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

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Systems: Grammar Enduring Understandings • Language is a system of discrete patterns and symbols, including words, letters, grammar, and syntax. • The purpose of a language, as a system, is to create meaning. • Systems and structures define the various genre. Essential Understandings • The ultimate purpose of grammar is to convey meaning. • Grammatical conventions exist for effective communication. • Grammatically correct language contributes to the meaning of text. Essential Questions: • Why must writers follow “rules” in their work • How do grammatical conventions help make communication powerful and meaningful • How do readers and writers use their knowledge of grammar to facilitate comprehension • How does an author manipulate grammatical conventions to effect meaning • How does a reader use grammatical conventions to extract meaning from a text 9-12: Apply appropriate use of semicolon and colon, and phrases and clauses (appositive & adjective). Write using and evaluate effectiveness of various sentence structures – simple, compound, and complex. Evaluate roles of parts of speech and describe those acting in non-typical roles. 6-8: Apply appropriate use of dialogue, quotes, commas, and independent and dependent clauses. Apply knowledge of parts of speech to vary sentence structure to include simple and compound sentences. Identify prepositions and use prepositional phrases to expand writing. 3-5: Identify grammatical conventions associated with dialogue and quotations. Identify and correct sentence fragments and run-ons. Apply comma rules. Identify, define, and understand the roles of adjectives, adverbs, interjections, and conjunctions. K-2: Understand and apply concepts of word and sentence. Use appropriate capitalization and end punctuation. Identify, define, and understand the role of nouns, verbs, and pronouns. © Albemarle County Public Schools, May 2006 11
Systems: Genre Enduring Understandings • Language is a system of discrete patterns and symbols, including words, letters, grammar, and syntax. • The purpose of a language, as a system, is to create meaning. • Systems and structures define the various genre. Essential Understandings • Genres serve specific purposes. • Texts can be classified by genre. • Authors use specific genre to convey meaning to the audience. • The structure of a genre sets the schema for understanding. • Identifying and understanding features of genre enhances comprehension and appreciation of text structure. Essential Questions: • How are texts in a genre defined • What elements determine a text’s genre • What is the difference between fiction and nonfiction • How does knowing the features of a genre prepare a reader for the text • How does writing in a particular genre help an author convey a message • Why do authors choose to write in a specific genre • How do authors determine which genre best fits their purpose • How would genre impact multiple texts on the same topic 9-12: Evaluate an author’s use of genre to convey meaning. Compare and contrast literary works within and across various genre. Apply knowledge of genre in writing for a variety of purposes and audiences and defend choice of genre selected. 6-8: Apply knowledge of genre to aid in comprehension and to analyze author’s purpose. Compare and contrast literary works within and across various genre. Plan writing for a specific topic in two or more genre and analyze the impact of each. 3-5: Identify features of various genre (menu, picture book, short story, chapter book, fiction, nonfiction, poetry, drama) and use those features to aid in comprehension. Compare same-subject texts in two genre. Write in multiple genre. K-2: Identify the genre of a text to be read. Make predictions about text based on its features/genre. Apply elements of various genre to writing. © Albemarle County Public Schools, May 2006 12
Page 1 and 2: Albemarle County Public Schools Eng
Page 3 and 4: Table of Contents Executive Summary
Page 5 and 6: Language! Program Correlations…
Page 7 and 8: In addition to directly responding
Page 9 and 10: • We must recognize each child’
Page 11 and 12: Framework for Quality Learning Intr
Page 13 and 14: Lifelong-Learner Standards Lifelong
Page 15 and 16: Language Arts Habits of Mind Habits
Page 17: Systems: Morphemic Structure Enduri
Page 21 and 22: Change and Continuity: Etymology En
Page 23 and 24: Communication: Author’s Purpose E
Page 25 and 26: Aesthetics: Literary Elements Endur
Page 27 and 28: Aesthetics: Syntax Enduring Underst
Page 29 and 30: About the Reading Maps Articulating
Page 31 and 32: Kindergarten Early Emergent Stage o
Page 33 and 34: 1 st Grade Beginning Reader Stage o
Page 35 and 36: 2 nd Grade Advanced Beginning Stage
Page 37 and 38: 3 rd Grade Transitional Stage of Re
Page 39 and 40: 4 th Grade Intermediate Stage of Re
Page 41 and 42: 5 th Grade Intermediate Stage of Re
Page 43 and 44: 6 th Grade - Communications in Lang
Page 45 and 46: 6 th -grade Concept Requirements &
Page 47 and 48: Grade Title Author Genre Reading Le
Page 49 and 50: Writing Requirements - 6 th Grade C
Page 51 and 52: Textbook: Holt, Rinehart & Winston.
Page 53 and 54: Concepts & Reading Requirements Sys
Page 57 and 58: 8 th Grade - Universality in Langua
Page 59 and 60: 8 th -Grade Concept Requirements &
Page 63 and 64: Writing Requirements - 8 th Grade C
Page 65 and 66: 9 th -Grade Concept Requirements &
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Writing Requirements - 9 th Grade C
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10 th -Grade Concept Requirements &
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Grade Title Author Genre Reading Le
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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
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Proficient Reader Plan Fluency (20%
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Introduction The division-level Lit
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Literacy Classroom Look-fors Instru
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Language! Program - Virginia Standa
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Language! - Virginia SOL Correlatio
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Language! - Virginia SOL Correlatio
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© Albemarle County Public Schools,
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Rubrics This section contains writi
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General Reading Rubric Word Recogni
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Web Site Evaluation Rubric Skill Ex
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D. Mystery - presents a puzzle or r
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D. Limerick - five-line poems in wh
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Virginia C/T SOL and Content Area S
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Appendix I Under Development This a
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Albemarle County Public Schools Cha
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Atwell, N. (1998). In the Middle: N
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Daniels, H. and Steineke, N. (2004)
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Freeman, Y. S. & Freeman, D. E. (19
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Miller, D. (2002). Reading with mea
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Stern, D. (1995). Teaching English
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Language Arts/English Curriculum Frameworks - Albemarle County ...

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