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

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Textbook: Holt, Rinehart & Winston. (2007). Elements of Literature: Introductory Course. Austin, TX: Holt, Rinehart & Winston. Additional Resources: Adams, G. and Brown, S. (2004). The Six-Minute Solution: A Reading Fluency Program. Longmont, CO: Sopris West. Great Source. (2002). Reader’s Handbook: A Student Guide for Reading and Learning. Wilmington, MA: Great Source. Language Works. (2004). Word Build. Keswick, VA: Language Works. McDougal Littell. (2001). Language Network. Evanston, IL: McDougal Littell. Genre – emphasis on realistic fiction and science fiction – also study biography, essay, memoir, poetry. © Albemarle County Public Schools, May 2006 37
6 th -grade Concept Requirements & Suggested Text Concepts & Reading Requirements Teachers should select texts appropriate for their students. • As a bridge between elementary and middle school, a main priority in reading at this level is to focus on genre distinctions as they relate to author’s purpose and author’s craft. • Teachers should integrate multiple concepts, themes, and genres. Suggested texts may be used to access multiple themes and genres. Universality: Search for Identity Systems: Genre: Drama Systems: Genre: Poetry Requirement: All students will read a variety of genres centering around the search for identity. Drama • A Midsummer Night’s Dream (Shakespeare) • Cheaper by the Dozen (Gilbreth) • Ten Little Indians (Alexie) Poetry • Haiku • Ballad • Limerick • Free verse • Love that Dog (Creech) Additional Texts • The Ear, the Eye, and the Arm (Farmer) • Esperanza Rising (Ryan) • Fever, 1793 (Anderson) • Freak the Mighty (Philbrick) • The Golden Compass (Pullman) • Hatchet (Paulsen) • Maniac Magee (Spinelli) • The Moon and I (Byars) • My Life in Dog Years (Paulsen) • Pictures of Hollis Woods (Giff) • Pirates (Rees) • Shoeshine Girl (Bulla) • A Taste of Blackberries (Smith) • A Wrinkle in Time (l’Engle) • Where the Red Fern Grows (Rawls) © Albemarle County Public Schools, May 2006 38
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 and 42: 5 th Grade Intermediate Stage of Re
Page 43: 6 th Grade - Communications in Lang
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
Page 93 and 94: 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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