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

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Language Arts Vertical Team 2005-06 Debbie Baker ………………..….. Monticello High School Janice Eiden ………………………. Baker-Butler Elementary School Pete Fiddner …………………….… Brownsville Elementary School Michelle Hall ……................. Woodbrook Elementary School Dr. Sujatha Hampton ……….. Office of Instruction Natasha Heny, NBCT ………… Albemarle High School Michelle Hurst …………………… Walton Middle School Lynda Monahan …………………. Jouett Middle School Carrie Neeley …………………….. Office of Instruction MegCarolyn Remesz ………… Burley Middle School Debbie Shelor ……………………. Greer Elementary School Courtney Stewart…………………Office of Instruction Elizabeth Thompson …………. Henley Middle School Emily VanNoy …………………….. Sutherland Middle School Sandra Whitaker, NBCT ……. Office of Instruction Heather Williams ……………… Western Albemarle High School Over the last three years, some team members have rotated off the Language Arts Vertical Team to pursue other opportunities. Their contributions, however, are still reflected in this curriculum. 2004-05 Team Members Alison Dwier-Selden, Office of Instruction Kathy Sublette, Western Albemarle High School 2003-04 Team Members Emily Morrison, Western Albemarle High School Patti Parmiter, Sutherland Middle School Kathy Sublette, Western Albemarle High School © Albemarle County Public Schools, May 2006
Table of Contents Executive Summary………………………………………………………………………………………..…………………………………………………i Philosophy Statement……………………………………………………………………………………………………………………………………….1 Framework for Quality Learning (FQL) Framing Statement……………………………………………………………………..….…4 Concepts and Enduring Understandings………………………………………………………………………………………..……………..…7 Habits of Mind ……….………………………………………………………………………………………………………….……………………………..8 Concept Spiraling………………………………………………………………………………………………………………………………………………9 Morphemic Structure…………………………………………………………………………………………………………………………….10 Grammar………………………………………………………………………………………………………………………………………………..11 Genre………………………………………………………………………………………………………………………………………………………12 Cultural Context…………………………………………………………………………………………………………………………….……..13 Etymology………………………………………………………………………………………………………………………………………………14 Author’s Craft………………………………………………………………………………………………………………………………………..15 Author’s Purpose……………………………………………………………………………………………………………………………………16 Research………………………………………………………………………………………………………………………………….…………….17 Literary Elements…………………………………………………………………………………………………………………………….…….18 Style……………………………………………………………………………………………………………………………………………….……..19 Syntax…………………………………………………………………………………………………………………………………………………….20 Theme…………………………………………………………………………………………………………………………………………………….21 © Albemarle County Public Schools, May 2006 i
Page 1: Albemarle County Public Schools Eng
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 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
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Grade Title Author Genre Reading Le
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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 - 8 th Grade C
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Writing Requirements - 9 th Grade C
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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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