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

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Writing Requirements – 4 th Grade Systems; Communication; Aesthetics Explain the author’s purpose Poetry Identify main idea and supporting details Historical Fiction Text Organizers Summary Comprehension Research Write a piece that informs Write a piece that entertains Write a piece that persuades Write poems using sensory words - rhymed, unrhymed, and patterned Write an organized paragraph with topic sentence, supporting details, and concluding sentence Write a piece of historical fiction (letter, journal entry, newspaper article) When writing non-fiction, use a variety of text organizers (type, headings, graphics) to predict and categorize information Summarize text Use writing strategies before, during, and after reading to enhance comprehension (questioning, text to self/text/world connections, anticipation guides) Construct questions, collect information from various resources to write a research paper © Albemarle County Public Schools, May 2006 33
5 th Grade Intermediate Stage of Reading: Intermediate readers are able to identify the print forms of almost every word that is in their speaking and listening vocabulary. They have become fluent silent readers. Their individual interests are important determiners of appropriate books. Some students prefer fiction while others prefer nonfiction. Most students are willing to tackle books that challenge their reading abilities if the topic is one of great interest. The focus of instruction for these children is expansion of vocabulary, or critical thinking skills, and of strategies for getting meaning from complex text. Appropriate books for students in this stage contain more difficult vocabulary and concepts, include chapters that are often complete in themselves, and feature characters and situations of interest to upper elementary students. Stages of Writing: Refer to ASPIRE (appendix B). Genre – more sophisticated fantastic stories, fables, historical fiction, poetry, nonfiction. Suggested Authors: Avi Natalie Babbitt John Christopher Eion Colfer Sharon Creech Christopher Paul Curtis Paul Fleishman Jack Gantos Jean Craighead George Virginia Hamilton Brian Jaques Julius Lester Scott O’Dell Linda Sue Park Gary Paulsen Carolyn Reeder Jerry Spinelli © Albemarle County Public Schools, May 2006 34
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 and 36: 2 nd Grade Advanced Beginning Stage
Page 37 and 38: 3 rd Grade Transitional Stage of Re
Page 39: 4 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
Page 89 and 90: 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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