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

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Grade Title Author Genre Reading Level Reading List 6 Moon and I, The Byars Memoir 6.3 6 My Life in Dog Years Paulsen Nonfiction/Autobiography 5.2 6 Pictures of Hollis Woods Giff Fiction 6.4 6 Pirates Rees Historical Fiction 5.4 6 Robin Hood of Sherwood Forest McGovern Historical Fiction 6.1 6 Romiette and Julio Draper Fiction 4.7 6 Sahara Special Codell Fiction 4.6 6 Search for Shadowman Nixon Fiction 6.5 6 Separate Battle: Women and the Civil Chang Nonfiction 6.9 War, A 6 Shipwreck at the Bottom of the World Armstrong Nonfiction/Biography 6.5 6 Shoeshine Girl Bulla Fiction 2.2 6 Star Fisher, The Yep Historical Fiction TBD 6 Study in Scarlet, A Doyle Fiction 7.3 6 Surprising Myself Fritz, Jean Nonfiction 4.4 6 Tarantula in My Purse, The George, Jean C Memoir 5.9 6 Taste of Blackberries, A Smith Fiction 4.6 6 Ten Little Indians Alexie Drama 5.7 6 Time Machine, The Wells Science Fiction 8.0 6 True Confessions of Charlotte Doyle Avi Fiction 7.0 6 Wanderer, The Creech Fiction 5.7 6 We Beat the Street Draper Nonfiction 6.8 6 Westing Game, The Raskin Mystery 7.0 6 Where the Lilies Bloom Cleaver Fiction 5.5 6 Where the Red Fern Grows Rawls Fiction 6.4 6 White Mountains, The Christopher, John Science Fiction 6.0 6 Who Was that Masked Man, Anyway Avi Fiction 6.3 6 Wrinkle in Time, A L’Engle Science Fiction 5.8 6 Zink Bennett Fantasy TBD © Albemarle County Public Schools, May 2006 41
Writing Requirements – 6 th Grade Connected Concepts Communication: Author’s Craft Communication: Author’s Purpose Aesthetics: Style Systems: Genre Requirement: 1. All students will write for a variety of audiences and purposes using the writing process. 2. All students will use metacognition to reflect on their writing. 3. One piece of writing for each genre will be accomplished by all students: • Narrative - personal • descriptive • explanatory • research – introductory skills • poetry © Albemarle County Public Schools, May 2006 42
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 and 44: 6 th Grade - Communications in Lang
Page 45 and 46: 6 th -grade Concept Requirements &
Page 47: Grade Title Author Genre Reading Le
Page 51 and 52: Textbook: Holt, Rinehart & Winston.
Page 53 and 54: Concepts & Reading Requirements Sys
Page 55 and 56: Grade Title Author Genre Reading Le
Page 57 and 58: 8 th Grade - Universality in Langua
Page 59 and 60: 8 th -Grade Concept Requirements &
Page 63 and 64: Writing Requirements - 8 th Grade C
Page 69 and 70: Writing Requirements - 9 th Grade C
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
Page 97 and 98: • Teacher instruction in syllabic
Page 99 and 100:
Comprehension instruction begins in
Page 101 and 102:
Possible Learning Activities Before
Page 103 and 104:
on the plot of the book and summari
Page 105 and 106:
in the story. The reader puts toget
Page 107 and 108:
use a variety of models such as sha
Page 109 and 110:
• Create pattern books modeled af
Page 111 and 112:
• RAFT papers - Teachers structur
Page 113 and 114:
Word Study: Possible Learning Activ
Page 115 and 116:
• Semantic Feature Analysis - Cre
Page 117 and 118:
Fluency (40%) Goals: • Reads at l
Page 119 and 120:
Fluency (20%) Goals: • Reads sile
Page 121 and 122:
Proficient Reader Plan Fluency (20%
Page 123 and 124:
Introduction The division-level Lit
Page 125 and 126:
Literacy Classroom Look-fors Instru
Page 127 and 128:
Language! Program - Virginia Standa
Page 129 and 130:
Language! - Virginia SOL Correlatio
Page 131 and 132:
Language! - Virginia SOL Correlatio
Page 133 and 134:
© Albemarle County Public Schools,
Page 135 and 136:
Rubrics This section contains writi
Page 137 and 138:
General Reading Rubric Word Recogni
Page 139 and 140:
Web Site Evaluation Rubric Skill Ex
Page 141 and 142:
D. Mystery - presents a puzzle or r
Page 143 and 144:
D. Limerick - five-line poems in wh
Page 145 and 146:
Virginia C/T SOL and Content Area S
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Appendix I Under Development This a
Page 167 and 168:
Albemarle County Public Schools Cha
Page 169 and 170:
Atwell, N. (1998). In the Middle: N
Page 171 and 172:
Daniels, H. and Steineke, N. (2004)
Page 173 and 174:
Freeman, Y. S. & Freeman, D. E. (19
Page 175 and 176:
Miller, D. (2002). Reading with mea
Page 177:
Stern, D. (1995). Teaching English
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Language Arts/English Curriculum Frameworks - Albemarle County ...

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