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

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Writing Requirements – 1 st Grade Systems; Communication Communicating Ideas Distinguishing between fiction/nonfiction text Comprehend fiction/nonfiction Retell stories and events using beginning, middle, end Comprehension Frequent Journal writing Nonfiction writing: making lists, writing recipes, recording predictions/observations, messages/notes Write a response that shows comprehension of text heard or read Use prewriting strategies (simple graphic organizers) to write, revise, and publish a story with a beginning/middle/end Use writing strategies before, during, and after reading to enhance comprehension (questioning, text to self/text/world connections, anticipation guides) © Albemarle County Public Schools, May 2006 27
2 nd Grade Advanced Beginning Stage of Reading: Advanced beginning readers are becoming more adept with the use of a number of strategies in reading unfamiliar material: phonics, visual cues, context clues, and sentence structure. Their store of sight words numbers in the hundreds, and the books they are able to read independently or with guidance are becoming more sophisticated. Books appropriate for readers at this stage are longer and have more fully developed stories, contain vocabulary in the speaking and listening range of upper primary and elementary children, may include full pages without illustrations, and when illustrations are included, they embellish but do not provide textual message cues. Stages of Writing: Refer to ASPIRE (appendix B). Genre – tall tales, fantastic stories, folk tales – pour quoi stories, poetry, fiction, nonfiction. Suggested Authors: David A. Adler Marc Brown Joanna Cole Bill Cosby Debra Fraiser Kevin Henkes Megan McDonald Mary Pope Osborne Peggy Parish Barbara Park Jack Prelutsky Cynthia Rylant Jon Scieszka Marjorie Sharmat Judith Viorst © Albemarle County Public Schools, May 2006 28
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 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: 1 st Grade Beginning Reader Stage o
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
Page 81 and 82: Advanced Proficient Stage of Readin
Page 85 and 86:
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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