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

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Literacy Classroom Look-fors Instructional Practices Environmental Support LOW Fill in blanks on a generic graphic organizer Text Structures HIGH Select from a variety of complex graphic organizers • Cause-effect • Compare/contrast • Sequence • Concept-definition • Problem-solution Webs • Detailed outlines • Two-column (Cornell) notes • Structure-specific organizers Teacher-provided organizer (same for everyone) Same organizer all year Use organizers for reading OR writing Explain how a text is structured Identify a used structure Identify elements/techniques of author’s craft Taking all writing to fruition Student-provided organizer (create your own) Multiple organizers to meet specific text structures Use organizers to bridge reading AND writing Evaluate benefits of one organizational structure over another Evaluate & defend author’s choice of structure for a story or for a student’s own writing Evaluate author’s use of elements/techniques to advance a piece of writing & apply those techniques in student’s own writing Lots of starts & targeted lessons for various audiences & purposes LOW HIGH • Writing for a variety of purposes evidenced • Target boards • Crates/files from which students choose organizers • Nonfiction in classroom library • Newspapers & periodicals • ‘5 Paragraph’ poster on the wall • Exemplar papers posted without specific criteria • Discussion on plot or main idea in absence of structural questions • Classroom library restricted to fiction © Albemarle County Public Schools, April 2006 Appendix C 2
Literacy Classroom Look-fors Instructional Practices Environmental Support LOW HIGH Use of Resources Identify fact or opinion Evaluate source bias, author bias, and overall credibility Find a source on a given Evaluate the best sources topic for researching a given topic based on specific questions to be answered and credibility criteria Google Use multiple databases, and types of print and online resources Use a computer search engine to “look up” information Find a word in a dictionary or thesaurus Use an encyclopedia Use sources to find interesting information Identify parts of a textbook Write a Works Cited or Bibliography Select sources based on pre-determined criteria (with rubric in hand) Apply dictionary and thesaurus skills to gain information beyond spelling and 1 st definition or synonym Evaluate information in an encyclopedia compared to other sources Use sources to find relevant, meaningful information Synthesize text structures with other reference materials • Defend use of a Works Cited or a Bibliography • Write an Annotated Bibliography indicating value of resources for specific purposes LOW HIGH • Databases and other credible search engines linked on home page • Students using resources before asking for the answer • Learning community • Computers in the classroom or library • Dictionary, thesaurus, encyclopedia on shelf • Teacher as resource for answers © Albemarle County Public Schools, April 2006 Appendix C 3
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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 73 and 74: Grade Title Author Genre Reading Le
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 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: Introduction The division-level Lit
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 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
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Language Arts/English Curriculum Frameworks - Albemarle County ...

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