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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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Grade Title Author Genre Reading Le
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8 th Grade - Universality in Langua
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8 th -Grade Concept Requirements &
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Grade Title Author Genre Reading Le
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Writing Requirements - 8 th Grade C
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9 th -Grade Concept Requirements &
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Grade Title Author Genre Reading Le
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Writing Requirements - 9 th Grade C
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- Page 77 and 78: Text: Prentice Hall. (2007). Prenti
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- Page 81 and 82: Advanced Proficient Stage of Readin
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- 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 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: Proficient Reader Plan Fluency (20%
- 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 147 and 148: Virginia C/T SOL and Content Area S
- Page 149 and 150: Virginia C/T SOL and Content Area S
- Page 151 and 152: Virginia C/T SOL and Content Area S
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- Page 163 and 164: Virginia C/T SOL and Content Area S
- 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)
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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