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

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Literacy Classroom Look-fors Instructional Practices Environmental Support LOW 10 unrelated words for practice Spelling quiz each week Everyone has the same word list(s) Weakest students get the “easiest” words Vocabulary books Single sorts Most common meaning Vocabulary instruction in language arts Contextual vocabulary for interest Identify patterns & morphemes Vocabulary Instruction HIGH Words for practice/instruction related through: • Spelling pattern • Vowel pattern • Word feature • Root • Affix Feature &/or meaning analysis Word study related to students’ individual needs All students hear and use precise, powerful vocabulary “Playing” with words Multiple and conceptual sorts Explore multiple meanings through: • Context • Definitions • Background knowledge Vocabulary instruction across disciplines Contextual vocabulary for meaning Apply patterns and morphemic structure to decode and determine meanings of new words Definition of words Etymology of words – explore vocabulary over time – how a word means Use a word from a text Evaluate an author’s use of language to convey meaning © Albemarle County Public Schools, April 2006 Appendix C LOW HIGH • Word walls related to features, roots, or combining forms • Etymological questions for discussion • Random word walls (fun, interesting, big words) • Spelling list on board 4
Language! Program – Virginia Standards of Learning Correlations Middle School In the fall 2005, a task force including middle school Language! teachers, Albemarle County Public Schools Language! trainer, and the Secondary Language Arts Coordinator reviewed the 3 rd edition of Language! with respect to the 6-8 language arts standards. The following pages identify that correlation. Additionally, the teachers provide the point at which various activities/graphic organizers are introduced in the program in relation to the standards they address. Highlighted standards are not addressed in the Language! program, to the teacher should supplement their instruction to include those standards. Representatives on the Committee Patti Parmiter, Sutherland Middle School Marianne Walendowski, Albemarle High School, Language! Trainer Natalie Wood, Jouett Middle School Sandra Whitaker, Office of Instruction © Albemarle County Public Schools, November 2005 Appendix D
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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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Page 57 and 58:
8 th Grade - Universality in Langua
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8 th -Grade Concept Requirements &
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Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76: Writing Requirements - 10 th Grade
Page 77 and 78: Text: Prentice Hall. (2007). Prenti
Page 79 and 80: Grade Title Author Genre Reading Le
Page 81 and 82: Advanced Proficient Stage of Readin
Page 83 and 84: Grade Title Author Genre Reading Le
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 and 124: Introduction The division-level Lit
Page 125: Literacy Classroom Look-fors Instru
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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