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

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Grade Title Author Genre Reading Level Reading List 8 Monster Myers, Walter Dean Fiction 7.1 8 My Antonia Cather Historical Fiction 7.1 8 My Brilliant Career Franklin Nonfiction/Biography 8 Old Man & the Sea Hemingway Fiction 8.1 8 Out of War: True Stories from the Memoir TBD Front Lines of the Children’s Movement for Peace in Columbia 8 Outsiders, The Hinton Fiction 5.1 8 Park’s Quest Paterson Fiction 6.6 8 Pearl, The Steinbeck Fiction 6.5 8 People of the Sparks, The Du Prau Science Fiction 5.5 8 Pigman, The Zindel Fiction 5.9 8 Red Scarf Girl Jiang Memoir 6.6 8 Road to Memphis Taylor Fiction 6.9 8 Shabanu: Daughter of the Wind Staples Fiction 7.6 8 Shade’s Children Nix Science Fiction 6.9 8 Slam! Myers, Walter Dean Fiction 5.8 8 Soldier’s Heart, A Paulsen Fiction 5.9 8 Soldier X Wulffson Historical Fiction 6.7 8 Speak Anderson Fiction 7.1 8 The Road from Home Kherdian Nonfiction/Biography 7.5 8 Tiger in the Well Pullman Mystery 8.9 8 Upon the Head of a Goat Siegal Nonfiction/Biography 5.6 8 Wave, The Strasser Fiction 5.7 8 Why We Can’t Wait King Nonfiction 10.4 8 Woodsong Paulsen Fiction 7.2 8 Year Down Yonder Peck Historical Fiction 5.2 8 Year of Impossible Goodbyes, The Choi Historical Fiction 6.3 © Albemarle County Public Schools, May 2006 55
Writing Requirements – 8 th Grade Connected Concepts Universality: Theme Aesthetics: Style Systems: Genre Requirement: 7. All students will write for a variety of audiences and purposes using the writing process. 8. All students will use metacognition to reflect on their writing. 9. One piece of writing for each genre will be accomplished by all students: • narrative • expository – relating similar themes across pieces of literature • persuasive • informational • analytical © Albemarle County Public Schools, May 2006 56
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 and 58: 8 th Grade - Universality in Langua
Page 59 and 60: 8 th -Grade Concept Requirements &
Page 61: Grade Title Author Genre Reading Le
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
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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%
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
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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
Page 143 and 144:
D. Limerick - five-line poems in wh
Page 145 and 146:
Virginia C/T SOL and Content Area S
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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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