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

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Universality: Theme Enduring Understandings • Certain themes pervade literature. • Individual, cultural, and societal connections enrich literature. • Historical and cultural contexts enhance understanding. • Certain works transcend their historical and cultural contexts. Essential Understandings • An author’s culture influences his/her writing; his/her writing reflects culture. • A culture’s language is intimately connected to its historical development. • The historical and cultural past shapes nations and their people. • Authors write to covey their own interpretations of the human experience. • Tragic or dire circumstances act as catalysts in individual choices. Essential Questions: • How do authors craft text to convey their ideas about the human experience • In what ways do authors reveal themselves through the text they craft • What is the relationship between conflict and theme • How do characters’ conflicts with society manifest in narrative text • How do different historical and cultural contexts affect the depiction of a theme • What determines whether a belief will be timeless or will fade after a decade • How does theme work with other elements of literature to create the total effect of a literary work • How do art and literature reflect and affect the human experience 9-12: Analyze how cultural contexts affect an author’s depiction of theme; evaluate the author’s use of elements to craft meaning and create effect; discuss theme as timeless and universal; relate similar themes across multiple pieces of text. 6-8: Explain how theme relates to author’s craft; articulate multiple themes from a piece of literature; relate similar themes across two pieces of literature; analyze the relationship between conflict and theme. 3-5: Define theme; articulate theme(s) from a piece of literature; explain the connection between conflict and theme. K-2: Discuss conflict and relate to the experiences of characters. © Albemarle County Public Schools, May 2006 21
About the Reading Maps Articulating reading requirements across grades involves considerable thought and discussion about individual student reading levels, appropriateness of the literature to an age group, and appropriateness of literature to the curricular goals. That said, teachers should keep in mind the following items as they select literature for instructional purposes: • Vertical alignment and requirements at specific grades should be honored. • Titles/authors have been recommended at the lowest grade level to accommodate as many learners as possible. Titles may be used for any grade at or above the recommendation level. • Suggested texts and authors should be used whenever possible. If a teacher would like approval for a text not on the reading maps or text lists, s/he must go through the building-level approval process with notification of the appropriate curriculum coordinator. • Within Professional Learning Communities, grade-level teams may design instruction around common texts. • To meet the needs of all learners, schools may elect to use adapted texts for the recommended titles as long as the title is the same. • At the elementary level, notable author lists are provided to maximize flexibility with reading instruction. However, not all texts by any one author are appropriate for all students. Discretion and awareness of students’ social development and community expectations should precede any text selection. • While some overlap in notable authors and suggested texts may exist, teachers should avoid using any book that is specifically listed on a reading map at a higher grade. © Albemarle County Public Schools, May 2006 22
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 and 18: Systems: Morphemic Structure Enduri
Page 19 and 20: Systems: Genre Enduring Understandi
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: Aesthetics: Syntax Enduring Underst
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 75 and 76: Writing Requirements - 10 th Grade
Page 77 and 78: Text: Prentice Hall. (2007). Prenti
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Grade Title Author Genre Reading Le
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Advanced Proficient Stage of Readin
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Grade Title Author Genre Reading Le
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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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