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

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Erickson, H. L. (2002). Concept-Based Curriculum and Instruction. Thousand Oaks: Corwin Press. In this more recent text, Erickson unpacks the big ideas of concept-based curriculum and presents specific ideas for instruction in various disciplines. She defines terminology and provides the reader with specific examples of that terminology in practice. This book is one of the foundational texts for the Framework for Quality Learning and the work of the vertical teams. Fountas, I. C. and Pinnell, G. S. (2000). Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Portsmouth: Heinemann. Fountas and Pinnell explore all the essential components of a literacy program, including independent reading, guided reading, literature study, comprehension and word analysis, and the reading-writing connection. Includes a comprehensive book list containing 1,000 books organized by title and level. The appendices feature useful tools including reading and writing workshop forms, graphic organizers, lists, and bibliographies. © Albemarle County Public Schools, April 2006. Appendix K 7
Freeman, Y. S. & Freeman, D. E. (1998). ESL/EFL Teaching: Principles for Success. Portsmouth: Heinemann. Probably the most recognized experts in teaching English Language Learners (ELLs), Freeman and Freeman present specific ideas for whole-to-part instruction that allows ELLs to make meaning of content and language. Freire, P. & Macedo, D. (1987). Literacy: Reading the Word and the World. Westport, Connecticut: Bergin and Garvey. This text challenges readers to reevaluate their current ideas regarding literacy and what it means to be literate, both in terms or decoding words and interacting with their environment. Readers will come away from this book with a profound new sense of what it takes to engage in a literate society. Ganske, K. (2000). Word Journeys. New York: The Guilford Press. Ganske’s text walks the reader through the basics of word study and its various stages. The text is designed to help teachers analyze students’ spelling and word knowledge and apply strategies to advance student understanding of words and their structure. The text also includes the Descriptive Spelling Analysis (DSA) used as one “dipstick” measure in most schools. Goleman, D. (1994). Emotional Intelligence. New York: Bantam Books. In his book, Goleman contends that successful people think with their hearts and their minds. The text defines emotional intelligence and details numerous examples of emotional intelligence in action. Grossman, F. (1982). Getting From Here to There: Writing and Reading Poetry. Portsmouth, NH: Heinemann. Harvey, S. (1998). Nonfiction matters: reading, writing, and research in grades 3-8. Portland, ME: Stenhouse. This book not only gives teachers ideas on how to teach nonfiction writing, but also on how to learn along with the students by inquiring about real things in life. Included are incentives to motivate students along with simple ideas that will get students writing passionate, interesting nonfiction papers. Harvey, S. and Goudvis, A. (2000). Strategies that Work. Portland: Stenhouse Publishers. This book tells how to teach students to think while reading (through think-alouds) and offers mini-lessons and suggested books for teaching seven reading comprehension strategies. Heard, G. (2002). The Revision Toolbox. Portsmouth, NH: Heinemann. This thin book offers useful and practical strategies for incorporating the revision process into the classroom. From “cracking open words” to revision centers, students feel more ownership over their work and, therefore, become more engaged. Jacobs, H. H. (1997). Mapping the Big Picture. Alexandria: Association for Supervision and Curriculum Development. Currently the gold standard for vertical curriculum mapping, this text walks the reader through the process of spiraling and aligning curriculum. Jacobs contends that all curriculum spiraling must wrap around literacy and students’ ability to understand and work with text to make meaning of content. © Albemarle County Public Schools, April 2006. Appendix K 8
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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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Writing Requirements - 10 th Grade
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Text: Prentice Hall. (2007). Prenti
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Advanced Proficient Stage of Readin
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Writing Requirements - 12 th Grade
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1. Plan and conduct research Albema
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Albemarle County Language Arts Prog
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first. Coaching, with opportunities
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meeting end-of-year benchmarks shou
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Language Arts Instructional Program
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• Teacher instruction in syllabic
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Comprehension instruction begins in
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Possible Learning Activities Before
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on the plot of the book and summari
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in the story. The reader puts toget
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use a variety of models such as sha
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• Create pattern books modeled af
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• RAFT papers - Teachers structur
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Word Study: Possible Learning Activ
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• Semantic Feature Analysis - Cre
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Fluency (40%) Goals: • Reads at l
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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
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: Daniels, H. and Steineke, N. (2004)
Page 175 and 176: Miller, D. (2002). Reading with mea
Page 177: Stern, D. (1995). Teaching English
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