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

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Language! – Virginia SOL Correlation Middle School Reading 7.5e use implied information to draw conclusions - poetry Think about It: A-1-1 Text Connect: D- 19-3 7.5f use explicit information to make inferences - fiction Think about It: A-1-1 Text Connect: D- 19-3 7.5f use implied information to make inferences - fiction Think about It: A-1-1 Text Connect: D- 19-3 7.5f use explicit information to make inferences - narr non-fic Think about It: A-1-1 Text Connect: D- 19-3 7.5f use implied information to make inferences - narr non-fic Think about It: A-1-1 Text Connect: D- 19-3 7.5f use explicit information to make inferences - poetry Think about It: A-1-1 Text Connect: D- 19-3 7.5f use implied information to make inferences - poetry Think about It: A-1-1 Text Connect: D- 19-3 7.5g summarize text Replace It: A-1-1 Map It: B-7-3 7.6a use structures (informational) for comprehension Blueprint: A-5-9 Map It: B-7-3 use words & phrases that signal 7.6b organizational pattern - inform Map It: B-7-3 distinguish fact from opinion - 7.6c newspapers Blueprint: A-5-9 distinguish fact from opinion - 7.6c magazines Blueprint: A-5-9 distinguish fact from opinion - other 7.6c print media Blueprint: A-5-9 7.6d identify source - informational 7.6d identify viewpoint - informational 7.6d identify pupose - informational describe how word choice conveys 7.6e author's view describe how language structure 7.6e conveys author's view 7.6f summarize text - informational Map It: B-7-3 Replace It: A-1-1 7.6g organize information for written presentations Map It: B-7-3 7.6g organize information for oral presentations Map It: B-7-3 7.6g synthesize information for written presentations Map It: B-7-3 7.6g sythesize information for oral presentations Map It: B-7-3 7.7a use print sources to locate information Standards not covered in 7.7a use electronic sources to locate information program - Teacher must address! 7.7b use graphic organizers to organize information Teachers should note that most activities in Language! use Text Connect: D-19- 3 © Albemarle County Public Schools, November 2005 Appendix D
Language! – Virginia SOL Correlation Middle School Reading graphic organizers. synthesize information from multiple 7.7c sources *7.7d credit primary sources Standards not covered - also not *7.7d credit secondary sources tested 8.4a identify simile Identify It: A-3-4 Map It: B-7-3 8.4a identify metaphor Identify It: A-3-4 Map It: B-7-3 8.4a identify personification Identify It: A-3-4 Map It: B-7-3 8.4a identify hyperbole Identify It: A-3-4 Map It: B-7-3 8.4a identify analogy Identify It: A-3-4 Map It: B-7-3 Word Network: C- 13-5 8.4b meaning from context Mult Meaning: A-1-1 Vocabulary: A-1-1 Blueprint: A-5-9 Use/Clues: B-7-3 Explore It: C-13-1 8.4b meaning from structure Mult Meaning: A-1-1 Blueprint: A-5-9 Map It: B-7-3 Use/Clues: B-7-3 Explore It: C-13-1 8.4b meaning from connotations Blueprint: A-5-9 Explore It: C-13-1 Mult Meaning: A-1-1 Word Line: D-19-1 8.5a symbols Identify It: A-3-4 8.5a figurative language Identify It: A-3-4 Draw It: A-4-3 Map It: B-7-3 8.5b describe infered main idea with text support Think about It: A-1-1 Answer It: A-3-3 8.5b describe theme with text support Think about It: A-1-1 8.5c describe how lit elements create meaning Spotlight: A-1-1 *8.5d compare/contrast poetic elements Map It: B-7-3 *8.5e compare/contrast authors' styles Map It: B-7-3 *8.6a background knowledge for comprehension - informational KWL: A-1-1 Blueprint: A-5-9 Use/Clues: B-7-3 Text Connect: D-19- 3 *8.6a text structure for comprehension - informational Blueprint: A-5-9 Use/Clues: B-7-3 Text Connect: D-19- 3 analyze author's credentials - *8.6b informational Standards not covered - also not *8.6b analyze author's viewpoint tested *8.6b analyze author's impact Blueprint: A-5-9 8.6c analyze author's use of structure - informational Blueprint: A-5-9 Word Line: D-19-1 Text Connect: D-19- 3 8.6c analyze author's use of word choice Blueprint: A-5-9 Word Line: D-19-1 Text Connect: D-19- 3 8.6d analyze details for relevance Blueprint: A-5-9 Text Connect: D- 19-3 8.6d analyze details for accuracy Blueprint: A-5-9 Text Connect: D- 19-3 8.6e read & follow instructions to complete a task Teachers must include - Text style note included in program 8.6f summarize text Replace It: A-1-1 Map It: B-7-3 Text Connect: D-19- © 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
Page 5 and 6:
Language! Program Correlations…
Page 7 and 8:
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
Page 27 and 28:
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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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 and 126: Literacy Classroom Look-fors Instru
Page 127 and 128: Language! Program - Virginia Standa
Page 129: 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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