Language Arts/English Curriculum Frameworks - Albemarle County ...

More documents

Recommendations

Info

Although handwriting is not defined as part of the writing process, teachers are expected to be teaching children proper letter formation and setting the expectation of legibility in all of the work that is produced. K-5 Writing: Possible Learning Activities • Power Word Charts – Charts that are developed by teachers and students are hung around the classroom to provide vivid vocabulary to use in writing. The goal is to extinguish the use of overused or weak words (particularly weak verbs). Examples might include a list of words to substitute for “ like” or “said”. • Journal Writing (free writing as well as content area) – Students write either on topics of their choice or topics assigned by the teacher. Teacher feedback lends to the quality of the writing in these journals. • Letter writing • List making • Summaries of stories read • Report writing • Linking writing to reading through story extension, response journal, etc. • Narratives © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 21
• Create pattern books modeled after stories read – Students read books with distinct patterns and then create their own book based upon that pattern. The goal is to quickly empower early writers via an established format. • Mini-lessons on composition, written expression, sentence formation, mechanics, conventions – Brief lessons of about 10 minutes in length provided by the teacher to demonstrate correct use of a specific writing convention or skill. It is a good idea to post in the classroom mini-lessons presented or to have children record the mini-lesson in a writer’s handbook so that students can refer back to the lessons when writing. • Peer Editing and Revising – Students work in pairs or small groups to revise and edit pieces. The goal is for students to reflect together about the writing process and to acquaint students with the notion that writers write for an audience who must understand the piece. Looking at the writing of another also provides students with valuable practice in the format of the SOL writing multiple-choice test. • Note making • RAFT papers – Teachers structure writing assignments using RAFT, by identifying the Role of the writer; the Audience; the Format of the writing assignment; and the Topic + strong verb (i.e., describe; request; explain). © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 22
Page 1 and 2:
Albemarle County Public Schools Eng
Page 3 and 4:
Table of Contents Executive Summary
Page 5 and 6:
Language! Program Correlations…
Page 7 and 8:
In addition to directly responding
Page 9 and 10:
• We must recognize each child’
Page 11 and 12:
Framework for Quality Learning Intr
Page 13 and 14:
Lifelong-Learner Standards Lifelong
Page 15 and 16:
Language Arts Habits of Mind Habits
Page 17 and 18:
Systems: Morphemic Structure Enduri
Page 19 and 20:
Systems: Genre Enduring Understandi
Page 21 and 22:
Change and Continuity: Etymology En
Page 23 and 24:
Communication: Author’s Purpose E
Page 25 and 26:
Aesthetics: Literary Elements Endur
Page 27 and 28:
Aesthetics: Syntax Enduring Underst
Page 29 and 30:
About the Reading Maps Articulating
Page 31 and 32:
Kindergarten Early Emergent Stage o
Page 33 and 34:
1 st Grade Beginning Reader Stage o
Page 35 and 36:
2 nd Grade Advanced Beginning Stage
Page 37 and 38:
3 rd Grade Transitional Stage of Re
Page 39 and 40:
4 th Grade Intermediate Stage of Re
Page 41 and 42:
5 th Grade Intermediate Stage of Re
Page 43 and 44:
6 th Grade - Communications in Lang
Page 45 and 46:
6 th -grade Concept Requirements &
Page 47 and 48:
Grade Title Author Genre Reading Le
Page 49 and 50:
Writing Requirements - 6 th Grade C
Page 51 and 52:
Textbook: Holt, Rinehart & Winston.
Page 53 and 54:
Concepts & Reading Requirements Sys
Page 55 and 56:
Grade Title Author Genre Reading Le
Page 57 and 58: 8 th Grade - Universality in Langua
Page 59 and 60: 8 th -Grade Concept Requirements &
Page 61 and 62: Grade Title Author Genre Reading Le
Page 63 and 64: Writing Requirements - 8 th Grade C
Page 69 and 70: Writing Requirements - 9 th Grade C
Page 75 and 76: Writing Requirements - 10 th Grade
Page 77 and 78: Text: Prentice Hall. (2007). Prenti
Page 81 and 82: Advanced Proficient Stage of Readin
Page 85 and 86: Writing Requirements - 12 th Grade
Page 87 and 88: 1. Plan and conduct research Albema
Page 89 and 90: Albemarle County Language Arts Prog
Page 91 and 92: first. Coaching, with opportunities
Page 93 and 94: meeting end-of-year benchmarks shou
Page 95 and 96: Language Arts Instructional Program
Page 97 and 98: • Teacher instruction in syllabic
Page 99 and 100: Comprehension instruction begins in
Page 101 and 102: Possible Learning Activities Before
Page 103 and 104: on the plot of the book and summari
Page 105 and 106: in the story. The reader puts toget
Page 107: use a variety of models such as sha
Page 111 and 112: • RAFT papers - Teachers structur
Page 113 and 114: Word Study: Possible Learning Activ
Page 115 and 116: • Semantic Feature Analysis - Cre
Page 117 and 118: Fluency (40%) Goals: • Reads at l
Page 119 and 120: Fluency (20%) Goals: • Reads sile
Page 121 and 122: Proficient Reader Plan Fluency (20%
Page 123 and 124: Introduction The division-level Lit
Page 125 and 126: Literacy Classroom Look-fors Instru
Page 127 and 128: Language! Program - Virginia Standa
Page 129 and 130: Language! - Virginia SOL Correlatio
Page 131 and 132: Language! - Virginia SOL Correlatio
Page 133 and 134: © Albemarle County Public Schools,
Page 135 and 136: Rubrics This section contains writi
Page 137 and 138: General Reading Rubric Word Recogni
Page 139 and 140: Web Site Evaluation Rubric Skill Ex
Page 141 and 142: D. Mystery - presents a puzzle or r
Page 143 and 144: D. Limerick - five-line poems in wh
Page 145 and 146: Virginia C/T SOL and Content Area S
Page 159 and 160:
Virginia C/T SOL and Content Area S
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Appendix I Under Development This a
Page 167 and 168:
Albemarle County Public Schools Cha
Page 169 and 170:
Atwell, N. (1998). In the Middle: N
Page 171 and 172:
Daniels, H. and Steineke, N. (2004)
Page 173 and 174:
Freeman, Y. S. & Freeman, D. E. (19
Page 175 and 176:
Miller, D. (2002). Reading with mea
Page 177:
Stern, D. (1995). Teaching English
show all

Language Arts/English Curriculum Frameworks - Albemarle County ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?