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

Stern, D. (1995). Teaching English So It Matters: Creating Curriculum For and With
High School Students. Thousand Oaks, CA: Corwin Press, Inc.
Stern includes entire thematic instructional units ranging from power to racism to the hero.
Materials and rubrics, not to mention detailed lesson pans, are included.
Stiggins, R.J., Arter, J.A., Chappuis, J. and Chappuis, S. (2004). Classroom
Assessment for Student Learning. Portland: Assessment Training Institute.
Szymusiak, K., & Sibberson, F. (2001). Beyond leveled books: supporting
transitional readers in grades 2-5. Portland, ME: Stenhouse.
Transitional readers have mastered many skills but are often not yet able to choose books and
sustain reading independently in a variety of genres. This book takes a look at the way
classroom routines, small-group instruction, mini-lessons, and conversations can help move
students toward independence.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability
Classrooms. Alexandria: ASCD.
Truly a foundational text for any teacher, Tomlinson’s book discusses the four ways to
differentiate instruction and provides specific examples of each.
Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria: ASCD.
In this text, Wiggins and McTighe present the notion of “backwards design” to write curriculum
and prepare for instruction. They contend that educators must start with what kids need to
know and be able to do, and how they will assess that knowledge and those skills, before they
begin preparing specific lessons for instruction. This text is foundational to the Framework for
Quality Learning.
Wilhelm, J. (2001). Improving comprehension with think-aloud strategies: modeling
what good readers do. New York: Scholastic.
This book provides information about helping students learn how to read better with the thinkaloud
strategy, a powerful technique that makes the reading process come alive.
Wilhelm, J. (2002). Action strategies for deepening comprehension: role plays, text
structure tableaux, talking statues, and other enrichment techniques that
engage students with text. New York: Scholastic.
This book has many motivating ideas that energize students before, during, and after reading.
Comprehension strategies such as activating prior knowledge, inferring, visualizing, and
making connections can be used by individual students, pairs, or groups.
Yopp, R., & Yopp, H. (2001). Literature-based reading activities. 3rd ed. Needham
Heights, MA: Allyn and Bacon.
This book is filled with theoretically supported exercises that may be applied to books of all
levels.
Zimmermann, S., & Oliver Keene, E. (1997). Mosaic of thought : teaching
comprehension in a reader's workshop. Portsmouth, NH: Heinemann.
This text redefines teaching reading comprehension as a strategic process that enables readers
to make connections and move beyond literal recall.
© Albemarle County Public Schools, April 2006.
Appendix K
12