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

Miller, D. (2002). Reading with meaning: teaching comprehension in the primary
grades. Portland, ME: Stenhouse.
In this book, the author suggests a scaffolded approach to help young students engage and
develop as lifelong readers. Included are chapters about building schema, making mental
images, inferring, questioning, reading non-fiction, synthesizing, and related book lists for
each topic.
Milner, J.O. & Milner, L. (1999). Bridging English. Columbus, OH: Merrill.
This thorough book not only addresses theories of learning, but it also provides instruction
around planning a lesson, enabling writing, and evaluating learning. There are also detailed
lesson plans ranging from poetry to nonfiction to media studies.
National Council of Teachers of English & International Reading Association. (1996).
Standards for the English Language Arts. Urbana: NCTE.
This text delineates the national standards for English language arts as articulated by the two
leading organizations for teachers of English language arts. The text includes not only the
standards but also research, classroom vignettes, and a comprehensive glossary. This text
was foundational to the work of the Language Arts Vertical Team.
National Research Council. (2000). How People Learn. Washington: National
Academy Press.
The most comprehensive research study to date on how people make meaning from ideas and
how that meaning transfers into learning.
O’Conner, P. (1996). Woe is I – The Grammarphobe’s Guide to Better English in
Plain English. New York: Riverhead Books.
When you need to quickly cut to the heart of an obscure (or not so obscure) grammar rule that
seems impossible to explain to students, turn to this guide for witty explanations in plain
English. It's grammar, but you may actually laugh while reading. More informative for middle
and high school classrooms, but relevant to anyone who has to tackle the ins and outs of
grammar instruction.
Payne, R. K. (1998). A Framework for Understanding Poverty. Baytown: RFT
Publishing Co.
Payne’s notable text details the conditions of poverty and wealth and applies them to learning
structures. She presents a framework for thinking about students from various backgrounds
and explains how to use that framework to promote learning for all students.
Pinnell, G. S. & Fountas, I. C. (1998). Word Matters. Portsmouth: Heinemann.
Pinnell, G., & Scharer, P. (2003). Teaching for comprehension in reading grades k-
2. New York: Scholastic.
The first part of this book discusses the strategies and structures readers need to comprehend
text-and the changes those readers experience as they move up the primary grades. The
second part shows strategy instruction in action, in real classrooms, by master teachers. The
third part focuses on how planning, organization, and management support instruction.
© Albemarle County Public Schools, April 2006.
Appendix K
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