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

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6-12 • Word sorts focusing on a specific feature being studied • Dictated Sentences – The teacher dictates a sentence to students that contain words from Word Study and/or high frequency words. Children are held accountable for spelling correctly all words and word features they have studied. They are allowed to use invented spelling for any word feature that has not been studied. This activity is necessary for helping children transfer Word Study knowledge to everyday writing. • Word sorts focusing on a specific feature being studied • Practice all features studied for automaticity • List-Group-Labels – Students generate as many words as possible related to a topic. Then they group related words from the brainstormed list. Finally, students label each group of related words. • Semantic Web – A vocabulary word is placed in the middle of the web. Spokes connect major ideas or categories associated with the vocabulary word. Supporting details branch out from each category. • Word Histories – Create enthusiasm for words by sharing the history of words with students. Discuss categories such as eponyms (words derived from person or places) or acronyms (words formed by the first letter or groups of letters that form a phrase). • Word Study Activities o Word hunts o Sorts (speed, writing, word) o Vocabulary notebooks • Semantic Web – A vocabulary word is placed in the middle of the web. Spokes connect major ideas or categories associated with the vocabulary word. Supporting details branch out from each category © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 27
• Semantic Feature Analysis – Create a matrix of vocabulary words around a concept or theme. Words to be studied are written down the left-hand side of the matrix. Features of the words are written across the top of the matrix. Students mark each cell with a (+) to indicate that the word is definitely related to a feature or a (-) if the word is not related to a feature. • Concept of Definition Map – Create a map with the key concept in the center circle. Spokes connect to ideas along the top of the page that identify the category (What is it); spokes connect to ideas along the side of the page that identify properties (What it is like); spokes connect to the bottom of the page to identify illustrations (What are some examples). • Capsule Vocabulary – The teacher identifies a group of related words from a chapter or topic. As a class, the words are discussed. In small groups, students practice using the words in their speaking vocabulary. Finally, students use the new words in writing, by creating paragraphs or stories around the words. • Word Histories – Create enthusiasm for words by sharing the history of words with students. Discuss categories such as eponyms (words derived from person or places) or acronyms (words formed by the first letter or groups of letters that form a phrase). • Sentence and Word Expansion – The teacher identifies a simple sentence from the text or from a student paper. Students work to replace words in the simple sentence with more interesting or descriptive words. Using ideas brainstormed by the class or ideas of their own, students rewrite the sentence to make it more interesting. © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 28
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Albemarle County Public Schools Eng
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Table of Contents Executive Summary
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Language! Program Correlations…
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In addition to directly responding
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• We must recognize each child’
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Framework for Quality Learning Intr
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Lifelong-Learner Standards Lifelong
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Language Arts Habits of Mind Habits
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Systems: Morphemic Structure Enduri
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Systems: Genre Enduring Understandi
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Change and Continuity: Etymology En
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Communication: Author’s Purpose E
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Aesthetics: Literary Elements Endur
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Aesthetics: Syntax Enduring Underst
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About the Reading Maps Articulating
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Kindergarten Early Emergent Stage o
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1 st Grade Beginning Reader Stage o
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2 nd Grade Advanced Beginning Stage
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3 rd Grade Transitional Stage of Re
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4 th Grade Intermediate Stage of Re
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5 th Grade Intermediate Stage of Re
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6 th Grade - Communications in Lang
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6 th -grade Concept Requirements &
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Grade Title Author Genre Reading Le
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Writing Requirements - 6 th Grade C
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Textbook: Holt, Rinehart & Winston.
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Concepts & Reading Requirements Sys
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8 th Grade - Universality in Langua
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8 th -Grade Concept Requirements &
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Page 63 and 64: Writing Requirements - 8 th Grade C
Page 65 and 66: 9 th -Grade Concept Requirements &
Page 67 and 68: Grade Title Author Genre Reading Le
Page 69 and 70: Writing Requirements - 9 th Grade C
Page 71 and 72: 10 th -Grade Concept Requirements &
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 and 108: use a variety of models such as sha
Page 109 and 110: • Create pattern books modeled af
Page 111 and 112: • RAFT papers - Teachers structur
Page 113: Word Study: Possible Learning Activ
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
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Appendix I Under Development This a
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Albemarle County Public Schools Cha
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Atwell, N. (1998). In the Middle: N
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Daniels, H. and Steineke, N. (2004)
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Freeman, Y. S. & Freeman, D. E. (19
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Miller, D. (2002). Reading with mea
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Stern, D. (1995). Teaching English
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Language Arts/English Curriculum Frameworks - Albemarle County ...

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