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

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7 th Grade – Change and Continuity 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. Seventh-grade students investigate the concept of change and continuity in language and literature. This focus requires students to explore the etymology of language through continued study of Latin roots and Greek combining forms. This focus also provides a lens through which students read, write, and speak, deepening their understanding of various genre structures and author’s craft while beginning exploration of universality (the human experience). In essence, students seek to answer critical questions: Why does language change Why do certain themes pervade literature How does literature reflect individual and cultural beliefs Students read extensively from a variety of genres, including fiction, narrative nonfiction, nonfiction, poetry, with an emphasis on historical fiction. Seventh-grade students write for a variety of audiences and purposes, using narrative, expository, persuasive, and reflective forms. 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 43
Textbook: Holt, Rinehart & Winston. (2007). Elements of Literature: First 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 nonfiction and historical fiction – also read realistic fiction, myths, poetry. © Albemarle County Public Schools, May 2006 44
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 and 48: Grade Title Author Genre Reading Le
Page 49: Writing Requirements - 6 th Grade C
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 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
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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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