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

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Writing Requirements – 5 th Grade Systems; Communication; Aesthetics Character development Plot development and conflict resolution Poetry Vocabulary and Style Comprehend nonfiction Structural patterns of nonfiction Organize information Summary Comprehension When writing fiction and poetry, incorporate character development Use a variety of planning strategies (free-writing, mapping, listing, webbing) when writing plot and conflict resolution in fiction Write, revise, and publish a variety of poetry including free-versed, rhymed and patterned poetry Choose vocabulary and style that supports the writer’s purpose When writing non-fiction, use a variety of text organizers (type, headings, graphics) to predict and categorize information Use a variety of resources to write a biography Choose structural patterns that enhance writer’s purpose (sequential, compare and contrast, cause and effect) Write, revise, and publish a persuasive paper which includes information that supports opinions, predictions, and conclusions Summarize text 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 35
6 th Grade – Communications in Language and Literature Course Description: Middle school students explore the language arts through five interdisciplinary concepts (systems, change and continuity, communication, aesthetics, and universality) and the correlating language arts concepts, with emphasis on systems. A focus on systems reinforces students’ developmental processes in word study and fluency and their continued growth as readers and writers. Each grade also uses a second concept as a focusing lens through which students gain deeper understanding of elements of language and literature. Additionally, courses are designed to incorporate a balanced literacy diet that includes the components of fluency, word study, comprehension, and writing. Sixth-grade students experience English language arts through exploration of communication and author’s craft. This emphasis allows students to study those structures (systems) and styles (communication) that authors use to communicate ideas about the world. As such, students read extensively from a variety of genres, including fiction, narrative nonfiction, nonfiction, and poetry and transfer what they learn about those genres to their own writing and speaking. Students write for a variety of audiences and purposes, using narrative and expository forms. Additional emphasis is placed on continuing to build comprehension strategies, understanding Latin roots for vocabulary development, and using correct punctuation and grammar. Early Proficient State of Reading: The reading skill of early proficient readers allows them to tackle more demanding texts. Silent reading is fluent when the vocabulary and concept load are within the student’s range. Early proficient readers are expanding their vocabulary knowledge and their ability to use strategies to make meaning from text. They also continue to develop fluency, chunking phrases and reading with expression. As they develop higher level cognitive abilities, they gain in ability to understand more complex reading materials. It is vocabulary and concept development, rather than the ability to decode words, that determines a student’s advancement to the early proficient reading stage. Books appropriate for students in this stage contain more difficult vocabulary and concepts, include chapters that are complete in themselves, and feature more complex characters and situations of interest to pre-adolescents and adolescents. Stages of Writing: Refer to ASPIRE (appendix B). © Albemarle County Public Schools, May 2006 36
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 and 40: 4 th Grade Intermediate Stage of Re
Page 41: 5 th Grade Intermediate Stage of Re
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
Page 91 and 92: first. Coaching, with opportunities
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meeting end-of-year benchmarks shou
Page 95 and 96:
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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