write in a variety of forms, including narration, exposition, persuasion,

and informational.

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,

sentence structure, and paragraphing.

Strand: Research

8.9 The student will apply knowledge of appropriate reference materials to produce a

research product.
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References

Loudoun County Public Schools. (2018). Loudoun County Public Schools. Retrieved from

https://www.lcps.org/loudoun

National Governors Association Center for Best Practices, & Council of Chief State School

Officers. (2010). Common Core State Standards. Washington DC: Author.

Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, principles, and issues (7th

ed.). Boston, MA: Pearson Education Limited.

Virginia Department of Education. (2010). Standards of Learning Documents for English.

Retrieved from

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml