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

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English Language Arts Curriculum Framework Language is the essential condition of knowing, the process by which experience becomes knowledge. -Michael Halliday Philosophy Language gives people access to the richness of life. It is for this reason that authors write about the world in which they live and those things about which they wonder. It is for this reason that literature becomes timeless through universal themes that cross cultural boundaries. Because language is fundamental for all other learning, educators in Albemarle County Public Schools must provide children access to rigorous, high-quality curriculum. The English language arts curriculum allows children to explore the many facets that construct the richness of language and the many genres through which authors express ideas about the world. In doing so, children must grapple with the big ideas contained in the structures of language and the complexities of text, through reading, writing, and speaking. In doing this, children will explore what it means to think about language and literature and to think through language and literature. Systems of Language The pervasive nature of language in life requires that children have access to those experiences that will infuse language instruction throughout the curriculum. Furthermore, children must acquire precise language to clearly communicate their ideas. • As language is a tool for learning in all curricular areas, it must be taught in conjunction with and as appropriate to each discipline. © Albemarle County Public Schools, May 2006 1
• We must recognize each child’s previous exposure to and understanding of language to enrich lexical knowledge. • Children must play with words, including exploration of word formations, multiple meanings, and etymology. • Children must apply patterns of language to convey and evaluate meaning. Experience of Language The complexities of text necessitate direct instruction in reading and writing, text structures, and the art of interpretation. If children are to become lifelong readers, writers, and critical thinkers, they must also read and write for enjoyment. • Choice is a powerful motivator. • Children must have opportunities for both subjective (recreational) and objective (academic) reading with texts at their independent and instructional levels. • Children must understand various text structures and critically evaluate those structures as readers, writers, and speakers. • Comparative studies of literature and universal themes afford all children access to high-level discourse about the human experience. © Albemarle County Public Schools, May 2006 2
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: In addition to directly responding
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 55 and 56: Grade Title Author Genre Reading Le
Page 57 and 58: 8 th Grade - Universality in Langua
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8 th -Grade Concept Requirements &
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Grade Title Author Genre Reading Le
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Writing Requirements - 8 th Grade C
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Writing Requirements - 9 th Grade C
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Writing Requirements - 10 th Grade
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Text: Prentice Hall. (2007). Prenti
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Advanced Proficient Stage of Readin
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Writing Requirements - 12 th Grade
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1. Plan and conduct research Albema
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Albemarle County Language Arts Prog
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first. Coaching, with opportunities
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meeting end-of-year benchmarks shou
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Language Arts Instructional Program
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• Teacher instruction in syllabic
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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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