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

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7 th -Grade Concept Requirements & Suggested Texts Concepts & Reading Requirements Universality: Coming of Age Requirement: All students will analyze a novel focusing on a coming of age theme. Universality: Honoring the Historical & Cultural Past Universality: Cooperation vs. Isolation Universality: Tolerance of the Atypical Requirement: All students will read a novel and a piece of nonfiction that addresses the theme of honoring the historical past in relation to human rights/civil rights. Teachers should select texts appropriate for their students. • Education of Little Tree* (Carter) • Crash (Spinelli) • The Watsons Go to Birmingham (Curtis) • The Adventures of Tom Sawyer (Twain) • Wish You Well (Baldacci) • Roll of Thunder, Hear My Cry (Taylor) • The Cay (Taylor) • The Giver (Lowery) • Star Girl (Spinelli) Historical Fiction • Devil’s Arithmetic (Yolen) • Number the Stars (Lowry) • Roll of Thunder, Hear My Cry (Taylor) • Autobiography of Miss Jane Pittman (Gaines) • Nothing to Fear (Koller) • Out of the Dust (Hesse) • The Watsons go to Birmingham (Curtis) • Summer of My German Soldier (Greene) Nonfiction • Malcolm X: By Any Means Necessary (Myers) • Rosa Parks: My Story (Haskins) • Children of the Dust Bowl (Stanley) • Hiroshima (Hershey) • Immigrant Kids (Friedman) • Eleanor Roosevelt: A Life of Discovery (Freedman) Systems: Genre: Myth Requirement: All students will compare and contrast myths from various cultures, with an emphasis on the ancient Greek myths. • Heroes, Gods and Monsters of the Greek Myths (Evslin) • Greek Gods (Evslin) • Troy (Geras) • The Trojan War (Evslin) • The Lightning Thief (Riordan) © Albemarle County Public Schools, May 2006 45
Concepts & Reading Requirements Systems: Genre Communication: Author’s Craft Requirement: All students will read Shakespearean sonnets or a Shakespearean comedy. Teachers should select texts appropriate for their students. • Twelfth Night, Or What You Will • Much Ado About Nothing • The Tempest • Taming of the Shrew • Sonnets * See appendix J for parameters for use. © Albemarle County Public Schools, May 2006 46
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 and 50: Writing Requirements - 6 th Grade C
Page 51: Textbook: Holt, Rinehart & Winston.
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
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
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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
Page 145 and 146:
Virginia C/T SOL and Content Area S
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Page 149 and 150:
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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
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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
Page 177:
Stern, D. (1995). Teaching English
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Language Arts/English Curriculum Frameworks - Albemarle County ...

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