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

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Textbook: Holt, Rinehart & Winston. (2007). Elements of Literature: Second 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 novels and drama – also study myth and legend, essay, nonfiction, poetry. © Albemarle County Public Schools, May 2006 51
8 th -Grade Concept Requirements & Suggested Texts Concepts & Reading Requirements Teachers should select texts appropriate for their students. Universality: Cooperation vs. Isolation Requirement: All students will analyze a novel that addresses the theme of cooperation vs. isolation. Universality: Honoring the Historical and Cultural Past Universality: Coming of Age Systems: Genre: Drama Requirement: All students will analyze a drama that addresses the themes of honoring the historical and cultural past and coming of age. Universality: Search for Identity Universality: Epic Journey (Journey of Life) Requirement: All students will read a novel that addresses the themes of search for identity and epic journey. Universality: Tolerance of the Atypical Requirement: All students will read a text centered around tolerance of the atypical. • Fahrenheit 451 (Bradbury) • Woodsong (Paulsen) • Behind the Blue and Gray: The Soldier’s Life in Civil War (Ray) • Soldier X (Wulffson) • The Outsiders (Hinton) • Old Man and the Sea (Hemingway) • The Pearl (Steinbeck) • The Diary of Anne Frank (Frank) • The Miracle Worker (Gibson) • The Road to Memphis (Taylor) • Soldier X (Wulffson) • Eagle Song (Bruchac) • Homeless Bird (Whelan) • Monster (Myers) • The Pearl (Steinbeck) • Old Man and the Sea (Hemingway) • Fahrenheit 451 (Bradbury) • Define Normal (Peters) • Izzy, Willy-Nilly (Voight) • Flowers for Algernon (Keyes) • Park’s Quest (Paterson) • Farewell to Manzanar: A True Story of Japanese American • Why We Can’t Wait (King) • Eagle Song (Bruchac) © Albemarle County Public Schools, May 2006 52
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 and 52: Textbook: Holt, Rinehart & Winston.
Page 53 and 54: Concepts & Reading Requirements Sys
Page 57: 8 th Grade - Universality in Langua
Page 65 and 66: 9 th -Grade Concept Requirements &
Page 71 and 72: 10 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
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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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