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

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Writing Requirements – 2 nd Grade Systems; Communication; Aesthetics Communicating Ideas Comprehend fiction/nonfiction text Identify main idea, characters, setting, problem/solution in texts heard or read Read poems with fluency and expression Comprehension Frequent Journal writing Write a response that shows comprehension of text heard or read Use prewriting strategies (graphic organizers) to write, revise, and publish a story with a main idea, characters, setting, problem/solution Write a poem 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 29
3 rd Grade Transitional Stage of Reading: Transitional readers continue to build their expertise with the use of phonics, visual cues, context clues, sentence structure, and text structure to read unfamiliar material. They are growing in their skills of predicting, cross-checking, and monitoring their understanding of content. Books appropriate for students in this stage are easy chapter books that require more than one sitting to read. They utilize vocabulary of several hundred, primarily one- and two-syllable, words. These stories are more complex and often require the reader to make inferences. They typically contain few, if any, illustrations. Stages of Writing: Refer to ASPIRE (appendix B). Genre – historical fiction, mystery, folk tales – pour quoi stories, poetry, nonfiction. Suggested Authors: Aesop Christopher van Allsburg Matt Christopher Beverly Cleary Andrew Clements Debbie Dadey Rahl Dahl Douglas Florian Patricia MacLachlan Patricia Polacco Faith Ringgold Louis Sachar Allen Say Brian Selznick Shel Silverstein William Steig John Steptoe E. B. White Laura Ingalls Wilder Jeanette Winter © Albemarle County Public Schools, May 2006 30
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 and 34: 1 st Grade Beginning Reader Stage o
Page 35: 2 nd Grade Advanced Beginning Stage
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
Page 87 and 88:
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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