Virginia SOL 7.C.3.A
The Standard
Use medial and visual literacy skills to select, organize, and create multimodal content that articulates and enhances the purpose of the presentation using two or more communication modes to make meaning (e.g., still or moving images, gestures, spoken language, and written language).
Virginia Standards of Learning for English · Integrating Multimodal Literacies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students select and arrange words, images, sound, movement, or gestures to fit a presentation's purpose and audience. They combine at least two modes so each adds meaning rather than repeating or distracting.
What Mastery Looks Like
- Students create a clear presentation in which visuals, words, and delivery work together. They can explain why each mode was chosen and how it helps the audience understand the message.
Common Misconceptions
- Students may add images only as decoration or repeat the same words across every mode. They may choose media that distracts from the message or ignore source reliability and image permissions. They may also crowd slides with text and then read them aloud.
How to Assess It
- Ask students to create one slide that argues for a later school start using a headline, one relevant image, and a 20-second spoken explanation. Have them label how each mode supports the purpose.
Lesson moves
Ways to Teach It
Give pairs a claim, printed images, captions, and chart cards, then have them assemble a one-slide message for a named audience.
Show two slides on the same topic and ask students to write which communicates better, citing specific choices in text and visuals.
Play Multimodal Match by having teams pair purpose cards with suitable images, gestures, spoken lines, and written text, then defend each match.
Have students redesign a school announcement for social media using a photo, concise text, and a short audio or video script.
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