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

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11 th Grade – American Studies Course Description: American Studies is an integrated course designed to help students develop a comprehensive view of American literature, history, and culture. In gathering together the many threads of American culture, students leave this course with a better understanding of who they are and what it means to be an American. Through a variety of learning experiences, students discover relevant connections among movements in American art, literature, music, economics, and politics. This course integrates standards from English 11 and Virginia and United States History, thus preparing students for End-of-Course tests in each subject. Students may take these courses at different levels. Advanced Placement Option: American Studies is an integrated course designed to help students develop a comprehensive view of American literature, history, and culture. This course is highly rigorous and prepares students to take AP exams. Students concentrate on reading and analyzing historical material, weighing historical evidence and interpretation, reading and analyzing works of literature, and synthesizing and evaluating information in analytical writing. Students in this course are encouraged to take the associated AP exams. Advanced Proficient Stage of Reading Advanced proficient readers differ from early proficient readers in the complexity of the topics with deal with, their vocabulary and concept knowledge, and the sophistication of the cognitive abilities they bring to interface with text. Books appropriate for readers in this stage are complex, containing more difficult vocabulary and concepts. They feature multiple themes and dynamic characters and situations. Topics are of interest to young adults and adults. Stages of Writing: Refer to ASPIRE (appendix B). NOTE: Because American Studies is an interdisciplinary course (English language arts and social studies), a separate curriculum writing team has been formed to articulate curriculum for this course. The same curriculum will be put in place in this English Language Arts articulation and in the Social Studies articulation. © Albemarle County Public Schools, May 2006 69
Text: Prentice Hall. (2007). Prentice Hall Literature: American Literature. Penguin Edition. Boston, MA: Pearson Education, Inc. © Albemarle County Public Schools, May 2006 70
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Albemarle County Public Schools Eng
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Table of Contents Executive Summary
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Language! Program Correlations…
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In addition to directly responding
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• We must recognize each child’
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Framework for Quality Learning Intr
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Lifelong-Learner Standards Lifelong
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Language Arts Habits of Mind Habits
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Systems: Morphemic Structure Enduri
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Systems: Genre Enduring Understandi
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Change and Continuity: Etymology En
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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 75: Writing Requirements - 10 th Grade
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
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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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