Albemarle County Public Schools English Language Arts Curriculum Framework 2006

This curriculum represents the collective thinking of numerous individuals who have dedicated themselves to research and conversation on and about English language arts over the past three academic years, 2003-2006.

Language Arts Vertical Team 2005-06

Debbie Baker ………………..….. Monticello High School Janice Eiden ………………………. Baker-Butler Elementary School Pete Fiddner …………………….… Brownsville Elementary School Michelle Hall ……...... Woodbrook Elementary School Dr. Sujatha Hampton ……….. Office of Instruction Natasha Heny, NBCT ………… Albemarle High School Michelle Hurst …………………… Walton Middle School Lynda Monahan …………………. Jouett Middle School Carrie Neeley …………………….. Office of Instruction MegCarolyn Remesz ………… Burley Middle School Debbie Shelor ……………………. Greer Elementary School Courtney Stewart…………………Office of Instruction Elizabeth Thompson …………. Henley Middle School Emily VanNoy …………………….. Sutherland Middle School Sandra Whitaker, NBCT ……. Office of Instruction Heather Williams ……………… Western Albemarle High School

Over the last three years, some team members have rotated off the Language Arts Vertical Team to pursue other opportunities. Their contributions, however, are still reflected in this curriculum.

2004-05 Team Members Alison Dwier-Selden, Office of Instruction Kathy Sublette, Western Albemarle High School

2003-04 Team Members Emily Morrison, Western Albemarle High School Patti Parmiter, Sutherland Middle School Kathy Sublette, Western Albemarle High School

Executive Summary………………………………………………………………………………………..…………………………………………………i

Philosophy Statement……………………………………………………………………………………………………………………………………….1 Framework for Quality Learning (FQL) Framing Statement……………………………………………………………………..….…4 Concepts and Enduring Understandings………………………………………………………………………………………..……………..…7 Habits of Mind ……….………………………………………………………………………………………………………….……………………………..8 Concept Spiraling………………………………………………………………………………………………………………………………………………9 Morphemic Structure…………………………………………………………………………………………………………………………….10 Grammar………………………………………………………………………………………………………………………………………………..11 Genre………………………………………………………………………………………………………………………………………………………12 Cultural Context…………………………………………………………………………………………………………………………….……..13 Etymology………………………………………………………………………………………………………………………………………………14 Author’s Craft………………………………………………………………………………………………………………………………………..15 Author’s Purpose……………………………………………………………………………………………………………………………………16 Research………………………………………………………………………………………………………………………………….…………….17 Literary Elements…………………………………………………………………………………………………………………………….…….18 Style……………………………………………………………………………………………………………………………………………….……..19 Syntax…………………………………………………………………………………………………………………………………………………….20 Theme…………………………………………………………………………………………………………………………………………………….21

© Albemarle County Public Schools, May 2006 i About the Reading Maps…………………………………………………………………………………………………………………………….……22 About the Writing Maps……………………………………………………………………………………………………………………………..……23 Grade-level Articulation: Course description, reading map, writing map Kindergarten………………………………………………………………………………………………………………………………….………24 1st Grade……………………………………………………………………………………………………………………………………….……….26 2nd Grade……………………………………………………………………………………………………………………………………….………28 3rd Grade…………………………………………………………………………………………………………………………………………………30 4th Grade………………………………………………………………………………………………………………………………………………..32 5th Grade……………………………………………………………………………………………………………………………………….……….34 6th Grade – Communication in Language and Literature…………………………………………………………………….36 7th Grade – Change & Continuity in Language and Literature…………………………………………………………...43 8th Grade – Universality in Language and Literature…………………………………………………………………………..50 9th Grade – Comparative Study of World Literature I: Ancient and Classical Worlds…………………………57 10th Grade – Comparative Study of World Literature II: Medieval to Modern Times………………………..63 11th Grade – American Studies………………………………………………………………………………………………………….…69 12th Grade – History of the English Language through British & World Literature…………………………….73 Language! Program……………………………………………………………………………………………………………………………….79

Appendices Lifelong Learner Standards……………………………………………………………………………………………………………………..A ASPIRE……………………………………………………………………………………………………………………………………………………..B Literacy Classroom “Look-fors”…………………………………………………………………………………………………………….…C

© Albemarle County Public Schools, May 2006 ii Language! Program Correlations…………………………………………………………………………………………………………….D Rubrics…………………………………………………………………………………………………………………………………………..………..E State Writing Rubrics Albemarle County Reading Rubrics Albemarle County Web Site Rubric Genre Definitions………………………………………………………………………………………………………………………………….…F Technology Resources/Database Subscriptions…………………………………………………………………………………….G Useful Web Sites……………………………………………………………………………………………………………………………………..H Students Teachers Mythology Spiral Example…………………………...... ……………………..I Albemarle County Public Schools Challenged Books & Guidelines for Use……………………………………………J Annotated Bibliography………………………………………….………………………….………………………….……………………….K

The study of language and literature is complex, requiring students to access multiple facets of language simultaneously and to apply those facets to the experience at hand – be it reading, writing, listening, or speaking. This document is intended to offer structure to that instruction.

This standards-based, concept-centered curriculum seeks to guarantee that all students, regardless of proficiency, will be able to access the concepts that reside at the very core of English language arts (Goal II: Eliminate the achievement gap). Those concepts, then, become the non-negotiables, and the related texts and activities become the means by which students explore the concepts. As such, students at any level should connect learning to each of the enduring understandings and concepts, and their depth of understanding should increase throughout their lives.

Moreover, this curriculum spirals throughout a child’s school experience, thus acknowledging that in language arts, much of the content must become automatic skill in order for the learner to access more sophisticated content. It addresses the facets of language arts instruction – fluency, comprehension, writing, and word study – that must come together for a child to truly access the richness of language.

The spiraling nature of the curriculum both embeds and extends the Virginia Standards of Learning (SOL) for English Language Arts. Teachers should access those standards and the Virginia SOL Curriculum Framework for the discrete skills and essential knowledge required for each grade. However, the SOL are minimum requirements for proficiency; this curriculum articulates requirements beyond that minimum for lifelong learning (Goal II).

While this curriculum framework spirals concepts, it also takes into consideration the level of sophistication with which learners engage with text and as writers. The notion of “complexity,” while interpretative must also be clearly articulated. Therefore, the stages of reading and stages of writing sections give teachers an indication of how students ought to perform. In 2006-07, the vertical team will articulate specific benchmarks (Goal II) to ensure that performance standards are measured systematically across schools. Additionally, the team has included one spiral, Appendix I, to demonstrate how “level of sophistication” and “complexity” change throughout a child’s learning.

© Albemarle County Public Schools, May 2006 i In addition to directly responding to the Albemarle County School Board goal of eliminating the achievement gap, this articulation also addresses Goal I: Prepare all students to succeed as members of a global community and global economy, and Goal IV: Achieve recognition as a world-class educational system. Teachers will notice that this articulation requires students to achieve beyond the Virginia Standards of Learning. Most notably, all of the process of research requirements have been shifted to middle school, thus allowing students to actively use their research skills within content area instruction in high school. The ninth- and tenth-grade courses have been aligned to mirror students’ work in social studies and to include more diverse perspectives and literature, including an emphasis on comparative analysis of Western and Eastern literature. These changes, among others, move Albemarle County Public Schools in front of the national trend in language arts instruction.

This curriculum framework is intended to be dynamic, allowing for change as new research becomes available. Although complete in its articulation, this document will continue to evolve as work across the division affects the language arts classroom. As such, the language arts vertical team anticipates adding benchmarks, assessment information, exemplar lessons and units designed through the Framework for Quality Learning, and instructional strategy resources in the 2006-07 school year. As teachers begin to work with this curriculum framework, we also anticipate changes to the lists of notable works and authors. This continued work will be completed in conjunction with and/or parallel to the work of other division teams, thus acknowledging that no one group or document reflects every aspect of curriculum, instruction, and assessment.

This work reflects three years of research and conversation among language arts vertical team members, teachers throughout the division, professors at The University of Virginia, and other experts in the field. Many professional organizations and resources contributed to the thinking behind the conversation, including but not limited to National Council for Teachers of English, International Reading Association, American Library Association, and The College Board. Textual resources are referenced in the annotated bibliography included in the appendices.

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.

• 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.

Reading, writing, and speaking are largely subjective; therefore, children must appreciate the intricacies of author’s craft and the figurative and literal ways in which ideas are expressed. Because this aesthetic appreciation allows language and literature to endure the vagaries of culture and time, children must have opportunities to develop their own voices and to appreciate the multiple perspectives of diverse cultures and a global community.

• Language and literature study must be relevant to students’ lives and afford students avenues to stretch their understanding of the world.

• Children must appreciate that the written word chronicles the human experience and endures over time.

• Every person has a voice worthy of expression.

Introduction

The study of English Language Arts should integrate opportunities for reading, writing, speaking, and research through the study of language and world literature. Because students’ understanding of the complexities of language deepens with cognitive development, the concepts in English Language Arts should spiral incrementally throughout a child’s school experience. The English Language Arts curriculum is standards-based and concept-centered; units and lessons are organized around important ideas and conceptual themes, thereby enabling students to dig deeper into the dynamics of language and the breadth of literature through increased sophistication and critical thought that reflects student development. Students explore five interdisciplinary concepts (systems, change and continuity, communication, aesthetics, and universality) and the correlating concepts for language arts. In this way, students examine the structure of our morphophonemic language and literary genres as they relate to the larger system of languages, and how our language and literature have evolved. As readers, writers, and speakers, students learn the art of author’s craft and the multiple purposes and structures for communicating thoughts about the world in which we live. The importance of communication and universality are emphasized as students discover and hone their own voices and contribute their perspectives on the human experience.

Content knowledge identified in the Virginia Standards of Learning provides the spiraling articulation to explore key concepts, and instruction is inquiry-based with emphasis placed on students’ ability to raise and answer important literacy questions. Students work toward county Lifelong-Learner Standards (Appendix A) that prepare them to meet the challenges of the 21st Century. Connections to present-day realities and an increasingly global society are consistently made as students apply their knowledge and skills to authentic experiences.

Elementary school students participate in language arts instruction that is balanced and comprehensive, containing a steady daily learning diet comprised of fluency, comprehension, vocabulary, writing, and word study. In the primary grades, students focus on learning to read, write, and develop foundational literacy skills, with emphasis on the system of language. Teachers also introduce important literary concepts that allow students to become confident readers and writers with a variety of text structures. In

Middle school students explore the language arts through five interdisciplinary concepts and the correlating language arts concepts, with emphasis on systems. A focus on systems reinforces students’ developmental processes in word study and fluency and their continued growth as readers and writers. Each grade also uses a second concept as a focusing lens through which students gain deeper understanding of elements of language and literature. Sixth-grade students experience English language arts through exploration of communication and author’s craft. Seventh-grade curriculum across disciplines provides many natural connections through the concept of change and continuity; therefore, seventh- grade language arts students investigate the concept of change and continuity in language and literature. Eighth-grade students focus on universality and expressing their own voices as part of the human experience.

High school students both manipulate language and evaluate language usage to deepen their understanding of language arts concepts and their appreciation of the aesthetic aspects of the written word. The ninth- and tenth-grade curricula are comparative studies of genres and world literature. Ninth- grade students focus on the literature of the ancient and classical worlds, and tenth-grade students study literature from medieval to present times. Eleventh-grade students participate in an American Studies curriculum that merges American history and American literature through the lens of the American narrative. Seniors have many options with Advanced Placement and dual enrollment opportunities. Seniors who study the Albemarle County curriculum explore the evolution of the English language through British literature.

Rigor and Expectations

All students will learn at higher levels of achievement. To ensure success, students must be able to read strategically, write analytically, and think critically and creatively. Reading, writing, and the development of metacognitive and other higher-order thinking skills are emphasized in this curriculum and are integrated into all units.

Lifelong-Learner Standards set expectations for how students learn, analyze information, and communicate, and are designed to provide students with a foundation for lifelong inquiry and learning. Lifelong-Learner Standards are tied to grade level assessments. A complete listing of the standards is included in the Appendix.

Concept-Centered Instruction

Learning is organized around major, transferable concepts that allow students to deepen their understanding of English Language Arts. Concepts provide both a lens for making sense of a wide body of knowledge and a framework for organizing and prioritizing information. Disciplinary concepts organize units of study within each course or across a subject area. Concept maps are included in this curriculum framework to show how these concepts connect to each other, spiral throughout the vertical curriculum, and incorporate the Virginia Standards of Learning for English Language Arts. Standards-based, concept- centered instruction ensures that all students learn more than discrete facts; they engage in higher-order thinking to examine systems of language, communication, and universal themes.

Assessment

Assessment is both formative and summative, allowing teachers and students to assess conceptual understandings, content knowledge, and skills development. Formative assessments occur as part of each unit of study and provide both teachers and students with information about student mastery of material taught. Formative assessments give teachers information needed to adjust and monitor instruction and to address individual and class weaknesses. Students are encouraged to take ownership of their own learning and to monitor their own strengths and weaknesses from planning to learn to the evaluative stage. Summative assessments are directly linked to demonstration of growth in the county Lifelong-Learner Standards and the English Language Arts habits of mind. Both formative and summative assessments are differentiated and vary in format with an emphasis on writing and evaluative skills.

Interdisciplinary Language Arts Concepts Enduring Understandings Concepts Systems Morphemic Structure • Language is a system of discrete patterns and symbols, Grammar including words, letters, grammar, and syntax. Genre • The purpose of a language, as a system, is to create meaning. • Systems and structures define the various genres. Change & Cultural Context • Language is dynamic – multiple factors affect the Continuity Etymology evolution of language. • Change and continuity in language and literature reflect individual and societal evolution. Communication Author’s Craft • Communication is making or conveying meaning. Author’s Purpose • Language is intentional – a tool for processing and Research communicating one’s ideas about the world. • All reading, writing, and speaking centers around audience and the desired effect on that audience. Aesthetics Literary Elements • Beauty is cultural and individual. Style • Words are powerful. Syntax • Ideas are communicated figuratively and complexly. • Tone, mood, and voice enhance the subjective experience of language. Universality Theme/ • Certain themes pervade literature. • Search for Identity • Individual, cultural, and societal connections enrich • Coming of Age literature. • Cooperation vs. Isolation • Historical and cultural contexts enhance understanding. • Honoring the Historical Past • Certain works transcend their historical and cultural • Tolerance of the Atypical contexts. • Search for Knowledge • Epic Journey • Battle Between Good & Evil

Language Arts Habits of Mind

Habits of Mind are the metacognitive processes of scholars working in the discipline. A scholar in English language arts:

• Understands and appreciates how literature both reflects and contributes to culture.

• Sees reading and writing as inextricably connected, reading print through the eyes of a writer and writing with the eyes of a reader.

• Searches for meaning in literature that can enrich and illuminate other texts, the reader’s own life, and the world in which we live.

• Reads to understand both the influences of other texts upon the text at hand and the author’s perception of his/her world.

• Seeks patterns or themes in written works.

• Reads and writes with empathy, identifying alternate points of view even if s/he does not agree with them.

• Is metacognitive of his/her personal processes in reading and writing, thus able to monitor and control his/her own reading and writing processes.

• Is persistent with challenging texts and ideas, employing appropriate strategies to derive meaning.

• Reads and writes to master the art of language usage and to demonstrate his/her personal interpretations of text, theme, and human experience.

• Uses specific tools to write more effectively.

Spiraling the language arts concepts provides readers a visual interpretation of how the concepts in English language arts continue to grow throughout a child’s education and into higher education and/or the workplace. Because of the nature of the components in English language arts – reading, writing, viewing, and speaking – students must learn concepts and content and then transfer that learning into automatic skills. By doing this, students are able to access the next layer of concepts and content, which then become automatic skills, and so on. Thus, growth in English language arts relates largely to the level of sophistication within each of the components. The following documents demonstrate how enduring understandings, the big ideas that all children must master, are translated into instruction and learning at various stages of a child’s development.

The spiraling documents are not intended to replace the Virginia Standards of Learning or to be interpreted as complete curriculum. Rather, they offer guidelines and sample essential understandings and essential questions to guide instruction to readers.

The documents are organized by interdisciplinary concept and then language arts concept, allowing the reader to make connections within English language arts and across disciplines. It is imperative to recognize that none of the concepts is intended to be taught in isolation. The teaching of language and literature is a complex endeavor, one that involves recognizing multiple aspects of one concept. For this reason, teachers must be artful practitioners who weave the components of language arts together for students to gain depth of understanding of the individual components and the discipline as a whole.

© Albemarle County Public Schools, May 2006 9 Systems: 9-12: Morphemic Structure Apply knowledge of morphemes to use Latin roots and Greek combining forms to aid in Enduring Understandings comprehension and to increase reading and writing fluency. Use • Language is a system of discrete patterns and symbols, including words, prefixes and suffixes to help letters, grammar, and syntax. determine word meaning. Evaluate • The purpose of a language, as a system, is to create meaning. the influence of other languages on • Systems and structures define the various genre. the structure of English.

6-8: Apply knowledge morphemes to use Latin roots and Greek combining Essential Understandings forms to aid in comprehension and spelling. Use prefixes and suffixes • Words are composed of meaningful parts. to help determine word meaning. • English words are derived from and influenced by other languages. Discriminate between multiple • Morphemes affect the spelling, patterns, usage, and pronunciation of meanings. various words. • Words are related to other words. 3-5: Understand and apply the concept of prefixes and suffixes for verb tense, part of speech, and plurals. Recognize apostrophes as morphemes. Move through the word study stages of letter-name, Essential Questions: within word, syllable juncture, and derivational constancy. • How does morphemic knowledge help readers decode unfamiliar words while reading? • Why does morphemic knowledge aid in reading comprehension? K-2: • How does morphemic knowledge aid in listening comprehension? Understand that sounds combine to • How does morphemic knowledge inform spelling? make words and same sounds • How does morphemic knowledge aid in reading and writing fluency? (usually) have the same structure. Identify and use word families to aid in comprehension and spelling. Move through the word study stages of letter-name, within word, © Albemarle County Public Schools, May 2006 syllable juncture, and derivational10 constancy. Systems: Grammar 9-12: Apply appropriate use of semi- Enduring Understandings colon and colon, and phrases and clauses (appositive & adjective). • Language is a system of discrete patterns and symbols, including words, Write using and evaluate letters, grammar, and syntax. effectiveness of various sentence • The purpose of a language, as a system, is to create meaning. structures – simple, compound, • Systems and structures define the various genre. and complex. Evaluate roles of parts of speech and describe those acting in non-typical roles.

6-8: Apply appropriate use of dialogue, Essential Understandings quotes, commas, and independent and dependent clauses. Apply • The ultimate purpose of grammar is to convey meaning. knowledge of parts of speech to • Grammatical conventions exist for effective communication. vary sentence structure to include • Grammatically correct language contributes to the meaning of text. simple and compound sentences. Identify prepositions and use prepositional phrases to expand writing.

3-5: Identify grammatical conventions associated with dialogue and quotations. Identify and correct Essential Questions: sentence fragments and run-ons. Apply comma rules. Identify, • Why must writers follow “rules” in their work? define, and understand the roles • How do grammatical conventions help make communication powerful of adjectives, adverbs, and meaningful? interjections, and conjunctions.

• How do readers and writers use their knowledge of grammar to facilitate K-2: comprehension? Understand and apply concepts of • How does an author manipulate grammatical conventions to effect word and sentence. Use meaning? appropriate capitalization and end • How does a reader use grammatical conventions to extract meaning punctuation. Identify, define, and from a text? understand the role of nouns, verbs, and pronouns.

© Albemarle County Public Schools, May 2006 11 9-12: Systems: Genre Evaluate an author’s use of genre to convey meaning. Compare and contrast literary Enduring Understandings works within and across various genre. Apply knowledge of • Language is a system of discrete patterns and symbols, including words, genre in writing for a variety of letters, grammar, and syntax. purposes and audiences and • The purpose of a language, as a system, is to create meaning. defend choice of genre selected. • Systems and structures define the various genre.

6-8: Apply knowledge of genre to aid in comprehension and to analyze author’s purpose. Essential Understandings Compare and contrast literary works within and across various • Genres serve specific purposes. genre. Plan writing for a specific • Texts can be classified by genre. topic in two or more genre and • Authors use specific genre to convey meaning to the audience. analyze the impact of each. • The structure of a genre sets the schema for understanding. • Identifying and understanding features of genre enhances comprehension and appreciation of text structure. 3-5: Identify features of various genre (menu, picture book, short story, chapter book, fiction, nonfiction, poetry, drama) and use those features Essential Questions: to aid in comprehension. Compare same-subject texts in • How are texts in a genre defined? two genre. Write in multiple • What elements determine a text’s genre? genre. • What is the difference between fiction and nonfiction? • How does knowing the features of a genre prepare a reader for the text? • How does writing in a particular genre help an author convey a K-2: message? Identify the genre of a text to be • Why do authors choose to write in a specific genre? read. Make predictions about text based on its features/genre. • How do authors determine which genre best fits their purpose? Apply elements of various genre • How would genre impact multiple texts on the same topic? to writing.

Enduring Understandings 9-12: Engage in author studies to evaluate • Language is dynamic – multiple factors affect the evolution of language. the impact of cultural context on the • Change and continuity in language and literature reflect individual and text at hand and across texts. Write literary criticism. Evaluate form of societal evolution. criticism.

6-8: Write personal narratives and Essential Understandings narratives from multiple perspectives/points of view. Analyze • An author’s cultural context affects his or her perspective and, thus, his or author’s bias.

her writing.

• An author’s frame of reference influences his or her message. • A reader’s or listener’s experiences affect understanding and enjoyment. • Understanding historical and cultural context enhances and emphasizes 3-5: meaning. Write personal narratives. Engage in author studies to explore cultural context and author bias. Analyze multiple perspectives and author’s purpose.

Essential Questions:

• How is an author’s cultural context reflected in his/her writing? • How does an author demonstrate bias? K-2: • Why is an author’s cultural context important? Build background knowledge to bring • How does a reader’s experiences change the text at hand? to text and make personal connections with text. Demonstrate empathy for characters. Write personal narratives. Engage in author studies.

© Albemarle County Public Schools, May 2006 13 Change and Continuity: Etymology 9-12: Apply knowledge of multiple meanings, connotation, and denotation to reading, Enduring Understandings listening, speaking, and writing. Trace words back to their original language. • Language is dynamic – multiple factors affect the evolution of language. Evaluate the influence of other languages • Change and continuity in language and literature reflect individual and on the structure and usage of English. societal evolution. 6-8: Apply knowledge of multiple meanings in reading and writing. Explore idioms for meaning and origin. Evaluate language usage for connotative and denotative meanings. Study Latin roots and Greek Essential Understandings combining forms to aid in comprehension and to parse language into meaningful • The study of word origins informs contemporary usage. parts. Evaluate the influence of romance • Words have connotative and denotative meanings. languages on the structure of English. • Word meanings can change over time. Use dictionaries and thesauri to investigate words and to select • Words become obsolete or incorporated into language to accommodate appropriate synonyms. social and contemporary knowledge.

3-5: Apply knowledge of multiple meanings in reading and writing. Compare and contrast obsolete and contemporary Essential Questions: words, particularly related to reading. Begin to study Latin roots and Greek

combining forms. Use a dictionary to • Why do words become obsolete? investigate words. • Why are words added to a language? • How do the differences between a word’s connotative meaning and denotative meanings affect its usage? K-2: • Why is language both fluid and dynamic? Understand that words can have multiple meanings. Compare and contrast obsolete and contemporary words, particularly related to reading.

© Albemarle County Public Schools, May 2006 14 Communication: Author’s Craft 9-12: Evaluate the author’s use of structure and literary devices to meet his Enduring Understandings specific purpose. Evaluate author’s • Communication is making or conveying meaning. craft on its own merit, including word • Language is intentional – a tool for processing and communicating choice and images presented in text. one’s ideas about the world. Evaluate the overall effectiveness of mood, tone, and voice. Retell stories • All reading and writing centers around audience and the desired altering mood, tone, and voice. effect on that audience. Speak and write using a variety of literary devices and precise language.

6-8: Essential Understandings Apply knowledge of tone, mood, and voice to interpret selections and • Authors choose precise language to convey meaning. whole texts. Analyze author’s craft in • Authors write to a specific audience. relation to author’s purpose. Analyze • Authors craft their writing to create a specific meaning. author’s craft for its own merit. Write • Authors use literary devices to create an overall tone and mood in using a variety of literary devices. their writing. Speak and write using precise • Authors have individual voices. language.

3-5: Identify features tone, mood, and voice in a text. Relate author’s craft Essential Questions: to author’s purpose. Interpret imagery and other precise language presented in text. Speak and write • How do authors select specific vocabulary to convey meaning? using precise language. • How do pieces on the same topic vary in tone, mood, and voice? • Why do authors use different literary devices? K-2: • How does a reader’s own biases impact the author’s message? Identify powerful words in a piece of • How does an author purposefully shape and control language to writing. Speak and write using demonstrate awareness of the intended audience? precise language.

© Albemarle County Public Schools, May 2006 15 Communication: Author’s Purpose 9-12: Evaluate the author’s use of structure and literary devices to meet his Enduring Understandings specific purpose. Read across text • Communication is making or conveying meaning. structures and evaluate effectiveness • Language is intentional – a tool for processing and communicating of each for a variety of audiences and one’s ideas about the world. purposes. Write for a variety of audiences and purposes, including • All reading and writing centers around audience and the desired narration, information, research, effect on that audience. persuasion, direction, and business.

6-8: Apply knowledge of text structures to Essential Understandings evaluate the author’s purpose and use of structure to meet that purpose. • Authors deliberately select a text structure that moves their Identify literary devices used to create purpose forward and to convey meaning. an argument. Compare and contrast • Authors write to a specific audience. topics across a variety of structures to determine effectiveness. Write for a Authors craft their writing around a specific purpose. • variety of audiences and purposes, • Readers interpret an author’s purpose based on structure, including narration, information, language, and other literary devices the author used. research, and persuasion.

3-5: Identify features of a text and apply it to the author’s purpose. Use text features to aid in comprehension. Essential Questions: Identify the audience for a text. Write for a variety of audiences and • How do authors use text structure to convey meaning? purposes, including narration, • How do pieces on the same topic vary in meaning because of the information, and persuasion.

structure used? K-2: • How does a reader determine the audience the author had in mind Identify the differences in narrative while writing? and nonfiction text structures. Ask why • Why do authors use different literary devices? the author wrote the book or story. • How does a reader’s own biases impact the author’s message? Write for narrative and informational purposes.

9-12: Enduring Understandings Conduct ethical research to substantiate a thesis and evaluate how new • Communication is making or conveying meaning. information might affect the thesis. • Language is intentional – a tool for processing and communicating one’s Evaluate the credibility of sources and ideas about the world. use primary sources and educational- • All reading and writing centers around audience and the desired effect on and research-oriented web sites. Select that audience. and defend the best format for the purpose of the paper. Explain the consequences of plagiarism.

Essential Understandings 6-8: Conduct ethical research to substantiate • Research requires identifying, evaluating, and synthesizing information a thesis or hypothesis. Organize and to substantiate a thesis or hypothesis. synthesize information using note cards, outlines, and graphic organizers. • Conducting research is one way of learning about the world. Evaluate the credibility of sources. • Multiple factors influence the credibility of a source. Understand, define, and use appropriate • Distinct formats for using and citing sources convey meaning to others in formats for writing research papers and the field of study. citing sources (works cited, bibliography, • Ethical guidelines protect both the original author and the researcher. outline). Define plagiarism. Exhibit legal and ethical behaviors when using information and technology.

3-5: Essential Questions: Select sources most appropriate to answer the question at hand and identify • How do researchers collect and effectively organize information? and locate specific information (skim and • How does an individual’s previous experiences influence understanding scan) within those sources. Search by title, subject, author, and key word. of information? Organize and synthesize relevant • How do researchers discover the central ideas in a source? information. Cite sources. • How do researchers extract the useful information from a source? • What role does technology play in research? K-2: • How and why do researchers determine the credibility of sources? Use various sources to answer questions. • What method of citation best serves the audience and purposes of the Distinguish between relevant and paper? irrelevant information. Credit others for • What is common knowledge? their ideas/cite sources of information. • How do copyright laws protect both the author and the researcher? © Albemarle County Public Schools, May 2006 17 Aesthetics: 9-12: Literary Elements Evaluate the author’s use of literary elements. Evaluate how a text would Enduring Understandings differ had the author used a different structure, tone, setting, etc. Evaluate • Beauty is cultural and individual. the author’s use of words, images, and • Words are powerful. symbols. Apply literary elements to own writing, using specific language to • Ideas are communicated figuratively and complexly. convey meaning and exploring same- • Tone, mood, and voice enhance the subjective experience of language. topic pieces from multiple perspectives.

6-8: Identify literary elements of style, tone, mood, allegory, symbolism, parody, Essential Understandings foreshadowing, epilogues, prologue, and irony. Evaluate an author’s use of • Authors use words deliberately. character, plot, setting, theme, and point of view. Apply literary elements • Authors communicate ideas directly and figuratively. to own writing. Select high-powered, • Authors use literary elements to convey meaning and to move a piece specific vocabulary to convey meaning. forward. Write both directly and figuratively, • An individual’s own biases and preferences influence the text at hand. including use of figurative language in narrative and nonfiction forms.

3-5: Apply knowledge of story structure to understand more complex text. Identify Essential Questions: literary elements of character, plot, setting, theme, point of view, and • How do words mean? style. Apply knowledge of literary • How do literary elements frame and affect a text? elements to own writing. • How does an individual’s perspective influence the experience of language and literature? K-2: Understand that stories have structure that includes basic elements of literature: character, plot, setting.

© Albemarle County Public Schools, May 2006 18 Aesthetics: Style 9-12: Evaluate the author’s use of words and Enduring Understandings sentences to create the style of a piece. Read multiple texts by the same author to • Beauty is cultural and individual. evaluate the author’s style. Write • Words are powerful. emulating various authors’ styles. Write • Ideas are communicated figuratively and complexly. incorporating various styles. Hone one’s • Tone, mood, and voice enhance the subjective experience of language. own voice.

6-8: Identify literary elements of style, tone, mood, allegory, symbolism, parody, foreshadowing, epilogues, prologue, and Essential Understandings irony. Evaluate an author’s use of words and sentences, and how those choices • An author creates an individual style to express his own voice. affect the text as a whole. Identify various • Authors use words, sentence structures, figurative language, and styles – formal, informal, journalistic, sentence arrangement deliberately. archaic, and contemporary – and analyze • Authors communicate ideas directly and figuratively. the affect the style has on the text at • Authors use literary elements to convey meaning and to move a piece hand. Explore various styles in writing to forward. better define one’s own voice as a writer.

• An individual’s own biases and preferences influence the text at hand.

• The style of a piece of writing affects its overall mood. 3-5: Identify various styles in writing – formal, informal, journalistic – and describe the affect the style has on the text at hand. Analyze the meaning of words within a Essential Questions: text and consider other ways another person might express the same idea. • How do words mean? Begin to develop one’s own voice in • How do literary elements frame and affect a text? writing. • How does an author “put on” a style when writing? • How does the style of a text affect its message? • How does an individual’s perspective influence the experience of language K-2: and literature? Understand that one story can be told several ways, with emphasis placed on different parts. Identify the overall mood of a text.

Enduring Understandings 9-12: Evaluate the author’s use of syntax to • Beauty is cultural and individual. convey meaning. Demonstrate • Words are powerful. mastery of various sentence structures (simple, compound, • Ideas are communicated figuratively and complexly. complex, and compound-complex) • Tone, mood, and voice enhance the subjective experience of language. and speak and write using a variety of sentence structures. Evaluate how and why authors “break the rules.”

6-8: Essential Understandings Create and analyze increasingly complex sentences. Identify and • Syntactical rules must be mastered, but good writers manipulate syntax eliminate sentence fragments and run-ons. Manipulate sentences (the rules) as they develop their craft. without losing meaning. Relate • Patterns in language help to convey meaning of language. syntax to author’s craft. • Manipulating language to convey specific meaning requires mastery of language structures and elements of author’s craft. 3-5: Identify simple and compound sentences. Manipulate sentences to determine whether they hold the same meaning. Write using complete simple and compound sentences.

Essential Questions: K-2: • How do authors manipulate sentences to convey different meanings? Identify patterns in language. • How is punctuation syntax? Distinguish between simple and more • Why do sentence structures matter? complex sentences in text. Write in complete sentences. • Why do authors manipulate syntax?

Enduring Understandings

• Certain themes pervade literature. 9-12: • Individual, cultural, and societal connections enrich literature. Analyze how cultural contexts • Historical and cultural contexts enhance understanding. affect an author’s depiction of • Certain works transcend their historical and cultural contexts. theme; evaluate the author’s use of elements to craft meaning and create effect; discuss theme as timeless and Essential Understandings universal; relate similar themes across multiple pieces of text. • An author’s culture influences his/her writing; his/her writing reflects culture. 6-8: • A culture’s language is intimately connected to its historical development. Explain how theme relates to • The historical and cultural past shapes nations and their people. author’s craft; articulate • Authors write to covey their own interpretations of the human experience. multiple themes from a piece of literature; relate similar themes • Tragic or dire circumstances act as catalysts in individual choices. across two pieces of literature; analyze the relationship between conflict and theme.

Essential Questions: 3-5: Define theme; articulate • How do authors craft text to convey their ideas about the human theme(s) from a piece of experience? literature; explain the • In what ways do authors reveal themselves through the text they craft? connection between conflict and • What is the relationship between conflict and theme? theme. • How do characters’ conflicts with society manifest in narrative text? K-2: • How do different historical and cultural contexts affect the depiction of a Discuss conflict and relate to the theme? experiences of characters. • What determines whether a belief will be timeless or will fade after a

decade? • How does theme work with other elements of literature to create the total effect of a literary work? • How do art and literature reflect and affect the human experience?

Articulating reading requirements across grades involves considerable thought and discussion about individual student reading levels, appropriateness of the literature to an age group, and appropriateness of literature to the curricular goals. That said, teachers should keep in mind the following items as they select literature for instructional purposes:

• Vertical alignment and requirements at specific grades should be honored.

• Titles/authors have been recommended at the lowest grade level to accommodate as many learners as possible. Titles may be used for any grade at or above the recommendation level.

• Suggested texts and authors should be used whenever possible. If a teacher would like approval for a text not on the reading maps or text lists, s/he must go through the building-level approval process with notification of the appropriate curriculum coordinator.

• Within Professional Learning Communities, grade-level teams may design instruction around common texts.

• To meet the needs of all learners, schools may elect to use adapted texts for the recommended titles as long as the title is the same.

• At the elementary level, notable author lists are provided to maximize flexibility with reading instruction. However, not all texts by any one author are appropriate for all students. Discretion and awareness of students’ social development and community expectations should precede any text selection.

• While some overlap in notable authors and suggested texts may exist, teachers should avoid using any book that is specifically listed on a reading map at a higher grade.

While the Virginia Standards of Learning delineate specific writing requirements for each grade, they don’t articulate a vertical line that ensures all students write across the main forms (narrative, expository, persuasive, reflective, analytical, and technical) multiple times throughout schooling. Therefore, the writing maps included in this framework provide structure and ensure common writing experiences for all children.

• The writing maps are NOT intended to be all inclusive; rather they are minimal requirements for each grade.

• The writing requirements align to and reinforce the Standards of Learning in both reading and writing, and in most cases speaking and research.

• Regardless of the specific grade-level requirements, all students should write each day and for a variety of audiences and purposes.

Early Emergent Stage of Reading: Early emergent students are just beginning to become aware of the world of print. The focus of their instruction in reading is to lead to their awareness of the functions and conventions of print and books. For children whose literacy is beginning to emerge, “reading” refers to looking at books, listening to stories, and retelling stories with heavy reliance on picture clues.

Books appropriate for students in this stage are short, contain memorable and repetitive language patterns, utilize language similar to that of young children, and include clear illustrations that are direct clues to the textual message.

Late Emergent Stage of Reading: Late emergent readers understand the layout and parts of books and are able to tell the stories of familiar books. They have begun to understand the concept of word and are beginning to recognize some words by sight. “Reading” for students in the late emergent stage means retelling familiar stories in books with heavy reliance on memory and picture clues.

Books appropriate for students in this stage may (or may not) have repetitive language patterns, include both familiar and new expressions, utilize varied sentence structures, include pictures that embellish but don’t tell the textual message, and wrap story events across multiple pages.

Stages of Writing: Refer to ASPIRE (appendix B).

Genre – wordless picture books, pattern books, concept books, Mother Goose and nursery rhymes.

Suggested Authors: Margot Apple Don Freeman Peggy Pathman Jan Brett Pat Hutchins H. A. Rey Margaret Wise Brown Ezra Jack Keats Richard Scarry Eric Carle Robert Lawson Maurice Sendak Donald Crews Leo Lionni Dr. Seuss Lois Ehlert Bill Martin Rosemary Wells Mem Fox Laura Numeroff © Albemarle County Public Schools, May 2006 24 Writing Requirements – Kindergarten

Concept Connection to Reading Writing Requirement Systems; Communicating Ideas Frequent Journal writing Communication Parts of a book Write and publish a pattern or narrative story that includes a front/back cover, title page, illustrations, and an author page Distinguishing between Nonfiction writing: making lists, writing recipes, fiction/nonfiction text recording predictions/observations

Beginning Reader Stage of Reading: Beginning readers have learned enough about the structure of books, stories, and the English language to be able to pick up unfamiliar picture books and get meaning from them with significant guidance. They are building their store of sight words and their knowledge of the relationships between letters and sounds, and they are able to use their knowledge in reading easy books.

Books appropriate for students in this stage provide detail, include illustrations that embellish but do not provide direct clues to the textual message, and utilize more complex and varied sentence patterns.

Stages of Writing: Refer to ASPIRE (appendix B).

Genre – folk tales – cumulative tales and beast tales, concept books, poetry, fiction, nonfiction.

Suggested Authors: Byrd Baylor Ludwig Bemelmans Stan Berenstain Eve Bunting P. D. Eastman Sid Hoff Arnold Lobel Tomie de Paola Beatrix Potter David Shannon Don and Audrey Wood Jane Yolen

Systems; Communicating Ideas Frequent Journal writing Communication Distinguishing between Nonfiction writing: making lists, writing recipes, fiction/nonfiction text recording predictions/observations, messages/notes Comprehend fiction/nonfiction Write a response that shows comprehension of text heard or read Retell stories and events using Use prewriting strategies (simple graphic beginning, middle, end organizers) to write, revise, and publish a story with a beginning/middle/end Comprehension Use writing strategies before, during, and after reading to enhance comprehension (questioning, text to self/text/world connections, anticipation guides)

Advanced Beginning Stage of Reading: Advanced beginning readers are becoming more adept with the use of a number of strategies in reading unfamiliar material: phonics, visual cues, context clues, and sentence structure. Their store of sight words numbers in the hundreds, and the books they are able to read independently or with guidance are becoming more sophisticated.

Books appropriate for readers at this stage are longer and have more fully developed stories, contain vocabulary in the speaking and listening range of upper primary and elementary children, may include full pages without illustrations, and when illustrations are included, they embellish but do not provide textual message cues.

Stages of Writing: Refer to ASPIRE (appendix B).

Genre – tall tales, fantastic stories, folk tales – pour quoi stories, poetry, fiction, nonfiction.

Suggested Authors: David A. Adler Marc Brown Joanna Cole Bill Cosby Debra Fraiser Kevin Henkes Megan McDonald Mary Pope Osborne Peggy Parish Barbara Park Jack Prelutsky Cynthia Rylant Jon Scieszka Marjorie Sharmat Judith Viorst

Systems; Communicating Ideas Frequent Journal writing Communication; Comprehend fiction/nonfiction text Write a response that shows comprehension of Aesthetics text heard or read Identify main idea, characters, setting, Use prewriting strategies (graphic organizers) to problem/solution in texts heard or write, revise, and publish a story with a main read idea, characters, setting, problem/solution Read poems with fluency and Write a poem expression Comprehension Use writing strategies before, during, and after reading to enhance comprehension (questioning, text to self/text/world connections, anticipation guides)

Transitional Stage of Reading: Transitional readers continue to build their expertise with the use of phonics, visual cues, context clues, sentence structure, and text structure to read unfamiliar material. They are growing in their skills of predicting, cross-checking, and monitoring their understanding of content.

Books appropriate for students in this stage are easy chapter books that require more than one sitting to read. They utilize vocabulary of several hundred, primarily one- and two-syllable, words. These stories are more complex and often require the reader to make inferences. They typically contain few, if any, illustrations.

Stages of Writing: Refer to ASPIRE (appendix B).

Genre – historical fiction, mystery, folk tales – pour quoi stories, poetry, nonfiction.

Suggested Authors: Aesop Douglas Florian Shel Silverstein Christopher van Allsburg Patricia MacLachlan William Steig Matt Christopher Patricia Polacco John Steptoe Beverly Cleary Faith Ringgold E. B. White Andrew Clements Louis Sachar Laura Ingalls Wilder Debbie Dadey Allen Say Jeanette Winter Rahl Dahl Brian Selznick

Systems; Make connections between previous Frequent journal writing; write a response that Communication; experiences and reading selections compares/contrasts self with a character from a Aesthetics text that is read; write a response that compares/contrasts plots, settings, or characters in books Use graphic organizers to organize Use prewriting strategies (graphic organizers) to and comprehend information. organize thoughts/ideas prior to writing Comprehend fiction (fairy tales, Write, revise, and publish a piece of fiction (fairy myths, folktales, legends, and fables) tale, myth, folktale, legend or fable) Comprehend nonfiction Write a nonfiction piece to explain using paragraphs to group related ideas Write a friendly letter with date, greeting, body, and closing Write an autobiography Identify main idea and supporting Write an organized paragraph with topic details sentence, supporting details, and concluding sentence Comprehension Use writing strategies before, during, and after reading to enhance comprehension (questioning, text to self/text world connections, anticipation guides)

Intermediate Stage of Reading: Intermediate readers are able to identify the print forms of almost every word that is in their speaking and listening vocabulary. They have become fluent silent readers. Their individual interests are important determiners of appropriate books. Some students prefer fiction while others prefer nonfiction. Most students are willing to tackle books that challenge their reading abilities if the topic is one of great interest. The focus of instruction for these children is expansion of vocabulary, or critical thinking skills, and of strategies for getting meaning from complex text.

Appropriate books for students in this stage contain more difficult vocabulary and concepts, include chapters that are often complete in themselves, and feature characters and situations of interest to upper elementary students.

Stages of Writing: Refer to ASPIRE (appendix B).

Genre – realistic fiction, autobiography, biography, informational materials, historical fiction, poetry.

Suggested Authors: Judy Blume Betsy Byars Kate DiCamillo Sid Fleishman Russel Freedman Patricia Reilly Giff Marguerite Henry E.L. Konigsburg C. S. Lewis Phyllis Reynolds Naylor Ivy Ruckman Pam Munoz Ryan Mildred Taylor

Systems; Explain the author’s purpose Write a piece that informs Communication; Write a piece that entertains Aesthetics Write a piece that persuades Poetry Write poems using sensory words - rhymed, unrhymed, and patterned Identify main idea and supporting Write an organized paragraph with topic details sentence, supporting details, and concluding sentence Historical Fiction Write a piece of historical fiction (letter, journal entry, newspaper article) Text Organizers When writing non-fiction, use a variety of text organizers (type, headings, graphics) to predict and categorize information

Summary Summarize text

Comprehension Use writing strategies before, during, and after reading to enhance comprehension (questioning, text to self/text/world connections, anticipation guides) Research Construct questions, collect information from various resources to write a research paper

Stages of Writing: Refer to ASPIRE (appendix B).

Genre – more sophisticated fantastic stories, fables, historical fiction, poetry, nonfiction.

Suggested Authors: Avi Paul Fleishman Scott O’Dell Natalie Babbitt Jack Gantos Linda Sue Park John Christopher Jean Craighead George Gary Paulsen Eion Colfer Virginia Hamilton Carolyn Reeder Sharon Creech Brian Jaques Jerry Spinelli Christopher Paul Curtis Julius Lester

Systems; Character development When writing fiction and poetry, incorporate Communication; character development Aesthetics Plot development and conflict Use a variety of planning strategies (free-writing, resolution mapping, listing, webbing) when writing plot and conflict resolution in fiction Poetry Write, revise, and publish a variety of poetry including free-versed, rhymed and patterned poetry Vocabulary and Style Choose vocabulary and style that supports the writer’s purpose Comprehend nonfiction When writing non-fiction, use a variety of text organizers (type, headings, graphics) to predict and categorize information Use a variety of resources to write a biography

Structural patterns of nonfiction Choose structural patterns that enhance writer’s purpose (sequential, compare and contrast, cause and effect) Organize information Write, revise, and publish a persuasive paper which includes information that supports opinions, predictions, and conclusions Summary Summarize text

Comprehension Use writing strategies before, during, and after reading to enhance comprehension (questioning, text to self/text/world connections, anticipation guides)

Course Description: Middle school students explore the language arts through five interdisciplinary concepts (systems, change and continuity, communication, aesthetics, and universality) and the correlating language arts concepts, with emphasis on systems. A focus on systems reinforces students’ developmental processes in word study and fluency and their continued growth as readers and writers. Each grade also uses a second concept as a focusing lens through which students gain deeper understanding of elements of language and literature. Additionally, courses are designed to incorporate a balanced literacy diet that includes the components of fluency, word study, comprehension, and writing.

Sixth-grade students experience English language arts through exploration of communication and author’s craft. This emphasis allows students to study those structures (systems) and styles (communication) that authors use to communicate ideas about the world. As such, students read extensively from a variety of genres, including fiction, narrative nonfiction, nonfiction, and poetry and transfer what they learn about those genres to their own writing and speaking. Students write for a variety of audiences and purposes, using narrative and expository forms. Additional emphasis is placed on continuing to build comprehension strategies, understanding Latin roots for vocabulary development, and using correct punctuation and grammar.

Early Proficient State of Reading: The reading skill of early proficient readers allows them to tackle more demanding texts. Silent reading is fluent when the vocabulary and concept load are within the student’s range. Early proficient readers are expanding their vocabulary knowledge and their ability to use strategies to make meaning from text. They also continue to develop fluency, chunking phrases and reading with expression. As they develop higher level cognitive abilities, they gain in ability to understand more complex reading materials. It is vocabulary and concept development, rather than the ability to decode words, that determines a student’s advancement to the early proficient reading stage.

Books appropriate for students in this stage contain more difficult vocabulary and concepts, include chapters that are complete in themselves, and feature more complex characters and situations of interest to pre-adolescents and adolescents.

Stages of Writing: Refer to ASPIRE (appendix B).

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 realistic fiction and science fiction – also study biography, essay, memoir, poetry.

Concepts & Reading Requirements Teachers should select texts appropriate for their students.

• As a bridge between elementary and middle school, a main priority in reading at this level is to focus on genre distinctions as they relate to author’s purpose and author’s craft.

• Teachers should integrate multiple concepts, themes, and genres. Suggested texts may be used to access multiple themes and genres. Universality: Search for Identity Drama Systems: Genre: Drama • A Midsummer Night’s Dream (Shakespeare) Systems: Genre: Poetry • Cheaper by the Dozen (Gilbreth) • Ten Little Indians (Alexie) Requirement: All students will read a Poetry variety of genres centering around the • Haiku search for identity. • Ballad • Limerick • Free verse • Love that Dog (Creech) Additional Texts • The Ear, the Eye, and the Arm (Farmer) • Esperanza Rising (Ryan) • Fever, 1793 (Anderson) • Freak the Mighty (Philbrick) • The Golden Compass (Pullman) • Hatchet (Paulsen) • Maniac Magee (Spinelli) • The Moon and I (Byars) • My Life in Dog Years (Paulsen) • Pictures of Hollis Woods (Giff) • Pirates (Rees) • Shoeshine Girl (Bulla) • A Taste of Blackberries (Smith) • A Wrinkle in Time (l’Engle) • Where the Red Fern Grows (Rawls)

Universality: Battle between Good and Science Fiction Evil • The Ear, the Eye and the Arm (Farmer) Systems: Genre: Science Fiction • The White Mountains (Christopher) • A Wrinkle in Time (L’Engle) Requirement: All students will read a • Invitation to the Game (Hughtes) work of fantasy or science fiction that • Short story selections from the textbook includes the theme of battle between Fantasy good and evil. • Abarat (Barker) • The Dark is Rising (Cooper) • Eragon (Paolini) • Zink (Bennett) • The Golden Compass (Pullman) Communication: Author’s Purpose • Across Five Aprils (Hunt) • Lincoln: A Photobiography (Freedman) Requirement: All students will read a • A Separate Battle: Women and the Civil War (Chang) piece of Civil War fiction or nonfiction to • Primary source documents determine author’s purpose and author’s bias.

Grade Title Author Genre Reading Reading Level List 6 Abarat Barker Fantasy 7.7 9 6 Abracadabra Kid Fleischman, Sid Nonfiction/Autobiography 5.8 6 Across Five Aprils Hunt Historical Fiction 6.4 9 6 After Last Dog Died Bredeson Nonfiction/Biography 7.2 6 American Revolutionaries, The Meltzer Nonfiction 7.9 6 Boy Dahl Nonfiction 6.4 6 Boys’ War, The Murphy Nonfiction 6.7 6 Captain’s Dog, The Smith Historical Fiction 5.0 6 Case of the Baker Street Irregulars Newman Mystery 5.0 6 Chasing Vermeer Balliet Mystery 5.4 6 Cheaper by the Dozen Gilbreth Drama 6.0 9 6 D is for Dahl Cooling Nonfiction 6.5 6 Dark is Rising, The Cooper Fantasy 7.0 9 6 Double Dutch Draper Fiction 5.3 6 Downsiders Shusterman Fiction 6.4 6 Ear, the Eye and the Arm, The Farmer Science Fiction 4.7 9 6 Eldest Paolini Fantasy 7.0 9 6 Eragon Paolini Fantasy 5.6 9 6 Esperanza Rising Ryan Historical Fiction 6.2 9 6 Fever 1793 Anderson Historical Fiction 5.4 9 6 Freak the Mighty Philbrick Fiction 6.3 9 6 Golden Compass, The Pullman Fantasy 6.7 9 6 Grain of Wheat Bulla Memoir 3.3 6 Harris and Me Paulsen Memoir 5.2 6 Hatchet Paulsen Fiction 6.3 9 6 Hey World, Here I Am Little Fiction 5.1 6 Introduction to Literature Holt, Rinehart, & Anthology various Winston 6 Invitation to the Game Hughes Science Fiction 6.4 9 6 Island of the Blue Dolphins O’Dell Fiction 5.5 6 Johnny Tremain Forbes Fiction 5.3 6 Knots in My YoYo String Spinelli Nonfiction/Autobiography 5.4 6 Lincoln: A Photobiography Freedman Nonfiction/Biography 7.4 9 6 Long Way from Chicago, A Peck Historical Fiction 4.2 6 Lost Garden, The Yep Memoir 6.1 6 Love That Dog Creech Fiction 4.1 9 6 Maniac Magee Spinelli Fiction 5.4 9 6 Midsummer Night’s Dream, A Shakespeare Drama 8.9 9 © Albemarle County Public Schools, May 2006 40 Grade Title Author Genre Reading Reading Level List 6 Moon and I, The Byars Memoir 6.3 9 6 My Life in Dog Years Paulsen Nonfiction/Autobiography 5.2 9 6 Pictures of Hollis Woods Giff Fiction 6.4 9 6 Pirates Rees Historical Fiction 5.4 9 6 Robin Hood of Sherwood Forest McGovern Historical Fiction 6.1 6 Romiette and Julio Draper Fiction 4.7 6 Sahara Special Codell Fiction 4.6 6 Search for Shadowman Nixon Fiction 6.5 6 Separate Battle: Women and the Civil Chang Nonfiction 6.9 9 War, A 6 Shipwreck at the Bottom of the World Armstrong Nonfiction/Biography 6.5 6 Shoeshine Girl Bulla Fiction 2.2 9 6 Star Fisher, The Yep Historical Fiction TBD 6 Study in Scarlet, A Doyle Fiction 7.3 6 Surprising Myself Fritz, Jean Nonfiction 4.4 6 Tarantula in My Purse, The George, Jean C Memoir 5.9 6 Taste of Blackberries, A Smith Fiction 4.6 9 6 Ten Little Indians Alexie Drama 5.7 9 6 Time Machine, The Wells Science Fiction 8.0 6 True Confessions of Charlotte Doyle Avi Fiction 7.0 6 Wanderer, The Creech Fiction 5.7 6 We Beat the Street Draper Nonfiction 6.8 6 Westing Game, The Raskin Mystery 7.0 6 Where the Lilies Bloom Cleaver Fiction 5.5 6 Where the Red Fern Grows Rawls Fiction 6.4 9 6 White Mountains, The Christopher, John Science Fiction 6.0 9 6 Who Was that Masked Man, Anyway? Avi Fiction 6.3 6 Wrinkle in Time, A L’Engle Science Fiction 5.8 9 6 Zink Bennett Fantasy TBD 9

Connected Concepts Communication: Author’s Craft Communication: Author’s Purpose Aesthetics: Style Systems: Genre

Requirement: 1. All students will write for a variety of audiences and purposes using the writing process. 2. All students will use metacognition to reflect on their writing. 3. One piece of writing for each genre will be accomplished by all students: • Narrative - personal • descriptive • explanatory • research – introductory skills • poetry

Seventh-grade students investigate the concept of change and continuity in language and literature. This focus requires students to explore the etymology of language through continued study of Latin roots and Greek combining forms. This focus also provides a lens through which students read, write, and speak, deepening their understanding of various genre structures and author’s craft while beginning exploration of universality (the human experience). In essence, students seek to answer critical questions: Why does language change? Why do certain themes pervade literature? How does literature reflect individual and cultural beliefs? Students read extensively from a variety of genres, including fiction, narrative nonfiction, nonfiction, poetry, with an emphasis on historical fiction. Seventh-grade students write for a variety of audiences and purposes, using narrative, expository, persuasive, and reflective forms.

Early Proficient State of Reading The reading skill of early proficient readers allows them to tackle more demanding texts. Silent reading is fluent when the vocabulary and concept load are within the student’s range. Early proficient readers are expanding their vocabulary knowledge and their ability to use strategies to make meaning from text. They also continue to develop fluency, chunking phrases and reading with expression. As they develop higher level cognitive abilities, they gain in ability to understand more complex reading materials. It is vocabulary and concept development, rather than the ability to decode words, that determines a student’s advancement to the early proficient reading stage.

Stages of Writing: Refer to ASPIRE (appendix B). © Albemarle County Public Schools, May 2006 43 Textbook: Holt, Rinehart & Winston. (2007). Elements of Literature: First 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 nonfiction and historical fiction – also read realistic fiction, myths, poetry.

Concepts & Reading Requirements Teachers should select texts appropriate for their students.

Universality: Coming of Age • Education of Little Tree* (Carter) • Crash (Spinelli) Requirement: All students will analyze a • The Watsons Go to Birmingham (Curtis) novel focusing on a coming of age theme. • 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)

Universality: Honoring the Historical & Historical Fiction Cultural Past • Devil’s Arithmetic (Yolen) Universality: Cooperation vs. Isolation • Number the Stars (Lowry) Universality: Tolerance of the Atypical • Roll of Thunder, Hear My Cry (Taylor) • Autobiography of Miss Jane Pittman (Gaines) Requirement: All students will read a novel • Nothing to Fear (Koller) and a piece of nonfiction that addresses the • Out of the Dust (Hesse) theme of honoring the historical past in • The Watsons go to Birmingham (Curtis) relation to human rights/civil rights. • 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 • Heroes, Gods and Monsters of the Greek Myths (Evslin) • Greek Gods (Evslin) Requirement: All students will compare and • Troy (Geras) contrast myths from various cultures, with • The Trojan War (Evslin) an emphasis on the ancient Greek myths. • The Lightning Thief (Riordan)

Concepts & Reading Requirements Teachers should select texts appropriate for their students.

Systems: Genre • Twelfth Night, Or What You Will Communication: Author’s Craft • Much Ado About Nothing • The Tempest Requirement: All students will read • Taming of the Shrew Shakespearean sonnets or a Shakespearean • Sonnets comedy.

* See appendix J for parameters for use.

Grade Title Author Genre Reading Reading Level List 7 Acorn People Jones Fiction 6.8 7 Adventures of Tom Sawyer, The Twain Fiction 6.6 9 7 Al Capone Does my Shirts Choldenko Fiction 6.5 7 Autobiography of Miss Jane Pittman Gaines Historical Fiction 8.0 9 7 Call of the Wild London Fiction 4.0 7 Call Me Ruth Fiction 5.5 7 Cay, The Taylor Fiction 7.2 9 7 Children of the Dust Bowl Stanley Nonfiction 6.5 9 7 Crash Spinelli Fiction 4.8 9 7 Christmas Carol, A Dickens Fiction 8.6 7 Devil’s Arithmetic Yolen Historical Fiction 6.7 9 7 Education of Little Tree* Carter Historical Fiction 6.5 9 7 Eleanor Roosevelt: A Life of Discovery Freedman Nonfiction/Biography 8.5 9 7 Elements of Literature, 7 Holt, Rinehart, & Anthology various Winston 7 Flipped Van Draanen Fiction 5.9 7 Friedrich Richter Historical Fiction 6.6 7 Giver, The Lowery Science Fiction 6.8 9 7 Going for the Record Swenson Fiction 3.9 7 Goody Hall Babbitt Fiction 6.7 7 Greek Gods Evslin Mythology 6.0 9 7 Heartbeat Creech Poetry 5.4 7 Heroes, Gods and Monsters of the Evslin Mythology 6.1 9 Greek Myths 7 Hiroshima Hershey Memoir 8.4 9 7 Holes Sacher Fiction 6.5 7 Hoot Hiaasen Fiction 5.8 7 Immigrant Kids Friedman Nonfiction 7.5 9 7 Let the Circle Be Unbroken Taylor Fiction 7.3 7 Letters from Rifka Hesse Historical Fiction 5.1 7 Lightning Thief, The Riordan Mythology TBD 9 7 Lily’s Crossing Giff Fiction 5.2 7 Locomotion Woodson Poetry 6.8 7 Magician’s Nephew, The Lewis Fantasy 5.6 7 Malcolm X: By Any Means Necessary Myers, Walter Dean Nonfiction 8.0 9 7 Missing May Rylant Fiction 6.7 7 Mortal Engines Reeve Science Fiction 6.6 7 Much Ado About Nothing Shakespeare Drama 9.0 9 © Albemarle County Public Schools, May 2006 47 Grade Title Author Genre Reading Reading Level List 7 Notes from a Liar and her Dog Choldenko Fiction 4.0 7 Nothing to Fear Koller Historical Fiction 6.3 9 7 Number the Stars Lowery Historical Fiction 4.9 9 7 Old Yeller Gipson Fiction 5.4 7 Olive’s Ocean Henkes Fiction 6.6 7 On My Honor Bauer Fiction 5.6 9 7 Out of the Dust Hesse Poetry 4.5 9 7 Roll of Thunder, Hear My Cry Taylor Historical Fiction 6.9 7 Rosa Parks, My Story Haskins Nonfiction/Biography 6.5 9 7 Sing Down the Moon O’Dell Historical Fiction 5.3 7 Skeeter Smith Fiction 7.3 7 Sounder Armstrong Historical Fiction 6.5 7 Spoon River Anthology Masters Fiction 7.5 7 Star Girl Spinelli Fiction 6.1 9 7 Summer of My German Soldier Greene Historical Fiction 7.4 9 7 Taming of the Shrew Shakespeare Drama 8.8 9 7 Tangerine Bloor Fiction 5.4 7 Tempest, The Shakespeare Drama TBD 9 7 Timothy of the Cay Taylor Fiction 6.1 7 To Be A Slave Lester Memoir 8.6 7 Transall Saga, The Paulsen Science Fiction 5.6 7 Trojan War, The Evslin Mythology TBD 9 7 Troy Geras Mythology 7.1 9 7 Twelfth Night, Or What You Will Shakespeare Drama TBD 9 7 Twenty and Ten Bishop Fiction 5.1 7 Warriors Don’t Cry Beals Memoir 6.5 7 Watsons Go to Birmingham – 1963, Curtis Historical Fiction 5.0 9 The 7 Wish You Well Baldacci Historical Fiction 7.1 9 7 Wolf Rider: A Tale of Terror Avi Fiction 4.3 7 Words by Heart Sebestyen Historical Fiction 5.3

* See appendix J for parameters for use.

Connected Concepts Change & Continuity: Cultural Context Aesthetics: Style Systems: Genre

Requirement: 4. All students will write for a variety of audiences and purposes using the writing process. 5. All students will use metacognition to reflect on their writing. 6. One piece of writing for each genre will be accomplished by all students: • narrative – from multiple perspectives • expository • persuasive – propaganda • research • reflective

Eighth-grade students focus on universality and expressing their own voices as part of the human experience. Reading extensively from fiction, narrative nonfiction, nonfiction, drama, and poetry, students explore such themes as the search for identity, coming of age, cooperation vs. isolation, and tolerance of the atypical. Through speaking and writing, students contribute their own voices and experiences to this timeless, universal conversation about what it means to be human. Eighth-grade students also write for a variety of audiences and purposes, using narrative, expository, persuasive, and analytical forms. Additionally, students use knowledge of Latin roots and Greek combining forms to discuss the etymology of language and to use language effectively as speakers and writers.

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).

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.

Concepts & Reading Requirements Teachers should select texts appropriate for their students.

Universality: Cooperation vs. Isolation • Fahrenheit 451 (Bradbury) • Woodsong (Paulsen) Requirement: All students will analyze a • Behind the Blue and Gray: The Soldier’s Life in Civil War (Ray) novel that addresses the theme of • Soldier X (Wulffson) cooperation vs. isolation. • The Outsiders (Hinton) • Old Man and the Sea (Hemingway) • The Pearl (Steinbeck)

Universality: Honoring the Historical and • The Diary of Anne Frank (Frank) Cultural Past • The Miracle Worker (Gibson) 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 • The Road to Memphis (Taylor) Universality: Epic Journey (Journey of Life) • Soldier X (Wulffson) • Eagle Song (Bruchac) Requirement: All students will read a novel • Homeless Bird (Whelan) that addresses the themes of search for • Monster (Myers) identity and epic journey. • The Pearl (Steinbeck) • Old Man and the Sea (Hemingway) • Fahrenheit 451 (Bradbury)

Universality: Tolerance of the Atypical • Define Normal (Peters) • Izzy, Willy-Nilly (Voight) Requirement: All students will read a text • Flowers for Algernon (Keyes) centered around tolerance of the atypical. • Park’s Quest (Paterson) • Farewell to Manzanar: A True Story of Japanese American • Why We Can’t Wait (King) • Eagle Song (Bruchac)

Change & Continuity: Cultural Context • Why We Can’t Wait (King) • Immigrant Voices: Twenty-four Voices on Becoming an American Requirement: All students will read a variety (Hunter) of forms relating to cultural identity. • Out of War: True Stories from the Front Lines of the Children’s Movement for Peace in Columbia • Chinese Cinderella: The True Story of an Unwanted Chinese Daughter (Yen Mah) • Ashanti to Zulu: African Traditions (Musgrove) • Poetry • Essays • Short stories • Speeches

Grade Title Author Genre Reading Reading Level List 8 Ashanti to Zulu: African Traditions Musgrove Nonfiction TBD 9 8 Battle of Jericho, The Draper Fiction 4.7 8 Behind the Blue and Gray: The Ray Nonfiction 6.5 9 Soldier’s Life in Civil War 8 Bronx Masquerade Grimes Fiction 5.1 8 Chinese Cinderella: The True Story of Yen Mah Memoir 6.8 9 an Unwanted Daughter 8 Code Talker Bruchac Historical Fiction 5.7 8 Copper Sun Draper Fiction TBD 8 Dandelion Wine Bradbury Science Fiction 6.2 8 Define Normal Peters Fiction 5.3 9 8 Diary of Anne Frank Frank Nonfiction/Autobiography & 7.3 9 Drama 8 Dicey’s Song Voight Fiction 5.2 8 Eagle Song Bruchac Fiction 4.8 9 8 Elements of Literature, 8 Holt, Rinehart, & Anthology various Winston 8 City of Ember, The DuPrau Fiction 5.8 8 Farenehit 451 Bradbury Science Fiction 10.0 9 8 Farewell to Manzanar Houston Memoir 7.8 9 8 Flowers for Algernon Keyes, D. Fiction 5.9 9 8 Greatest Story Ever Told, The Oursler Nonfiction 8 Having Our Say Delany Memoir 6.3 8 Hitchhiker’s Guide to the Galaxy, The Adams Science Fiction 8.3 8 Homecoming Voight Fiction 6.3 8 Homeless Bird Whelan Fiction 4.1 9 8 Homesick: My Own Story Fritz Historical Fiction 5.5 8 Hound of the Baskervilles Doyle Mystery 7.5 8 House of the Scorpion, The Farner Science Fiction 6.3 8 House on Mango Street Cisneros Memoir 5.6 8 Immigrant Voices: Twenty-four Hunter Memoir TBD 9 Voices on Becoming an American 8 Izzy, Willy-Nilly Voight Fiction 6.0 9 8 Journey Home (with Connected Uchida Fiction 6.1 Readings) 8 Learning Tree, The Parks Fiction 8.1 8 Mary, Bloody Mary Meyer Historical Fiction 6.5 8 Miracle Worker, The Gibson Drama 7.1 9

© Albemarle County Public Schools, May 2006 54 Grade Title Author Genre Reading Reading Level List 8 Monster Myers, Walter Dean Fiction 7.1 9 8 My Antonia Cather Historical Fiction 7.1 8 My Brilliant Career Franklin Nonfiction/Biography 8 Old Man & the Sea Hemingway Fiction 8.1 9 8 Out of War: True Stories from the Memoir TBD 9 Front Lines of the Children’s Movement for Peace in Columbia 8 Outsiders, The Hinton Fiction 5.1 9 8 Park’s Quest Paterson Fiction 6.6 9 8 Pearl, The Steinbeck Fiction 6.5 9 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 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 9 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 9 8 Woodsong Paulsen Fiction 7.2 9 8 Year Down Yonder Peck Historical Fiction 5.2 8 Year of Impossible Goodbyes, The Choi Historical Fiction 6.3

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

Course Description: English 9 is a comparative study of genres and world literature in the ancient and classical worlds. Through five interdisciplinary concepts (systems, change and continuity, communication, aesthetics, and universality) and the correlating language arts concepts, students explore Eastern and Western literature and seek to answer critical questions about language arts: Why do literary eras matter? How do cultural changes affect style of literature and art? What determines whether a belief (system) will be timeless or trendy? Ninth-grade students read extensively in a variety of genres and practice comparative analysis skills. Continued emphasis is placed on the components of writing, such as organizational structures and written expression.

Purpose: The purpose of the ninth-grade curriculum is to provide students with a foundation in world literature. By studying ancient and classical literature from a world perspective, students compare universal themes across cultural boundaries. Such study also prepares students to analyze literary allusions, themes, and cultural context throughout their study of language and literature.

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.

Stages of Writing: Refer to ASPIRE (appendix B).

Text: Prentice Hall. (2007). Prentice Hall Literature: World Literature. Penguin Edition. Boston, MA: Pearson Education, Inc.

Concepts & Reading Requirements Teachers should select texts appropriate for their students. The following texts are currently under consideration by grade-level teachers across the division. Universality: Epic Journey Western • Gilgamesh (in world lit text) Requirement: All students will read excerpts • The Iliad (in world lit text) from at least one Eastern and one Western • The Aeneid (in world lit text) epic. • The Odyssey (in Elements book) Eastern This requirement may be met in collaboration • The Mahabharata (in world lit text) between language arts and social studies as • The Ramayana (in world lit text) agreed upon at the building level. • Sundiata (in world lit text) • Bhagavad-Vita (in world lit text)

Systems: Genre: Origins of Drama Western • Oedipus Rex/Oedipus the King (in world lit text) Requirement: All students will read an • Antigone (in Elements text) Ancient Greek tragedy or an ancient Eastern • Medea (Euripides) drama. • The Theban Plays (Sophocles) Eastern • Love Suicides at Sonesaki (Chikamatsu) • Four Major Plays of Chikamatsu (Keene) • Selections from The Noh Theatre of Japan (Pound) Note: This text contains 15 selections.

Universality: Search for Knowledge Western • “The Creation and the Fall” (in world lit text) Requirement: All students will read a variety • “The Story of the Flood” (in world lit text) of Eastern and Western creation stories. • The Bible as/in Literature (Ackerman, J. et al) Eastern This requirement may be met in collaboration • Excerpts from the Tao te Ching (in world lit text) between language arts and social studies as • Zen Parables (in world lit text) agreed upon at the building level. • Excerpts from Rig Veda (in world lit text)

Concepts & Reading Requirements Teachers should select texts appropriate for their students. The following texts are currently under consideration by grade-level teachers across the division. Universality: Search for Identity Western • Great Expectations (Dickens) Requirement: All students will read a novel to • Seedfolks* (Fleischman) connect search for identity and the epic • Ender’s Game (Card) journey. • When the Legends Die (Borland)

Eastern • Short stories and excerpts from the World Literature text Universality: Historical and cultural Western contexts enhance understanding. • Romeo and Juliet (Shakespeare) • Julius Caesar (Shakespeare) Requirements: All students will read a Shakespearean tragedy set in Ancient or Medieval times.

Systems: Genre: poetry Western: • Hymns Requirement: All students will read a variety • Psalms of ancient poetic forms. • Latin & Greek poetry

Eastern • Tanka • Selections from The Rubaiyat • Selections from The Qur’an

* See appendix J for parameters for use.

Grade Title Author Genre Reading Reading Level List 9 Acts of King Arthur and His Noble Knights, Steinbeck Fiction 7.6 At 10 The 9 Adventures of Ulysses Evslin Fiction 7.4 9 Aeneid, The Virgil Mythology TBD 9 9 Antigone Sophocles Drama 10.0 9 9 Bible As/In Literature, The Ackerman, James Nonfiction Various 9 et.al. 9 Day No Pigs Would Die, A Peck Historical Fiction 5.5 9 Effect of Gamma Rays on Man in the Moon Zindel Drama TBD Marigolds 9 Elements of Literature Holt Anthology various 9 Ender’s Game Card Science Fiction 9.0 9 9 Epic of Gilgamesh Various translations? Mythology TBD 9 9 Escape from Egypt Levitan Fiction 6.6 9 Far from the Madding Crowd Hardy Fiction 9.7 9 Four Major Plays of Chickamatsu Keene Drama TBD 9 9 Great Expectations Dickens Fiction 9.2 9 9 Hobbit, The Tolkien Fantasy 7.5 9 Iliad, The Homer Mythology 9.0 9 9 Jane Eyre Bronte Historical Fiction 8.0 9 Julius Caesar Shakespeare Drama 10.8 9 9 Lathe of Heaven LeGuin Science Fiction TBD 9 Little Buddha, The McGill Fiction TBD 9 Love Suicides at Sonesaki Chikamatsu Drama TBD 9 9 Medea Euripides Drama TBD 9 9 Mrs. Mike Freedman Fiction 5.3 9 Mythology Hamilton Mythology TBD 9 Noh Theatre of Japan, The Pound Drama various 9 9 Odyssey, The Homer Mythology 10.3 9 9 Oedipus Rex (Oedipus the King) Sophocles Drama TBD 9 9 Once and Future King, The White Fiction 8.6 At 10 9 One Thousand and One Arabian Nights McCaughrean Fiction 6.8 9 9 Plague Year Tolan Fiction 6.7 9 Rebecca Du Maurier Fiction 7.2 9 Romeo and Juliet Shakespeare Drama 9.0 9 Seedfolks* Fleischman Fiction 5.0 9 9 Sir Gawain and the Green Knight Various translations Fiction 6.3 At 10 9 Sword and the Stone, The White Fiction 8.0 At 10 © Albemarle County Public Schools, May 2006 60 Grade Title Author Genre Reading Reading Level List 9 Tale of Two Cities, A Dickens Historical Fiction 9.0 At 10 9 Tao te Ching of Lao Tzu Various translations Nonfiction TBD 9 9 Tex Hinton Fiction 6.0 9 Theban Plays, The Sophocles Drama various 9 9 Thousand and One Nights, The Mahdi Fiction 10.6 9 9 Tiger for Malgudi, A Narayan Fiction TBD 9 9 When the Legends Die Borland Fiction 5.1 9 9 Year without Michael Pfeffer Fiction 7.6

* See appendix J for parameters for use.

Connected Concepts: Systems: Genre Aesthetics: Style

Requirement: Each student will write at least one piece in each of the following forms: • Narrative • Expository • Persuasive • Reflective • Analytical • Technical

Embedded in that requirement, each student will write a narrative piece addressing the Epic journey/search for identity.

* Any writing that includes a research aspect should also include appropriate citations and formatting.

Course Description: English 10 is a comparative study of genres and world literature from Medieval to modern times. Through five interdisciplinary concepts (systems, change and continuity, communication, aesthetics, and universality) and the correlating language arts concepts, students explore Eastern and Western literature and seek to answer critical questions about language arts: Why do literary eras matter? How do cultural changes affect style of literature and art? What determines whether a belief (system) will be timeless or trendy? As such, tenth-grade students read extensively in a variety of genres and practice comparative analysis skills. Students write and speak for a variety of audiences and purposes, applying and refining written and oral communication using a range of literary and persuasive techniques.

Purpose: The purpose of the tenth-grade curriculum is to provide students opportunities to deepen their understanding of world literature. Students analyze literary allusion, themes, and cultural context through the lenses of change and continuity and universality. The evaluate author’s craft and author’s purpose in an effort to refine their own skills.

Stages of Writing: Refer to ASPIRE (appendix B).

Text: Prentice Hall. (2007). Prentice Hall Literature: World Literature. Penguin Edition. Boston, MA: Pearson Education, Inc.

NOTE: Across the requirements, teachers must ensure that students read a variety of Eastern and Western literature.

Concepts & Reading Requirements Teachers should select texts appropriate for their students. The following texts are currently under consideration by grade-level teachers across the division. Universality: Honoring the Historical Past Western Change & Continuity: Cultural Context • A Small Place (Kincaid) • Night (Wiesel) Requirement: All students will read an Eastern • A Passage to India (Forster) or a Western selection. Eastern • The Good Earth (Buck) • Siddhartha (Hesse) • The Chosen (Potok)

Universality: Tolerance of the Atypical Western • To Kill A Mockingbird (Lee) Requirement: All students will read a novel. • Of Mice and Men (Steinbeck) • Silas Marner (Eliot) • In the Time of the Butterflies (Alvarez) Eastern • Nectar in a Sieve (Markandaya) • A Single Shard (Park)

Change & Continuity: Cultural Context Western Universality: Cooperation vs. Isolation • Things Fall Apart (Achebe) • Eva Luna (Allende) Requirement: All students will read a text • The Metamorphosis (in world lit book) related to cultural revolutions. • A Tale of Two Cities (Dickens) • Les Miserables (Hugo) • All Quiet on the Western Front (Remarque) Eastern • So Far from the Bamboo Grove (Watkins) • China’s Son: Growing Up in the Cultural Revolution (Chen) • Beasts of No Nation (Iweala)

Concepts & Reading Requirements Teachers should select texts appropriate for their students. The following texts are currently under consideration by grade-level teachers across the division. Universality: Search for Knowledge Western • The Sword and the Stone (White) Requirement: All students will read a variety of • Sir Gawain and the Green Knight (in Elements book) legends, myths, and essays. • The Once and Future King (White) • The Acts of King Arthur and His Noble Knights (Steinbeck) • essays by Galileo Galilei (in world lit text) Eastern • Excerpts from The Thousand and One Nights (in world lit text) • One Thousand and One Arabian Nights (McCaughrean) • Excerpts from the Panchatantra (in world lit book) • A Tiger for Malgudi (Narayan) Systems: Genre: Shakespearean drama Western • Henry IV, part I Requirement: All students will read a • Richard II Shakespearean drama, with preference given • The Merry Wives of Windsor to one of the history plays. • Othello Systems: Genre: poetry Western • Sonnet Requirement: All students will read a variety • Lyric of poetic forms. • Free Verse Eastern • Haiku • The Book of Songs (in world lit book) Communication: Author’s Purpose Western: • Anthem (Rand) Requirement: All students will read a piece of • A Doll’s House (in world lit book) social criticism. • Dr. Faustus (in world lit book) • The Stranger (Camus) • Tartuffe (Moliere) • Animal Farm (Orwell) Eastern • Treason by the Book (Spence) • China’s Son: Growing up in the Cultural Revolution (Chen)

Grade Title Author Genre Reading Reading Level List 10 All Quiet on the Western Front Remarque Historical Fiction 9.0 9 10 Animal Farm Orwell Fiction 9.0 9 10 Anthem Rand Fiction 7.9 9 10 As I Lay Dying Faulkner Fiction 8.5 10 Beasts of No Nation Iweala Historical Fiction TBD 9 10 Black Ice Carey Fiction 6.0 10 Bless the Beasts and the Children Swarthout Fiction 6.7 10 China’s Son: Growing up in the Cultural Chen Nonfiction 6.1 9 Revolution 10 Chosen, The Potok Fiction 8.1 9 10 Contender, The Lipsyte Fiction 7.1 10 Cry the Beloved Country Paton Fiction 6.2 10 Daisy Miller James Historical Fiction 8.6 10 Demian: The Story of Emil Sinclair’s Youth Hesse Nonfiction TBD 10 Dispossessed, The LeGuin Science Fiction 7.1 10 Doll’s House, A Ibsen Drama 5.9 9 10 Dr. Faustus Marlowe Drama TBD 9 10 Elements of Literature Holt Anthology various 10 Ethan Frome Wharton Historical Fiction 9.0 10 Eva Luna Allende Historical Fiction 8.8 9 10 First Love Turgenev Fiction TBD 10 Frankenstein Shelley Fiction 6.0 10 Go Down Moses Faulkner Fiction TBD 10 Good Earth, The Buck Historical Fiction 8.2 9 10 Heart is a Lonely Hunter, The McCullers Fiction 8.1 10 Henry IV, part I Shakespeare Drama TBD 9 10 House of the Seven Gables Hawthorne Historical Fiction 11.0 10 In the Time of the Butterflies Alvarez Historical Fiction 7.1 9 10 Intruder in the Dust Faulkner Fiction 7.8 10 Le Morte D’Arthur Malory Fiction TBD 10 Left Hand of Darkness, The LeGuin Science Fiction 8.5 10 Les Miserables Hugo Historical Fiction 9.8 9 10 Life of Pi Martel Fiction 7.2 10 Maltese Falcon, The Hammett Fiction 6.0 10 Meet Maya Angelou Spain Nonfiction/Biography 4.2 10 Merchant of Venice, The Shakespeare Drama 9.0 10 Merry Wives of Windsor, The Shakespeare Drama 7.3 9 10 Metamorphosis, The Kafka Fiction 11.0 9 © Albemarle County Public Schools, May 2006 66 Grade Title Author Genre Reading Reading Level List 10 Nectar in a Sieve Markandaya Memoir 6.2 9 10 Night Wiesel Nonfiction TBD 9 10 Of Mice and Men Steinbeck Fiction 8.1 9 10 One Day in the Life of Ivan Denisovich Solzhenitsyn Fiction 9.0 10 Othello Shakespeare Drama 11.0 9 10 Passage to India, A Forster Historical Fiction 8.2 9 10 Reivers, The Faulkner Memoir 8.1 10 Richard II Shakespeare Drama 9.0 9 10 Road to Coorain, The Conway Fiction TBD 10 Sense and Sensibility Austin Historical Fiction 10.0 10 Separate Peace, A Knowles Historical Fiction 8.9 10 Siddhartha Hesse Fiction 8.9 9 10 Silas Marner Eliot Fiction 9.7 9 10 Single Shard, A Park Historical Fiction 6.7 9 10 Small Place, A Kincaid Memoir TBD 9 10 So Far from the Bamboo Grove Watkins Historical Fiction 6.0 9 10 Stranger, The Camus Fiction 8.9 9 10 Tartuffe Moliere Drama TBD 9 10 Things Fall Apart Achebe Historical Fiction 6.2 9 10 To Kill A Mockingbird Lee Historical Fiction 8.1 9 10 Treason by the Book Spence Historical Fiction TBD 9 10 Weight of All Things, The Benitez Fiction TBD 10 Where the Heart Is Letts Fiction 6.8 10 White Fang London Fiction 6.7 10 Yellow Raft in Blue Water Dorris Fiction 8.1

Connected Concepts: Systems: Genre Communication: Author’s Purpose Aesthetics: Style

Requirement: Each student will write at least one piece in each of the following forms: • Narrative • Expository • Persuasive • Reflective • Analytical • Technical

Embedded in that requirement, each student will write a piece of social criticism.

* Any writing that includes a research aspect should also include appropriate citations and formatting.

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.

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.

Grade Title Author Genre Reading Reading Level List 11 Adventures of Huckleberry Finn, The Twain Historical Fiction 6.8 11 All the King’s Men Warren Fiction 9.0 11 Amazing Grace: The Lives of Children and the Kozol Nonfiction TBD Conscience of a Nation 11 Autobiography of Malcolm X Haley Nonfiction/Biography 8.1 11 Awakening, The Chopin Historical Fiction 7.9 11 Bean Trees, The Kingsolver Fiction 6.5 11 Billy Budd and Other Stories Melville Fiction TBD 11 Black Boy Wright Nonfiction/Autobiography 8.5 11 Black Like Me Griffin Nonfiction 9.0 11 Bluest Eye, The Morrison Historical Fiction 7.1 11 Catcher in the Rye Salinger Fiction 8.1 11 Cold Mountain Frazier Fiction 9.0 11 Color of Water, The McBride Memoir 11.0 11 Color Purple, The Walker Fiction 7.2 11 Crucible, The Miller Drama 9.0 11 Death of a Salesman Miller Drama 8.5 11 Elements of Literature Holt Anthology various 11 Ellen Foster Gibbons Fiction 8.1 11 Fast Food Nation Schlosser Nonfiction 10.4 11 Freakanomics Levitt Nonfiction TBD 11 Fried Green Tomatoes Flagg Fiction 7.5 11 Glass Menagerie, The Williams Drama 9.0 11 Grapes of Wrath, The Steinbeck Historical Fiction 7.8 11 Great Gatsby, The Fitzgerald Historical Fiction 8.1 11 I Know Why the Caged Bird Sings Angelou Historical Fiction 6.7 11 Invisible Man Ellison Fiction 7.5 11 Joy Luck Club, The Tan Historical Fiction 8.4 11 Lesson Before Dying, A Gaines Fiction 7.5 11 Little Foxes Hellman Drama TBD 11 Long Day’s Journey into Night O’Neill Drama 8.2 11 Lovely Bones, The Sebold Fiction 7.1 11 McTeague Norris 7.8 11 Narrative of the Life of Frederick Douglass Douglass Nonfiction/Autobiography 9.1 11 Natural, The 11 Nickel and Dimed Ehrenreich Nonfiction 10.0 11 Norton Anthology of Poetry Ferguson Poetry various 11 One Flew Over the Cuckoo’s Nest Kesey Fiction 9.0 © Albemarle County Public Schools, May 2006 71 Grade Title Author Genre Reading Reading Level List 11 Ox Bow Incident, The Clark Historical Fiction 7.1 11 Raisin in the Sun, A Hansberry Drama 6.8 11 Scarlet Letter, The Hawthorne Historical Fiction 11.7 11 Secret Life of Walter Mitty Thurber Fiction TBD 11 Slaughterhouse Five Vonnegut Historical Fiction 8.5 11 Streetcar Named Desire, A Willilams Drama 9.0 11 Sun Also Rises, The Hemingway Historical Fiction 8.3 11 Their Eyes Were Watching God Hurston Historical Fiction 7.9 11 Travels with Charley Steinbeck Memoir 7.0 11 Treasure of the Sierra Madre, The Traven Historical Fiction TBD 11 Turn of the Screw, The James Fiction 10.0 11 Winesburg, Ohio Anderson Historical Fiction 8.3

Course Description: English 12 is a study of the evolution of the English language through British and world literature. Students continue to hone their analytical skills and seek to answer critical questions about language and literature: What factors affect the evolution of language? What allows a piece of literature to endure the vagaries of culture and time? What does it mean to think through language and literature? Students demonstrate understanding of language and literature through polished compositions, literary analysis, and speaking. Additional emphasis is placed on the development of a personal, sophisticated style of communication that reflects creative, critical thinking.

Advanced Placement Option: Advanced Placement English is for twelfth-grade students who want an intensive, college-level English course that prepares them to take one or both of the AP English Exams. The course is conducted much like a college seminar and therefore requires high-quality work in and out of class. Students are asked to read works of literature analytically and critically; they respond with increasing sensitivity and discrimination to language. Essays focus on literary analysis but students also have some opportunity to practice creative writing. Students are encouraged to take the AP exam.

Teachers should refer to the College Board web site for curricular requirements and testing information.

PVCC/Dual Enrollment Option: Dual Enrollment is for twelfth-grade students who want a college-level course experience with more emphasis on writing. These courses allow students to earn both high school and college credits simultaneously. The PVCC texts have an expectation of elements presented in the Albemarle County Language Arts Curriculum Framework for 12th grade.

Teachers should refer to the PVCC web site for course syllabi and curricular requirements.

© Albemarle County Public Schools, May 2006 73 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.

Stages of Writing: Refer to ASPIRE (appendix B).

Text: Prentice Hall. (2007). Prentice Hall Literature: British Literature. Penguin Edition. Boston, MA: Pearson Education, Inc.

Concepts & Reading Requirements Teachers should select texts appropriate for their students. The following texts are currently under consideration by grade-level teachers across the division. Systems: Genre: Tragedy • Macbeth (Shakespeare) Communication: Author’s Craft • King Lear (Shakespeare) Aesthetics: Literary Elements • Hamlet (Shakespeare) Change & Continuity: Cultural Context • Mayor of Casterbridge (Hardy) • Grendel (Gardner) Requirement: All students will analyze the evolution • Master Harold and the Boys (Fugard) of the tragic hero to the anti-hero. • Things Fall Apart (Achebe) Change & Continuity: Cultural Context • Beowulf • Grendel (Gardner) Requirement: All students will analyze the influence • Lord of the Flies (Golding) of the epic through time to the roots of Imperialism. • Heart of Darkness (Conrad) Change & Continuity: Cultural Context • Canterbury Tales (Chaucer) Aesthetics: Syntax • A Modest Proposal, Gulliver’s Travels (Swift) • Alice’s Adventures in Wonderland (Carroll) Requirement: All students will read a piece of satire • The Importance of Being Ernest (Wilde) in relation to the evolution of language. • The Princess Bride (Goldman) • Dr. Samuel Johnson’s Dictionary & Essays Aesthetics: Style, Syntax Communication: Author’s Craft, Author’s • Grendel (Gardner) Purpose • Princess Bride (Goldman) • The Curious Incident of the Dog in the Night-Time Requirement: All students will evaluate author’s (Haddon) craft and purpose in a literary work. • Heart of Darkness (Conrad) • Poetry • 18th Century Essays (Johnson, Addison, et al) Universality: Theme Change & Continuity: Cultural Context • Crime and Punishment (Dostoyevsky) Communication: Author’s Craft • Brave New World (Huxley) • Mrs. Dalloway (Woolf) Requirement: All students will explore the literary • Alias Grace (Atwood) movements of modernism and existentialism. • Catch-22 (Heller) • Heart of Darkness (Conrad) • Waiting for Godot (Beckett)

Grade Title Author Genre Reading Reading Level List 12 1984 Orwell Science Fiction 8.2 12 Adventures of Sherlock Holmes, The Doyle Fiction 8.1 12 Alias Grace Atwood Fiction TBD 9 12 Alice’s Adventures in Wonderland Carroll Fiction 7.4 9 12 Beloved Morrison Fiction 8.1 12 Beowulf Various translations Mythology 10.0 12 Braided Lives Minnesota Nonfiction TBD Humanities Commission 12 Brave New World, A Huxley Science Fiction 9.0 9 12 Bread Givers Tesierska Historical Fiction TBD 12 Canterbury Tales, The Chaucer Fiction 8.1 9 12 Catch-22 Heller Fiction 7.1 9 12 Child’s Christmas in Wales, A Thomas Poetry 6.3 12 Crime and Punishment Dostoyevsky Fiction 11.0 9 12 Curious Incident of the Dog in the Night-time, Haddon Fiction 6.3 9 The 12 Dr. Jekyll and Mr. Hyde Stevenson Science Fiction 9.5 12 Dr. Samuel Johnson’s Dictionary and Essays Johnson Nonfiction TBD 9 12 Dubliners Joyce Fiction 8.2 12 Elements of Literature Holt Anthology various 12 French Lieutenant’s Woman Fowles Fiction TBD 12 Grendel Gardner Fiction TBD 9 12 Greywolf Annual Five Multicultural Literacy, Simonson, Walker Nonfiction TBD The 12 Gulliver’s Travels Swift Fiction 8.8 9 12 Hamlet Shakespeare Drama 10.0 9 12 Heart of Darkness & The Secret Sharer Conrad Fiction 9.0 9 12 Importance of Being Earnest, The Wilde Drama TBD 9 12 Joys of Motherhood Emecheta Historical Fiction TBD 12 King Lear Shakespeare Drama 10.0 9 12 Kon Tiki Heyerdahl Fiction 9.0 12 Little Prince, The Saint-Exupery Fiction 6.3 12 Lord of the Flies Golding Fiction 8.1 9 12 Lord Jim Conrad Fiction 9.1 12 Lost Horizon Hilton Fiction 9.5 12 Macbeth Shakespeare Drama 10.9 9 12 Man for All Seasons, A Bolt Drama 4.6

© Albemarle County Public Schools, May 2006 76 Grade Title Author Genre Reading Reading Level List 12 Man of La Mancha Darion Fiction TBD 12 Mayor of Casterbridge Hardy Fiction 9.5 9 12 Miser, The Moliere Drama TBD 12 Modest Proposal, A Swift Fiction TBD 9 12 Mrs. Dalloway Woolf Fiction 7.2 9 12 Mysterious Island Verne Science Fiction 10.8 12 One Hundred Years of Solitude Marquez Fiction 8.7 12 Portrait of the Artist as a Young Man, A Joyce Fiction 9.0 12 Power and the Glory, The Greene Historical Fiction 8.4 12 Pride and Prejudice Austin Historical Fiction 12.0 12 Princess Bride Goldman Fantasy 7.9 9 12 Sound and the Fury Faulkner Fiction 10.0 12 Sons and Lovers Lawrence Fiction 12 Tess of the D’Urbervilles Hardy Fiction 10.0 12 Time Machine, The Wells Science Fiction 7.4 12 Waiting for Godot Beckett Drama 9.0 9 12 Wuthering Heights Bronte Historical Fiction 11.3 12 Zorba the Greek Kazantzakis Fiction TBD

Connected Concepts: Systems: Genre Communication: Author’s Purpose Aesthetics: Style

Requirement: Each student will write at least one piece in each of the following forms: • Narrative • Expository • Persuasive • Reflective • Analytical • Technical

Embedded in that requirement, each student will write • an analytical response to literature and • a piece with real-world application.

* Any writing that includes a research aspect should also include appropriate citations and formatting.

Course Description: Language! Is a highly-structured, research-based intervention that offers an accelerated, sequential approach to literacy while addressing the components of a balanced literacy diet. This course offers students who have experienced difficulty with reading skills an opportunity to break apart structures of language to gain deep understanding of how words, sentences, and paragraphs work and how authors use structures to create meaning. Students read and write extensively in nonfiction forms; other genre are experienced through read-alouds, literature circles, and independent reading. Based on extensive pre- assessments, students are placed in mixed-grade ability groups to accelerate mastery of specific skills.

Note: This program is a curriculum separate from but infused with the regular curriculum. The program is offered in grades 6-12 as an intervention. The correlation between the Language! program and the Standards of Learning for English Language Arts is included in the appendices.

Students in this program receive all of the components of a balanced literacy diet. Additionally, they spend 20-25 minutes per day in connected text.

1. Plan and conduct research

2. Gather, organize, and analyze data; evaluate processes and products; and draw conclusions.

3. Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions.

4. Understand and apply principles of logic and reasoning; develop, evaluate, and defend arguments.

5. Seek, recognize and understand systems, patterns, themes, and interactions.

6. Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems.

7. Acquire and use precise language to clearly communicate ideas, knowledge, and processes.

8. Explore and express ideas and opinions using multiple media, the arts, and technology.

9. Demonstrate ethical behavior and respect for diversity through daily actions and decision making.

10. Participate fully in civic life, and act on democratic ideals within the context of community and global interdependence.

11. Understand and follow a physically active lifestyle that promotes good health and wellness.

12. Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one’s own work.

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Albemarle County Language Arts Program

Purpose

The purpose of the ASPIRE document is to assist teachers and administrators in understanding curriculum, assessment, instruction as it relates to delivering the language arts curriculum. This document is in no way intended to replace the language arts curriculum. The language arts curriculum lists the very specific skills and processes students are to learn at particular grade levels. Delivery of this curriculum in its entirety is crucial not only to student success in subsequent grade levels but also to potential success on the Virginia English Standards of Learning tests. ASPIRE should be viewed as a framework that helps describe the crucial categories of language arts instruction identified by the Virginia State Department of

Education and the Federal No Child Left Behind Act. An explanation of the categories followed by potential activities is intended to assist teachers in instructional knowledge and decision-making.

Philosophy

Albemarle County identifies its language arts program as balanced and comprehensive, containing a steady daily learning “diet” for students. Component categories of this diet are fluency,

comprehension/vocabulary, writing and word study. Albemarle County Public Schools (ACPS) does

not align itself in camps of whole language or skills-driven instruction. Instead, it commits itself to the

philosophy of combining explicit instruction with authentic and purposeful learning experiences, employing © ASPIRE K-12, Albemarle County Public Schools, 2003 2 Appendix B

an ambitious curriculum that challenges each student. Frequent opportunities to read and write reinforce the strong link between skill and strategy learning.

Grouping

In order to achieve this goal, students participate in small group instruction, whole group instruction, and independent reading and writing activities. The purpose of small group learning is to

provide teacher support for the reading of slightly challenging texts that stretch student knowledge and

build strategy and skill repertoire. This is known as books at the instructional level of the student.

Further, having students write about books they are reading in literacy groups incorporates writing.

Whether students are filling in the blanks to create a pattern book or comparing and contrasting

characters, it is important that students make the connection between reading and writing through written

responses to books being read.

The purpose of independent reading is to provide students reading time with easy-to-read and

personally interesting books, providing rehearsal of reading skills and assimilation. It is an expectation

in Albemarle County that all classrooms K-5 and 6-12 reading classes will honor this balance of

using instructional and independent level material.

Effective reading classrooms emphasize flexible small group work in order to provide immediate

feedback to students, and stress coaching students in the skills being taught as opposed to telling answers © ASPIRE K-12, Albemarle County Public Schools, 2003 3 Appendix B

first. Coaching, with opportunities for higher-level questions for all students, always follows explicit instruction.

Assessment

Both informal and formal assessment takes place in the classroom. Formative assessments are to be used to monitor and adjust instruction based on student knowledge. Formative assessments provide diagnostic information that help teachers know what to teach and are considered a mandatory part of the language arts program. Summative assessments are meant to provide evidence of cumulative student achievement and generally take place at the end of units or the end of the year.

Teachers are expected to have documentation of instructional reading levels, word study stages, and writing development for all students through the use of QRIs, running records, DSAs, writing samples, and student work. These assessments informs instruction, provide guidelines for appropriate small group placement for students, and alert a teacher to those students who are in need of additional support in order to meet the grade level benchmarks. This body of assessments should not be given all at once.

Rather, choosing the correct assessment and administering it is a purposeful process. The teacher administers the assessment that provides the information needed about a particular student at a given time.

In reporting student achievement levels to parents or division, teachers are expected to make

professional judgments about student levels using multiple measures – a body of evidence formed by

these assessments. A one time assessment should not be considered sufficient evidence of student

achievement.

Lesson Plans

A balanced and comprehensive literacy program provides students with daily practice in fluency,

comprehension, writing, and word study at each grade level. Teachers should design appropriate

instruction in each of these areas. Language arts instruction is considered to be of primary importance for

developing proficient readers and should take place daily.

Intervention

The Albemarle County school system is committed to teaching all students to read and write well. It

recognizes that some students may require additional time and alternative strategies in order to achieve

this goal. Classroom teachers will teach children at their instructional levels and assess both formally and informally in order to closely follow the progress of students. The position of the school division is that intervention for reading problems is best when it happens early for children. Kindergarten and first grade

teachers are critical to this commitment. They must be keenly aware of the instructional level of each child, as well as the benchmarks for the end of the grade. Those students who are in danger of not © ASPIRE K-12, Albemarle County Public Schools, 2003 5 Appendix B

meeting end-of-year benchmarks should be identified and provided additional instruction above that which the student receives in the regular classroom. Effective intervention is characterized as additional instruction, which is fast-paced. It is not a slow down curriculum for the student. Furthermore, it provides support with immediate corrective feedback for the student. Because of these traits, one-on-one and small group settings for intervention are stressed.

Although research indicates that early intervention is most successful for students, all classroom teachers K-5 and 6-12 reading are responsible for knowing the instructional levels for all students and for seeking additional support for those students who are not achieving as anticipated. In the early childhood grades, one-on-one tutorials are to be available for students. In the upper grades, small groups should serve as a model for designing intervention. In middle and high school, Language! And CRISS may be used in addition to the literacy diet.

Language Arts Instructional Program Expectations

• Learning to read and reading to learn is the highest priority.

• Reading instruction is to be delivered daily for at least 90 minutes.

• Instruction is to be differentiated so that all children are working at their instructional level.

• Direct instruction in skills, teacher coaching in how to use those skills in appropriate materials, and

independent practice in using those skills must occur for all students.

• Reading instruction will be a mixture of opportunities to read both in small group with a common

book and independently with a student-selected book.

• Lesson plans for language arts must reflect instructional activities in fluency,

comprehension/vocabulary development, writing, and word study. As grade level teams,

intervention committees, principals and teachers, etc. come together to discuss instruction and

student progress, evidence of instruction in these areas in lesson plans is expected.

• Teachers will be familiar with the benchmarks. They will be able to identify students who are at risk

of not meeting the benchmarks and will seek instructional support for those students.

• Teachers will use ongoing assessments (formative assessment) documenting student instructional

levels in order to ensure students are in the appropriate literacy group.

• Multiple assessments will form a body of evidence concerning student achievement level.

Instructional and placement decisions will not be made based on a single assessment.

Language Arts Instructional Program Components

Fluency

Fluency, the ability to read with accuracy, automaticity, and expression, is an important component

of becoming a successful reader. Fluency is characterized by appropriate rate, expression, and

smoothness. One who is reading with ease in not struggling to decode words and thus has more time to

focus on reading comprehension. Consequently, instruction in helping children to decode words and

independent practice in reading is critical. To become skilled readers, students must develop a large

repertoire of words that can be read automatically.

In order to build fluency, students need the opportunity to read large quantities of materials.

Practice in reading develops more skilled reading. It also contributes significantly to increased vocabulary

development.

Fluency: Possible Learning Activities

K-5

• Re-reading and finger pointing

• Sentence strips to cut up and reassemble

• High frequency word games

• Choral and echo reading © ASPIRE K-12, Albemarle County Public Schools, 2003 8 Appendix B

• Readers’ Theatre- Students dramatize a short story, poem, or song. After reading the original text,

students create a script. They decide how to portray the characters, rehearse the script, and then

perform for the class.

• Taped reading

• Timed Repeated Reading- Students select a 100-word passage of text and read for both reasonable

speed and accuracy. Students repeat this process in an attempt to increase number of words per

minute read and decrease number of errors made. Attempts are charted to measure growth.

• Paired Reading- Students read back and forth in pairs.

• Expert Reading- Students select a given page of text that they rehearse for fluency and accuracy in

oral reading.

• Poetry

• Sustained Silent Reading- Students read independent level text for a sustained period of time.

Follow up activities include reader response logs, book talks, and recording text read in a reading

log.

• Radio Reading- Students rehearse reading a passage with expression, fluency, attention to

punctuation, etc. for oral reading. Similar to Radio Theatre, the task is to bring the story to life for

people who do not have access to the book. Recording this on tape recorder is effective. © ASPIRE K-12, Albemarle County Public Schools, 2003 9 Appendix B

• Teacher instruction in syllabication in order to decode unfamiliar words encountered in text.

• Teacher instruction in identifying known “chunks” of a word in order to read unfamiliar words

encountered in text.

6 -12

• Sustained Silent Reading- Students read independent level text for a sustained period of time.

Follow up activities include reader response logs, book talks, and recording text read in a reading

log.

• Radio Reading- Students rehearse reading a passage with expression, fluency, attention to

punctuation, etc. for oral reading. Similar to Radio Theatre, the task is to bring the story to life for

people who do not have access to the book. Recording this on tape recorder is effective.

• Expert Reading- Students select a given page of text that they rehearse for fluency and accuracy in

oral reading.

• Paired Reading- Students read back and forth in pairs.

• Timed Repeated Reading- Students select a 100-word passage of text and read for both reasonable

speed and accuracy. Students repeat this process in an attempt to increase number of words per

minute read and decrease number of errors made. Attempts are charted to measure growth

• Readers’ Theatre- Students dramatize a short story, poem, or song. After reading the original text,

students create a script. They decide how to portray the characters, rehearse the script, and then

perform for the class.

• Reading independent level text.

Comprehension

Reading is a combination of decoding and comprehending what is being read. Although it seems quite natural that when one is reading, one is also processing all that is being read, this is not always the case. Reading involves reader interaction before engaging in the text, during the reading of the text, and after the reading of the text. Teachers should provide direct instruction in strategies for preparing to read text, for engaging in meaning making while reading, and for assimilating understanding after reading the text. Students need modeling of various strategies, guided practice in using those strategies, and multiple opportunities for independent practice of those strategies. Ultimately, the successful reader must be able to integrate multiple strategies at the same time when reading.

Since reading comprehension involves concept and vocabulary development, command of the linguistic structure of text, and reflective control of what has been read, teachers are responsible for aggressively teaching vocabulary, as well as the elements of literature.

Comprehension instruction begins in Kindergarten with Direct Listening – Thinking Activities (DLTA).

Here, the teacher guides children through prediction, confirmation, and modification of predictions and

through rich discussion of stories read aloud. Beginning this process in Kindergarten is vital to

demonstrating to children how skilled readers focus and gain meaning from text.

Comprehension is a social experience for readers. Meaning occurs through making connections with

personal experiences and engaging in conversations with other readers about common reading.

Consequently, readers must have experiences in school such as guided reading or literature circles where

a common book has been read and meaningfully discussed.

Reading Comprehension Framework: Before, During, and After

Before reading activities are designed to activate prior knowledge, to prepare students to read.

Through these activities students become more adept at linking their prior experiences with new material.

In addition, students set a purpose for reading and make predictions about content.

During reading activities are designed to keep students actively engaged in the meaning making process. This involves teaching students to monitor their comprehension and to adjust their reading strategies as needed.

After reading activities are designed to assist students with processing information. Students make connections among texts and consolidate information, thus incorporating the new information into their schema.

Possible Learning Activities

Before Reading Anticipated guide Brainstorm (e.g., list, web) KWL Free write Role play Questioning Preview text Draw Video Vocabulary development Research on internet During Reading Questioning Complete advance organizer Note making (e.g., key ides, questions) Verify predictions Monitor comprehension strategies Think aloud Generate hypotheses After Reading Retelling Summarizing Discussion Read related text Create quiz Debate Role play Writing (e.g., rewrite ending, write a letter) Teach peers Create a graphic organizer

Comprehension: Possible Learning Activities

K-5

• Directed Listening-Thinking Activity (DLTA) – Students listen to a story read aloud by the teacher who stops strategically throughout the story to ask students to make and justify predictions about what will happen next in the story. Throughout this process, students are encouraged to confirm or modify their predictions based on new information provided in the text.

• Directed Reading-Thinking Activity (DRTA) – Students read a story and stop at places designated by the teacher to reflect on what has happened, predict and justify predictions of what might happen next. This can be done as a small group, guided reading group or individually in a reading response log.

• Reader Response Logs – Journals where students reflect on text being read.

• Graphic Organizers – Diagrams that allow students to visually organize the information gained from reading the text. An example is a Venn Diagram used to show the similarities and differences between two stories.

• Guided Reading Groups – Reading group conducted by a teacher where the students, as a group, predict, read, and discuss. The difference between a guided reading group and a more traditional reading group lies in the format used for reading texts. In a guided reading group, students read either silently or in a whisper voice as opposed to round robin which is used in more traditional reading groups. The benefit of the guided reading format is that each child reads ALL of the text rather than selected pages.

• Instruction in Literary Elements – Direct instruction in identifying the characteristics of various literary genres. Student knowledge in this area greatly enhances comprehension skills.

• Book Talks – Students read a book and orally present the book to the class, promoting the plot of the book without giving away the exciting moments. The purpose is to require the reader to reflect

on the plot of the book and summarize it to an audience while encouraging other students to read the book.

• Literature Circle/Book Clubs – Students come together in small groups to discuss a book they have read. The goal is for the teacher to model and teach children how to lead their own discussion about a book.

• Retelling/Paraphrasing – Students articulate in their own words what they have read.

• Summarizing – Students tell the important parts of the story.

• Visualizing – Teachers guide students in creating pictures in their minds of what has been read.

• Think-Alouds – The teacher reads aloud to the students and articulates what s/he is thinking about the reading. This strategy is highly metacognitive and demonstrates to students how good readers have conversations with themselves about the reading as it progresses, checking for understanding and making connections. Coaching to help children use the skill independently should follow teacher demonstrations. (Please see description in 6-12 section for further explanation)

6-12

• Anticipation Guides – An anticipation guide activates students’ prior knowledge and sets a purpose for reading. The teacher creates a list of statements related to key concepts in a text. The student decides if s/he agrees or disagrees with the statement. A discussion of students’ responses proceeds. Students read the text keeping in mind their opinions and the class discussion. After reading, the students return to the anticipation guide and discuss the statements in light of the reading.

• Think-Alouds – The teacher models her thought process as she reads. Modeling might include predictions, confusing points, strategies for clarification, and/or images that come in mind.

Following the modeling, students are given the opportunity to practice thinking aloud with a partner. Alternatively, students might use a think aloud checklist and practice independently.

• Graphic Organizers

• Story Grammar (Story frame) - Students become more aware of a story structure through the use of grammar. This graphic organizer identifies such story characteristics as setting, plot, and theme. • Story Map – Teachers list major events in a story; students create questions based on the map. • Venn Diagram • Inquiry Charts (I-chart) – This matrix promotes critical thinking skills as students search multiple sources to answer questions. Across the top of the matrix, list 3-4 key questions that relate to concepts from a given unit of study. Along the left side of the matrix, a cell is identified for “What We Know”. Below this cell, list 3 sources (i.e., textbooks, trade books, video, lecture). The last cell along the left-hand side of the matrix is for “Summary”. Students begin filling in “What We Know”. Then they search the multiple sources to answer the key questions, writing answers in the corresponding box. After completing the research, students fill in the “Summary” boxes, synthesizing the information from the multiple sources. • Concept map • KWL Plus – This graphic organizer identifies the following information about a given topic: “What I Know”, “What I Want to Know”, “What I Learned” and “What I Still Want to Know/Where I Can Find More Information”.

• Questioning Techniques

o Reciprocal Questioning (ReQuest) – Teachers and students take turns asking and answering questions based on single sentences of text. The teacher models higher levels of questioning. Continue through a passage sentence by sentence, taking turns asking and answering the questions. Questions that occur later in the paragraph should reflect cumulative information from prior sentences. o Question-Answer Relationship – Students learn to identify 4 types of question-answer relationships: 1. Right there (The answer is in one sentence of the story.); 2. Think and Search (The answer is in the story, but the reader must search different sentences.); 3. Author and You (The answer is not

in the story. The reader puts together what s/he knows and what the author says.); 4. On My Own (The answer is not in the story. The reader uses his/her own experiences to answer the questions.) o Questioning the Author – While reading, the students create queries about the author’s ideas and techniques for presenting material. Sample queries might be: What is the author trying to say? How might the author state this idea differently? Why does the author tell us this now? Class discussion focuses on the queries generated by the students. o Directed Reading-Thinking Activity (DRTA) – Students read a story and stop at places designated by the teacher to reflect on what has happened, predict and justify predictions of what might happen next. This can be done as a small group, guided reading group, or individually in a reading response log. o Reciprocal Teaching – While reading a passage, the teacher models 4 comprehension strategies: questioning, summarizing, clarifying, and predicting. The students eventually take on the role of teacher, generating questions, summarizing information, clarifying confusing text/vocabulary, and predicting what will happen later in the text. The classroom offers feedback during this guided practice.

• Discussion

o Think, Pair, Share – Students write down their thoughts in response to a reading or to a question. Then, they share their response with a partner. Afterwards, partners share their responses and discuss with the whole class. o Sticky Notes – As they read, students use post-it notes to identify key idea, passages, vocabulary, or questions in text. After reading, these sticky notes may be shared during class discussions. o Authentic Questions – Teachers model that good readers ask questions as they read. Students identify questions that they have when reading a given story/text. After reading, students share their authentic questions, generating class discussion.

• SQ3R (Survey, Question, Read, Recite, Review)

• Summarizing

• Two-Column Note taking © ASPIRE K-12, Albemarle County Public Schools, 2003 18 Appendix B

o Cornell notes – On the right side of the journal entry, students identify and record key ideas from the text, perhaps using modified outline. On the left-hand side of the journal entry, students create corresponding questions or labels for the information. o Opinion-Proof Notes – On the left-hand side of the paper, students identify their opinions. On the right-hand side of the paper, students list corresponding proof from the text that supports their opinion. o Problem-Solution Notes – On the left-hand side of the paper, students identify problems. On the right-hand side of the paper, students list corresponding solutions.

• Power Notes or Outlining – Power notes are a simplistic version of outlining. Main ideas are Power 1’s; supporting details are Power 2’s. A detail of a Power 2 would be a Power 3, etc.

• Dialogue Journal – Students write observations or reflections based on literature. The journal is exchanged with a peer, who responds to the journal entry.

Writing

Writing is intimately linked with reading. It is virtually impossible to teach one without the other.

Writing instruction emphasizes both the creative nature of expression and the conventions of various

types of writing. This demands instruction in those features that determine quality composing, written

expression, sentence formation, grammar, and usage and mechanics.

The writing process entails students engaging in developing a piece by prewriting, drafting, revising,

editing, and producing a final copy. Typically, direct skills are taught throughout mini-lessons and

classroom discussions, as well as through the study of published authors’ works. In addition, teachers © ASPIRE K-12, Albemarle County Public Schools, 2003 19 Appendix B

use a variety of models such as shared writing, interactive writing, and guided writing or writer’s

workshop.

Shared writing - Teacher and student work together to compose messages and stories; teacher acts

as a scribe.

Interactive writing – Teacher and students work together to compose messages and stories that are

written using a “shared” pen (teacher does some of the writing; students do some of the writing).

Guided writing or Writer’s workshop – Students engage in composing a variety of texts with the

teacher guiding them through the writing process, providing instruction through mini-lessons and

conferences.

Writing is a developmental continuum for students and student chosen topics are a vital part of

learning to write. Nevertheless, teachers must also provide some assigned topics that help children to

develop skills in particular writing genres.

It is expected that teachers will teach grammar within the context of writing instruction. It is also

expected that teachers will seize opportunities in writing to further vocabulary development. Activities

such as a “power word wall” where children produce lists of strong verbs, adjectives, adverbs, and in

general, more vivid words, promote this development.

Although handwriting is not defined as part of the writing process, teachers are expected to be

teaching children proper letter formation and setting the expectation of legibility in all of the work that

is produced.

Writing: Possible Learning Activities

K-5

• Power Word Charts – Charts that are developed by teachers and students are hung around the classroom to provide vivid vocabulary to use in writing. The goal is to extinguish the use of over- used or weak words (particularly weak verbs). Examples might include a list of words to substitute for “ like” or “said”.

• Journal Writing (free writing as well as content area) – Students write either on topics of their choice or topics assigned by the teacher. Teacher feedback lends to the quality of the writing in these journals.

• Letter writing

• List making

• Summaries of stories read

• Report writing

• Linking writing to reading through story extension, response journal, etc.

• Narratives

• Create pattern books modeled after stories read – Students read books with distinct patterns and then create their own book based upon that pattern. The goal is to quickly empower early writers via an established format.

• Mini-lessons on composition, written expression, sentence formation, mechanics, conventions – Brief lessons of about 10 minutes in length provided by the teacher to demonstrate correct use of a specific writing convention or skill. It is a good idea to post in the classroom mini-lessons presented or to have children record the mini-lesson in a writer’s handbook so that students can refer back to the lessons when writing.

• Peer Editing and Revising – Students work in pairs or small groups to revise and edit pieces. The goal is for students to reflect together about the writing process and to acquaint students with the notion that writers write for an audience who must understand the piece. Looking at the writing of another also provides students with valuable practice in the format of the SOL writing multiple-choice test.

• Note making

• RAFT papers – Teachers structure writing assignments using RAFT, by identifying the Role of the writer; the Audience; the Format of the writing assignment; and the Topic + strong verb (i.e., describe; request; explain).

6-12

• Cornell note making – On the right-hand side of the journal entry, students identify and record key ideas from the text, perhaps using a modified outline. On the left-hand side of the journal entry, students create corresponding questions or labels for the information.

• Journal

o Dialectical or double entry journal – On the right-hand side of the journal entry, students identify and record key ideas or passages that stood out for them from the text. On the left- hand side of the journal entry, students create corresponding questions or make connections to experience in their life. o Dialogue journal – Students write observations or reflections based on literature. The journal is exchanged with a peer, who responds to the journal entry. o Reader Response – Students reflect on a piece of literature through a written response. o Learning log – Students write responses to a teacher’s question. In the log, the students might explain what they are learning, new insights, observations, or how they might use the information in the future.

• Genre Writing

• Summarizing

o One-sentence summary – Read a selection aloud. List five key words from the selection. Combine these words to create a one-sentence summary.

• Lab Reports

• Research paper

• I-Search Paper – In this alternative to the research paper, students investigate a topic, and then describe the process they used during their search.

• School Paper (i.e., 5-paragraph essay)

• Framed Paragraph – The teacher creates a framed paragraph by providing the topic and concluding sentence with transitions between sentences. Students complete the framed paragraph by providing details.

Word Study

Although most closely associated with spelling, Word Study is defined as the study of phonemic

awareness, letter recognition, phonics, spelling, and vocabulary development. While it is based

on the developmental spelling level of the student, it is still a method of instruction where the explicit

teaching of spelling features of words at the student’s instructional level takes place. It is impossible to

overemphasize the connection between spelling development and reading development. Word Study in

the classroom joins the reading instruction to give children tools for decoding words and provides a growing vocabulary of words that children are expected to spell correctly in written work. Teachers hold students accountable for correctly using features that have been taught. Effective and explicit instruction in orthography (spelling) contributes significantly to student reading and writing fluency.

Word Study in the classroom relies on comparing and contrasting lists of words provided by the teacher, which exemplify features the child is “using but confusing”. For example, the student might be attempting to use short vowels in words but using the incorrect vowel. The teacher must provide word sorts which help the student differentiate between the short vowels so that the student will learn the difference between the vowel sounds and use them correctly in spelling.

Word Study is discussed in five stages. The earliest stage is the Preliterate stage (emergent) where heavy emphasis is placed on phonemic awareness, letter recognition and sounds in the initial position.

The second stage, Letter Name (Letter Name-Alphabetic), is where children learn short vowel word families, short vowels in the medial position, and blends and digraphs. In the third stage, Within Word

Pattern, students learn the numerous patterns that dictate long vowel words in our language. The fourth stage, Syllable Juncture (Syllable and Affixes), is where students study the rules that dictate the spellings of words where two-syllables come together. Understanding of the previous stages is crucial at this point.

The final stage, Derivational Constancy (Derivational Relations), continues through adulthood. It addresses the spelling of the countless words in our language that are related by meaning and thus share similarities in spelling despite difference in sound and pronunciation.

Word Study: Possible Learning Activities

K-5 • Oral language games and activities (phonemic awareness)

• Alphabet recognition games

• Matching/concentration games to practice skills

• Picture Sorting – Sorting pictures by similar beginning, middle, and ending sounds. The benefit of using pictures is that students are focused on sounds only, without the ability to rely on a letter or word family. Consequently, pictures are beneficial even when studying long vowels. Their use should not be limited to consonants, blends, and short vowels.

• Listening games

• Syllable segmentation activities – Oral activities that help students segment words into syllables. This skill is beneficial for the decoding process.

• Phoneme Segmentation Activities – Oral activities that help students break words apart into their constituent sounds. This process is important for decoding and is assisted through providing students opportunities to write using invented spelling.

• Making and Breaking Word Activities – Students break apart words into constituent sounds and blend them back together. Both processes are vital to reading and writing.

• Word Banks – Students collect word cards of those words that are automatic (sight) words for them. Collecting words can cease after the child has amassed 150 – 200 words.

• Rhyming activities

• Word sorts focusing on a specific feature being studied

• Dictated Sentences – The teacher dictates a sentence to students that contain words from Word Study and/or high frequency words. Children are held accountable for spelling correctly all words and word features they have studied. They are allowed to use invented spelling for any word feature that has not been studied. This activity is necessary for helping children transfer Word Study knowledge to everyday writing.

• Word sorts focusing on a specific feature being studied

• Practice all features studied for automaticity

• List-Group-Labels – Students generate as many words as possible related to a topic. Then they group related words from the brainstormed list. Finally, students label each group of related words.

• Semantic Web – A vocabulary word is placed in the middle of the web. Spokes connect major ideas or categories associated with the vocabulary word. Supporting details branch out from each category.

• Word Histories – Create enthusiasm for words by sharing the history of words with students. Discuss categories such as eponyms (words derived from person or places) or acronyms (words formed by the first letter or groups of letters that form a phrase).

6-12

• Word Study Activities o Word hunts o Sorts (speed, writing, word) o Vocabulary notebooks

• Semantic Feature Analysis – Create a matrix of vocabulary words around a concept or theme. Words to be studied are written down the left-hand side of the matrix. Features of the words are written across the top of the matrix. Students mark each cell with a (+) to indicate that the word is definitely related to a feature or a (-) if the word is not related to a feature.

• Concept of Definition Map – Create a map with the key concept in the center circle. Spokes connect to ideas along the top of the page that identify the category (What is it?); spokes connect to ideas along the side of the page that identify properties (What it is like?); spokes connect to the bottom of the page to identify illustrations (What are some examples?).

• Capsule Vocabulary – The teacher identifies a group of related words from a chapter or topic. As a class, the words are discussed. In small groups, students practice using the words in their speaking vocabulary. Finally, students use the new words in writing, by creating paragraphs or stories around the words.

• Sentence and Word Expansion – The teacher identifies a simple sentence from the text or from a student paper. Students work to replace words in the simple sentence with more interesting or descriptive words. Using ideas brainstormed by the class or ideas of their own, students rewrite the sentence to make it more interesting.

Emergent Reader Plan

Fluency (40%) Goals: Possible Activities; • Reads familiar books at late- • Repeated reading of appropriate text, pointing to words while emergent stage (RR 3-4) reading • Rigby Assessment 3-4 - Early –mid-Emergent RR levels 1-2 • Concept of word. - Late-Emergent RR levels 3-4 • Rereading and finger pointing of dictation, rhymes, songs, jingles • Sentence strips to cut up and reassemble • High frequency word games Comprehension (20%) Goals: Possible Activities: • Retells stories using beginning, • Listening to stories (Directed Listening-Thinking Activity) middle, and end. • Retelling drama/flannel board • Story illustrations to include beginning, middle, and end of stories. • Concept sorts • Think Alouds Writing (20%) Goals: Possible Activities; • Proper letter formation; • Drawing and labeling communicates ideas through writing • Journal writing • Writes about experiences, stories, • Tactile/kinesthetic letters, clay, sand, shaving cream people, objects, or events using • Create pattern books modeled after stories that were read phonetically spelled words. • Handwriting Word Study (20%) Goals: Possible Activities: • Matches letters to their • Oral language activities (phonemic awareness) corresponding sounds. • Matching, alphabet, and concentration games • Identifies syllables and phonemes in • Picture sorts by common initial and ending sounds and by rhyming words. families • Segmenting syllable • Listening games • Phoneme segmentation

Beginning Reader Plan Fluency (40%) Goals: Possible Activities: • Reads at late-Beginner stage (RR 13- • Repeated reading of appropriate text 18). - Early-Beginner RR Levels 5-8 Mid-Beginner RR levels 9- • Rigby Assessment 16 12 • QRI Level 1 - Late-Beginner RR 13-18 • Choral and echo reading • Reader’s theatre • Taped reading • Timed repeated reading • High Frequency word games Comprehension (20%) Goals: Possible Activities: • Makes and confirms predictions. • Directed Reading-Thinking Activity and Directed Listening- • Asks and answers questions about what Thinking Activity is read. • Retelling • Can accurately sequence stories • Illustrate and write about beginning, middle, and end of • Retell a story using basic story structure stories • Story mapping • Dramatization • Think Alouds Writing (20%) Goals: Possible Activities: • Writes 3 or more complete sentences • Journal, note, or letter writing with descriptive words on one topic. • List making • Dictated sentences • Mini-lessons on mechanics and writing conventions Word Study (20%) Goal: Possible Activities: • Late-Letter Name (Letter Name- • Word bank of sight words Alphabetic) speller. Consistent control of • Picture sorts by beginning sounds, word families, short short vowel sounds vowels, blends and consonant digraphs • Build vocabulary • Rhyming • Phoneme segmentation

Advanced Beginner Reader Plan Fluency (20%) Goals: Possible Activities: • Read at late-Advanced Beginner • Timed repeated readings stage • Paired readings • Rigby Assessment 21-22 • Readers’ Theatre • QRI Level 2 • Expert reading • Poetry Comprehension (40%) Goals: Possible Activities: • Reads silently with comprehension • Directed Reading-Thinking Activity • Can accurately identify main idea • Graphic organizers (KWL; Venn Diagram to compare/contrast • Justify answers by locating characters or plot) information in a story • Literature response journals • Determine cause and effect in a • Radio reading story • Think Alouds Writing (20%) Goals: Possible Activities: • Writes simple stories and reports • Summaries with a beginning, middle, and end • Journal writing • Letter writing • Report writing • Link writing to reading (e.g., extend; describe characters, setting) Word Study (20%) Goals: Possible Activities: • Within Word Pattern speller. • Sorting by long and short vowel patterns Consistent control of simple long • Examine r-controlled vowels and complex consonant blends vowel patterns; developing control • List-group-label of r- controlled vowel patterns • Semantic web • Builds vocabulary • Concept sorts

Transitional Reader Plan Fluency (20%) Goals: Possible Activities: • Reads silently and aloud with • Timed repeated readings appropriate accuracy, automaticity, • Expert readings and expressions at late-Transitional • Paired readings stage. Maintains reading • Readers’ Theatre comprehension. • Poetry • Rigby Assessment 23-25 • Sustained reading time • QRI Level 3 Comprehension (40%) Goals: Possible Activities: • Reads silently and aloud with • Directed Reading-Thinking Activity comprehension. • Graphic organizers (KWL; Venn Diagram to compare/contrast • Can relate ideas in text to other characters or plot) texts and experiences • Literature response journals • Identify distinguishing characteristics • Book clubs; literature circles of fiction and nonfiction • Think Alouds Writing (20%) Goals: Possible Activities: • Writes stories, letters, simple • Content area journals explanations and short reports • Reading response logs across all content areas. • Summaries • Narratives • Reports Word Study (20%) Goals: Possible Activities: • Late-Within Word Pattern speller. • Sorting by long vowel patterns or by r-controlled vowels Consistent control long vowel • Word study notebooks patterns • Studying and applying homophones • Builds vocabulary • List-group-label • Semantic segmentation

Intermediate Reader Plan Fluency (20%) Goals: Possible Activities: • Reads silently and aloud with • Timed repeated readings appropriate accuracy, automaticity, and • Expert readings expressions at mid- to late- • Paired readings Intermediate stage. Maintains reading • Readers’ Theatre comprehension • Poetry • Rigby Assessment 26-30 • Sustained reading time • QRI Level 4 Comprehension (40%) Goals: Possible Activities: • Reads silently and aloud with • Anticipation guides comprehension • Graphic organizers (story grammar; inquiry charts) • Can discern author’s purpose • Reciprocal teaching • Select appropriate sources for gathering • Question-Answer Relationship information and answering questions • Think Alouds • Understand relationship of main idea and supporting details

Writing (20%) Goals: Possible Activities: • Writes effective narratives and • Content journals explanations that are organized and • Notemaking focus on one aspect of a topic. • RAFT papers • Framed paragraph • Narratives • Reports Word Study (20%) Goals: Possible Activities: • Syllable Juncture (Syllables and Affixes) • Sort by VCCV, VCV, open and closed syllables, long vowel patterns in speller. Consistent control of spelling of stressed syllables vowel patterns in stressed syllables; • List-group-label developing control of vowel spellings in • Semantic webs unstressed syllable • Word histories • Builds vocabulary • Sentence and word expansion © ASPIRE K-12, Albemarle County Public Schools, 2003 33 Appendix B

Proficient Reader Plan Fluency (20%) Goals: Possible Activities: • Reads silently and aloud with • Timed repeated readings appropriate accuracy, automaticity, • Expert readings and expressions at late- intemediate • Paired readings to Proficient stage. Maintains • Readers’ Theatre reading comprehension • Poetry • QRI Level 5 • Sustained reading time Comprehension (40%) Goals: Possible Activities: • Reads silently and aloud with • Anticipation guides comprehension • Graphic organizers (story grammar; inquiry charts) • Ask questions of text and author • Questioning the Author • Scan for specific information • Question-Answer Relationship • Assimilate information from a variety • Dialogue journals of sources Writing (20%) Goals: Possible Activities: • Writes for a variety of purposes • Genre writing (e.g., describe, entertain, inform, • Cornell notemaking explain) • RAFT papers • I-search paper • Spool paper (e.g., 5 paragraph essay) • Double entry journal Word Study (20%) Goals: Possible Activities: • Late-Syllable Juncture (Syllables and • Sort by r-controlled patters in stressed syllables; unstressed Affixes) speller through Derivational syllable vowel patters, affixes Constancy (Derivational Relations). • Semantic feature analysis • Consistent control of vowel spellings • Concept of Definition map in unstressed syllable • Word histories • Builds vocabulary • Sentence and word expansion

Literacy Classroom Look-fors

Introduction

The division-level Literacy Achievement Team developed the Literacy Classroom Look-fors in response to the division’s work with the Teacher Performance Appraisal and Classroom Walkthroughs. These pages articulate the type of practice in which English language arts, ESOL, and special education teachers should engage as they plan and deliver literacy instruction.

Each page is broken into two main sections: instructional practices and environmental support. In essence, teachers must create an environment of literacy both through instruction and through access to text and models.

Each major section is broken into two additional sections representing ends of a continuum on Bloom’s taxonomy. The “low” category articulates those practices at the knowledge or comprehension level, while the “high” category articulates practices at the synthesis and evaluation levels.

Literacy Classroom Look-fors

Instructional Practices Environmental Support

LOW HIGH

Text Structures Fill in blanks on a generic Select from a variety of HIGH

graphic organizer complex graphic organizers • Cause-effect • Compare/contrast

• Sequence • Concept-definition • Problem-solution Webs • Detailed outlines • Two-column

(Cornell) notes • Structure-specific Crates/files from which students choose organizers organizers Writing for a variety of purposes evidenced Target boards Nonfiction in classroom library Newspapers & periodicals

• Teacher-provided Student-provided • • • • organizer (same for organizer (create your

everyone) own) Same organizer all year Multiple organizers to meet specific text structures Use organizers for reading Use organizers to bridge OR writing reading AND writing Explain how a text is Evaluate benefits of one structured organizational structure over another Identify a used structure Evaluate & defend author’s choice of

structure for a story or for a student’s own writing Identify Evaluate author’s use of elements/techniques of elements/techniques to author’s craft advance a piece of writing & apply those techniques

in student’s own writing on the wall ‘5 Paragraph’ poster Exemplar papers posted without specific criteria Discussion on plot or main idea in absence of structural questions Classroom library restricted to fiction

• Taking all writing to Lots of starts & targeted • • • fruition lessons for various LOW audiences & purposes

Literacy Classroom Look-fors

Instructional Practices Environmental Support

LOW HIGH

Use of Resources HIGH Identify fact or opinion Evaluate source bias, author bias, and overall credibility

Find a source on a given Evaluate the best sources topic for researching a given

topic based on specific questions to be answered and credibility criteria Google Use multiple databases, and types of print and online resources

Use a computer search Select sources based on Students using resources before Students asking for the answer Learning community engine to “look up” pre-determined criteria Databases and other credible search on home page engines linked

• • information (with rubric in hand) • Find a word in a Apply dictionary and

dictionary or thesaurus thesaurus skills to gain information beyond spelling and 1st definition or synonym Use an encyclopedia Evaluate information in an encyclopedia compared to other sources Use sources to find Use sources to find interesting information relevant, meaningful information

Identify parts of a Synthesize text structures textbook with other reference materials Write a Works Cited or • Defend use of a Bibliography Works Cited or a Bibliography Computers in the classroom or Computers library Dictionary, thesaurus, encyclopedia on shelf answers for as resource Teacher • Write an Annotated

• Bibliography • • indicating value of LOW resources for specific purposes

Literacy Classroom Look-fors

Instructional Practices Environmental Support

LOW HIGH

Vocabulary Instruction HIGH 10 unrelated words for Words for practice practice/instruction related through: • Spelling pattern • Vowel pattern • Word feature • Root • Affix Spelling quiz each week Feature &/or meaning analysis

Everyone has the same Word study related to word list(s) students’ individual needs Weakest students get the All students hear and use Word walls related to features, roots, or combining forms Etymological questions for discussion

“easiest” words precise, powerful • • vocabulary Vocabulary books “Playing” with words Single sorts Multiple and conceptual sorts Most common meaning Explore multiple meanings through: • Context

• Definitions • Background knowledge Vocabulary instruction in Vocabulary instruction language arts across disciplines Contextual vocabulary for Contextual vocabulary for interest meaning Identify patterns & Apply patterns and morphemes morphemic structure to decode and determine meanings of new words

Definition of words Etymology of words – explore vocabulary over

time – how a word means LOW Random word walls (fun, interesting, big words) Spelling list on board

Use a word from a text Evaluate an author’s use of language to convey • • meaning © Albemarle County Public Schools, April 2006 4 Appendix C

Language! Program – Virginia Standards of Learning Correlations Middle School

In the fall 2005, a task force including middle school Language! teachers, Albemarle County Public Schools Language! trainer, and the Secondary Language Arts Coordinator reviewed the 3rd edition of Language! with respect to the 6-8 language arts standards. The following pages identify that correlation. Additionally, the teachers provide the point at which various activities/graphic organizers are introduced in the program in relation to the standards they address. Highlighted standards are not addressed in the Language! program, to the teacher should supplement their instruction to include those standards.

Representatives on the Committee

Patti Parmiter, Sutherland Middle School Marianne Walendowski, Albemarle High School, Language! Trainer Natalie Wood, Jouett Middle School Sandra Whitaker, Office of Instruction

Standard Component Correlated Activity Correlated Activity Correlated Activity Correlated Activity Correlated Activity 6.3a word origins Define It: A-1-3 Explore It: C-13-1 Discover It: D-19-1 6.3a derivations Choose It: A-2-7 Double It: B-6-4 Divide It: C-13-8 Discover It: D-19-1 6.3a inflections Choose It: A-2-7 Add It: B-7-3 Change It: C-17-2 Discover It: D-19-1 Word Network: C- 6.3b analogies Identify It: A-3-4 Map It: B-7-3 13-5 6.3b figurative language Identify It: A-3-4 Draw It: A-4-3 Map It: B-7-3 Mult Meaning: A-1- 6.3c meaning from context Vocabulary: A-1-1 1 Define It: A-1-3 Blueprint: A-5-9 Use/Clues: B-7-3 Mult Meaning: A-1- 6.3c multiple meanings Vocabulary: A-1-1 1 Define It: A-1-3 Explore It: C-13-1 6.3d use word-reference materials Replace It: A-1-1 Define It: A-1-3 Explore It: C-13-1 6.4a identify elements of narrative structure Identify It: A-3-4 Map It: B-7-3 use structures (narrative & poetic) for 6.4b comprehension Spotlight: A-1-1 Blueprint: A-5-9 Map It: B-7-3 use structures (narrative & poetic) to 6.4b predict outcomes Spotlight: A-1-1 Blueprint: A-5-9 Map It: B-7-3 6.4c describe images created by language Word Line: D-19-1 describe how word choice contributes to 6.4d meaning Explore It: C-13-1 Word Line: D-19-1 describe how imagery contributes to 6.4d meaning Explore It: C-13-1 Word Line: D-19-1 Not explicit in program describe cause-effect relationships & until Level D - Teachers 6.4e impact on plot Map It: D must address! use explicit information to draw Text Connect: D- 6.4f conclusions - fiction Think about It: A-1-1 19-3 use explicit information to draw Text Connect: D- 6.4f conclusions - narr non-fic Think about It: A-1-1 19-3 use explicit information to draw Text Connect: D- 6.4f conclusions - poetry Think about It: A-1-1 19-3 use explicit information to make Text Connect: D-19- 6.4f inferences - fiction Think about It: A-1-1 Answer It: A-3-3 3 use explicit information to make Text Connect: D-19- 6.4f inferences - narr non-fic Think about It: A-1-1 Answer It: A-3-3 3 use explicit information to make Text Connect: D-19- 6.4f inferences - poetry Think about It: A-1-1 Answer It: A-3-3 3 explain how character supports the 6.4g central conflict Spotlight: A-1-1 explain how plot development supports 6.4g the central conflict Spotlight: A-1-1 6.4h paraphrase main points of text Replace It: A-1-1 Answer It: A-3-3 Map It: B-7-3 6.4h summarize main points of text Replace It: A-1-1 Answer It: A-3-3 Map It: B-7-3

6.5a identify questions to be answered Think about It: A-1-1 Answer It: A-3-3 Not explicit in program until Level D - Teachers 6.5b make, confirm, or revise predictions Comprehend It: D-21-4 must address! meaning from context - technical 6.5c vocabulary Vocabulary: A-1-1 Use/Clues: B-7-3 Explore It: C-13-1 use explicit information to draw Text Connect: D-19- 6.5d conclusions - informational Think about It: A-1-1 Answer It: A-3-3 3 use explicit information to make Text Connect: D-19- 6.5d inferences - informational Think about It: A-1-1 Answer It: A-3-3 3 organize main idea & details to form a 6.5e summary - informational Map It: B-7-3 compare/contrast information - 1 topic, 6.5f 2 selections Map It: B-7-3 select informational sources for given 6.5g purpose 7.4a roots Define It: A-1-3 Choose It: A-2-7 Explore It: C-13-1 Discover It: D-19-1 7.4a affixes Define It: A-1-3 Choose It: A-2-7 Add It: B-7-3 Discover It: D-19-1 Word Network: C- 7.4b analogies Identify It: A-3-4 Map It: B-7-3 13-5 7.4b figurative language Identify It: A-3-4 Draw It: A-4-3 Map It: B-7-3 *7.4c connotations Explore It: C-13-1 Word Line: D-19-1 7.5a describe setting Identify It: A-3-4 Map It: B-7-3 7.5a describe character development Spotlight: A-1-1 Identify It: A-3-4 Map It: B-7-3 7.5a describe plot structure Identify It: A-3-4 Map It: B-7-3 7.5a describe theme Identify It: A-3-4 Map It: B-7-3 7.5a describe conflict Identify It: A-3-4 Map It: B-7-3 *7.5b compare/contrast forms Map It: B-7-3 7.5c describe impact of word choice Think about It: A-1-1 Word Line: D-19-1 7.5c describe impact of imagery Think about It: A-1-1 Word Line: D-19-1 7.5c describe impact of poetic devices Think about It: A-1-1 Word Line: D-19-1 explain how form conveys meaning - Standard not covered - also not *7.5d poetry tested use explicit information to draw Text Connect: D- 7.5e conclusions - fiction Think about It: A-1-1 19-3 use implied information to draw Text Connect: D- 7.5e conclusions - fiction Think about It: A-1-1 19-3 use explicit information to draw Text Connect: D- 7.5e conclusions - narr non-fic Think about It: A-1-1 19-3 use implied information to draw Text Connect: D- 7.5e conclusions - narr non-fic Think about It: A-1-1 19-3 use explicit information to draw Text Connect: D- 7.5e conclusions - poetry Think about It: A-1-1 19-3

use implied information to draw Text Connect: D- 7.5e conclusions - poetry Think about It: A-1-1 19-3 use explicit information to make Text Connect: D- 7.5f inferences - fiction Think about It: A-1-1 19-3 use implied information to make Text Connect: D- 7.5f inferences - fiction Think about It: A-1-1 19-3 use explicit information to make Text Connect: D- 7.5f inferences - narr non-fic Think about It: A-1-1 19-3 use implied information to make Text Connect: D- 7.5f inferences - narr non-fic Think about It: A-1-1 19-3 use explicit information to make Text Connect: D- 7.5f inferences - poetry Think about It: A-1-1 19-3 use implied information to make Text Connect: D- 7.5f inferences - poetry Think about It: A-1-1 19-3 7.5g summarize text Replace It: A-1-1 Map It: B-7-3 use structures (informational) for Text Connect: D-19- 7.6a comprehension Blueprint: A-5-9 Map It: B-7-3 3 use words & phrases that signal 7.6b organizational pattern - inform Map It: B-7-3 distinguish fact from opinion - 7.6c newspapers Blueprint: A-5-9 distinguish fact from opinion - 7.6c magazines Blueprint: A-5-9 distinguish fact from opinion - other 7.6c print media Blueprint: A-5-9 7.6d identify source - informational 7.6d identify viewpoint - informational 7.6d identify pupose - informational describe how word choice conveys 7.6e author's view describe how language structure 7.6e conveys author's view 7.6f summarize text - informational Map It: B-7-3 Replace It: A-1-1 organize information for written 7.6g presentations Map It: B-7-3 organize information for oral 7.6g presentations Map It: B-7-3 synthesize information for written 7.6g presentations Map It: B-7-3 sythesize information for oral 7.6g presentations Map It: B-7-3 7.7a use print sources to locate information Standards not covered in use electronic sources to locate program - Teacher must 7.7a information address! use graphic organizers to organize Teachers should note that most 7.7b information activities in Language! use

graphic organizers. synthesize information from multiple 7.7c sources *7.7d credit primary sources Standards not covered - also not *7.7d credit secondary sources tested 8.4a identify simile Identify It: A-3-4 Map It: B-7-3 8.4a identify metaphor Identify It: A-3-4 Map It: B-7-3 8.4a identify personification Identify It: A-3-4 Map It: B-7-3 8.4a identify hyperbole Identify It: A-3-4 Map It: B-7-3 Word Network: C- 8.4a identify analogy Identify It: A-3-4 Map It: B-7-3 13-5 8.4b meaning from context Mult Meaning: A-1-1 Vocabulary: A-1-1 Blueprint: A-5-9 Use/Clues: B-7-3 Explore It: C-13-1 8.4b meaning from structure Mult Meaning: A-1-1 Blueprint: A-5-9 Map It: B-7-3 Use/Clues: B-7-3 Explore It: C-13-1 8.4b meaning from connotations Blueprint: A-5-9 Explore It: C-13-1 Mult Meaning: A-1-1 Word Line: D-19-1 8.5a symbols Identify It: A-3-4 8.5a figurative language Identify It: A-3-4 Draw It: A-4-3 Map It: B-7-3 describe infered main idea with text 8.5b support Think about It: A-1-1 Answer It: A-3-3 8.5b describe theme with text support Think about It: A-1-1 describe how lit elements create 8.5c meaning Spotlight: A-1-1 *8.5d compare/contrast poetic elements Map It: B-7-3 *8.5e compare/contrast authors' styles Map It: B-7-3 background knowledge for Text Connect: D-19- *8.6a comprehension - informational KWL: A-1-1 Blueprint: A-5-9 Use/Clues: B-7-3 3 text structure for comprehension - Text Connect: D-19- *8.6a informational Blueprint: A-5-9 Use/Clues: B-7-3 3 analyze author's credentials - *8.6b informational Standards not covered - also not *8.6b analyze author's viewpoint tested *8.6b analyze author's impact Blueprint: A-5-9 analyze author's use of structure - Text Connect: D-19- 8.6c informational Blueprint: A-5-9 Word Line: D-19-1 3 Text Connect: D-19- 8.6c analyze author's use of word choice Blueprint: A-5-9 Word Line: D-19-1 3 Text Connect: D- 8.6d analyze details for relevance Blueprint: A-5-9 19-3 Text Connect: D- 8.6d analyze details for accuracy Blueprint: A-5-9 19-3 read & follow instructions to complete a Teachers must include - Text 8.6e task style note included in program 8.6f summarize text Replace It: A-1-1 Map It: B-7-3 Text Connect: D-19-

3 8.6f critique text Text Connect: D-19-3 evaluate information for written 8.6g presentations Text Connect: D-19-3 evaluate information for oral 8.6g presentations Text Connect: D-19-3 synthesize information for written 8.6g presentations Text Connect: D-19-3 Not explicit in program sythesize information for oral until Level D - Teachers 8.6g presentations Text Connect: D-19-3 must address! use explicit information to draw Text Connect: D-19- 8.6h conclusions Think about It: A-1-1 Answer It: A-3-3 3 use implied information to draw Text Connect: D-19- 8.6h conclusions Think about It: A-1-1 Answer It: A-3-3 3 use explicit information to make Text Connect: D-19- 8.6i inferences Think about It: A-1-1 Answer It: A-3-3 3 use implied information to make Text Connect: D-19- 8.6i inferences Think about It: A-1-1 Answer It: A-3-3 3

© Albemarle County Public Schools, November 2005 Appendix D Language! – Virginia SOL Correlation Middle School Writing Standard Component Text Correlated Activity Correlated Activity Correlated Activity Correlated Activity narr, descrip, Blueprint for Writing: A-1-4/ Write It: A-5-5/ Map 6.6a planning strategies explanation It: B-7-3/ Outlines: B-10-4 & C-13-4 narr, descrip, Reflect & Respond: 6.6b establish central idea explanation Masterpiece: B-1-1 C-15-10 narr, descrip, Reflect & Respond: 6.6b establish organization explanation Masterpiece: B-1-1 C-15-10 narr, descrip, Reflect & Respond: 6.6b establish elaboration explanation Masterpiece: B-1-1 C-15-10 narr, descrip, Reflect & Respond: 6.6b establish unity explanation Masterpiece: B-1-1 C-15-10 select vocabulary to enhance narr, descrip, Reflect & Respond: 6.6c central idea, tone, & voice explanation Masterpiece: B-1-1 C-15-10 Word Line: D-19-1 select information to enhance narr, descrip, Reflect & Respond: 6.6c central idea, tone, & voice explanation Masterpiece: B-1-1 C-15-10 Word Line: D-19-1 expand & embed ideas using narr, descrip, 6.6d modifiers explanation Masterpiece: B-1-1 expand & embed ideas using narr, descrip, 6.6d coordination explanation Masterpiece: B-1-1 expand & embed ideas using narr, descrip, 6.6d subordination explanation Masterpiece: B-1-1 narr, descrip, 6.6e revise for clarity explanation Masterpiece: B-1-1 Punctuate It: D-19-6 use a variety of graphic organizers *6.7a to analyze & improve sentences Diagram It: A-1-6 Match It: A-1-8 Masterpiece: B-1-1 Combine It: B-7-6 use a variety of graphic organizers *6.7a to analyze & improve parapgraphs Diagram It: A-1-6 subject-verb agreement with 6.7b intervening phrases & clauses Masterpiece: B-1-1 pronoun-antecedent agreement to 6.7c include indefinite pronouns Masterpiece: B-1-1 consistent tense inflections across 6.7d paragraphs Masterpiece: B-1-1 6.7e choose adverbs to describe verbs Masterpiece: B-1-1 choose adverbs to describe 6.7e adjectives Masterpiece: B-1-1 6.7e choose adverbs to describe adverbs Masterpiece: B-1-1 correct spelling for frequently used 6.7f words Memorize It: A-1-1 Sort It: A-1-2 Classify It: A-1-6 narr, expository, Blueprint for Writing: A-1-4/ Write It: A-5-5/ Map 7.8a planning strategies persuasive It: B-7-3/ Outlines: B-10-4 & C-13-4 narr, expository, 7.8b elaborate central idea persuasive Match It: A-1-8 Masterpiece: B-1-1 Combine It: B-7-6 choose vocabulary to enhance tone narr, expository, Reflect & Respond: 7.8c & voice persuasive Masterpiece: B-1-1 C-15-10 Word Line: D-19-1 choose information to enhance tone narr, expository, Reflect & Respond: 7.8c & voice persuasive Masterpiece: B-1-1 C-15-10 Word Line: D-19-1 use clauses & phrases to vary narr, expository, 7.8d sentences persuasive Masterpiece: B-1-1 © Albemarle County Public Schools, November 2005 Appendix D Language! – Virginia SOL Correlation Middle School Writing narr, expository, 7.8e revise for clarity persuasive Masterpiece: B-1-1 Punctuate It: D-19-6 narr, expository, 7.8e revise for effect persuasive Masterpiece: B-1-1 Punctuate It: D-19-6 use word processor to plan, draft, narr, expository, *7.8f revise, edit, & publish persuasive Standard not addressed - also not tested. use a variety of graphic organizers *7.9a to analyze & improve sentences Diagram It: A-1-6 Match It: A-1-8 Masterpiece: B-1-1 Combine It: B-7-6 use a variety of graphic organizers *7.9a to analyze & improve parapgraphs Diagram It: A-1-6 identify parts of speech & their *7.9b functions Standard not addressed - also not tested. 7.9c pronoun-antecedent agreement Masterpiece: B-1-1 subject-verb agreement with 7.9d intervening phrases & clauses Masterpiece: B-1-1 7.9e edit for verb tense consistency Masterpiece: B-1-1 narr, exp, per, & Blueprint for Writing: A-1-4/ Write It: A-5-5/ Map 8.7a planning strategies info It: B-7-3/ Outlines: B-10-4 & C-13-4 organize details to elaborate central narr, exp, per, & 8.7b idea info Match It: A-1-8 Masterpiece: B-1-1 Combine It: B-7-6 narr, exp, per, & Reflect & Respond: 8.7c select specific vocabulary info Masterpiece: B-1-1 C-15-10 Word Line: D-19-1 narr, exp, per, & Reflect & Respond: 8.7c select specific information info Masterpiece: B-1-1 C-15-10 Word Line: D-19-1 narr, exp, per, & 8.7d revise for word choice info Masterpiece: B-1-1 narr, exp, per, & 8.7d revise for sentence variety info Masterpiece: B-1-1 narr, exp, per, & 8.7d revise for transitions info Masterpiece: B-1-1 narr, exp, per, & *8.7e use available technology info Standard not addressed - also not tested. use a variety of graphic organizers *8.8a to analyze & improve sentences Diagram It: A-1-6 Match It: A-1-8 Masterpiece: B-1-1 Combine It: B-7-6 use a variety of graphic organizers *8.8a to analyze & improve parapgraphs Diagram It: A-1-6 punctuate correctly - include 8.8b conjuntions & transitions Masterpiece: B-1-1 Match It: A-1-8 Combine It: B-7-6 Punctuate It: D-19-6 choose correct case for pronouns in 8.8c prep phrases (compound obj) Masterpiece: B-1-1 choose correct number for pronouns in prep phrases 8.8c (compound obj) Masterpiece: B-1-1 consistent tense inflections across 8.8d paragraphs comparative & superlative degrees 8.8e in adverbs & adjectives Word Line: D-19-1

Rubrics

This section contains writing, reading, and web site evaluation rubrics. The writing rubric is from the Virginia Department of Education and is used for NCS Mentor and SOL testing.

The secondary literacy specialists developed the reading rubrics, one student-centered and one teacher- centered, during the 2004-05 and 2005-06 school years.

Team Members: Cynthia Fischer, Western Albemarle High School Tina Goode, Walton Middle School Pat Harder, Henley Middle School Madeline Michel, Jouett Middle School MegCarolyn Remesz, Burley Middle School Karen Taylor, Sutherland Middle School Marianne Walendowski, Albemarle High School Louise Weaver, Monticello High School Sandra Whitaker, Office of Instruciton

The e-portfolio pilot team developed the web site evaluation rubric during the 2004-05 school year.

Team Members: Carol Clark, Sutherland Middle School Cathy Glover, Burley Middle School Pat Harder, Henley Middle School Lynda Monahan, Jouett Middle School Chad Sansing, Henley Middle School Joy Tanksley, Burley Middle School Emily VanNoy, Sutherland Middle School Sandra Whitaker, Office of Instruction Eric Yoder, Walton Middle School

Student Reading Rubric

Strategic Reader Engaging Reader Developing Reader Emerging Reader Word • I sound out words I don’t know. • I know most of the words and I • I know a lot of the words, but • I know some of the words. Recognition attempt to sound out the words I when I don’t know a word, I ask don’t know. someone else.

Vocabulary • I think about multiple word meanings • I use context clues to figure out • I use context clues to try to figure • When a word has more than to understand what the author is meanings of new words. out meanings of new words. one meaning, I ask for help to saying. • Once I read a word several times, I • I try to figure out which meaning determine which meaning is • I think about bigger concepts related am able to use it when I speak and of a word an author is using. being used. to what I read. write. • I use prefixes and suffixes to help • I can identify specific word • I explore alternative word choices and • I critique the author’s use of learn new words. choices that author’s use to critique the author’s use of vocabulary. create meaning. vocabulary. • Sometimes I use what I know about • I use what I know about words and words and word parts to determine word parts to determine meanings of meanings of new words. new words. Structure • I read in natural phrases. • I read in natural phrases. • I read in phrases and short • I read word-by-word. • I use text structure to help make • I can identify basic text structures. groupings. • I am aware of the various text meaning of the text. • I use images, charts, and titles to • With help, I can use text structures and features authors • Before reading, I look at images, understand the text. structures and features (images, use to convey meaning. charts, and titles to get a sense of the charts, titles) to understand the text. text. Making • Before and during reading, I use other • I use other things I know to • When asked, I use other things I • I often need visuals or other Meaning things I know to understand the text understand the text and make know to make predictions. stories to help me understand and to make predictions. predictions. • I can apply reading strategies the text at hand. • As I read, I ask myself questions, • As I read, I do some of the following when asked to. • I make predictions when make predictions, write on the text, to make sense of the text: ask • I can retell the main points and prompted. summarize sections of text, and questions, make predictions, write on interesting details of a story. • I can apply reading strategies connect the text to other things I the text, summarize, and/or connect • I can recognize theme. when they are taught. know. the text to other things I know. • I can retell points of interest. • I can state the author’s purpose. • I can understand the author’s purpose • I can state the author’s bias and use and bias when it is pointed out. text citations for support. • I can explain the text’s theme. • I analyze the author’s style and extend the author’s ideas to the world around me. • I debate interpretations of theme.

Extending • I support analytical interpretations • I support my opinions and • I justify my opinions and • I offer my ideas about the text. Meaning with cited evidence, quotes, and other interpretations with evidence and interpretations with general text • I see the text for what it is and sources. specific quotes. references. need help to connect it to other • I draw conclusions to apply concepts • I understand the text by making • I understand the text by experiences. and to challenge author’s ideas. connections to other text, life, and the connecting it to my own life. • I understand that people vary • I integrate various perspectives and world around me. • I understand that people vary in in their perspectives. uses comparative analysis to make • I examine alternate points of view. their perspectives and try to connections. understand their points of view. © Albemarle County Public Schools, 2006, Appendix E Resources: Beers, K. (2003). When kids can’t read.; Billmeyer, R. (2001). Capturing all of the reader through the reading assessment system.; National Adult Literacy Database - http://www.nald.ca/clr/btg/ed/evaluation/reading.htm.

General Reading Rubric

Strategic Reader Engaging Reader Developing Reader Emerging Reader Word • Decodes unknown words. • Recognizes with accuracy 80% or • Automatically recognizes high- • Knows basic/common words, Recognition more of grade-level words, per QRI or frequency words, per Frye list. per Dolch list.. San Diego. • Recognizes known words within • Learns new words in isolation. context.

Vocabulary • Analyzes words for subtle differences • Uses known words in context to • Attempts to make meaning of • Needs assistance to recognize in meaning. determine meanings of unknown unknown words from context. multiple meanings. • Applies conceptual meaning to new words. • Understands multiple meanings • Understands that many words and known words. • Moves new words from receptive to but doesn’t always select the can convey almost the same • Explores alternative word choices and productive vocabulary. correct meaning for the context. idea and identifies those words demonstrates sophisticated command • Infers word nuances and critiques • Understands simple prefixes and authors use to convey of vocabulary. word choice. suffixes. meaning. • Uses morphemic elements to • Begins to use morphemic elements to determine meanings of unfamiliar determine meaning of unfamiliar words. words. Structure • Reads in meaningful phrase groups • Reads in meaningful phrase groups. • Reads in phrases and short • Reads word-by-word. with sophisticated text. • Identifies characteristics of various groupings. • Is aware of organizational • Discriminates among genre, including genre, including organizational • Needs assistance to identify patterns and story elements. organizational patterns and story patterns and story elements. organizational patterns or story • Is aware of text features but elements. • Uses text features to aid in elements. does not use them to aid in • Automatically overviews text features comprehension. • With assistance or when comprehension. to aid in comprehension. reminded, uses text features to aid in comprehension. Making • Independently uses prior knowledge • Activates prior knowledge to establish • Activates prior knowledge when • Needs to build background Meaning to establish meaning and make meaning and to make predictions. prompted. knowledge before reading. insightful predictions. • Controls own metacognitive process • Applies basic reading strategies • Makes and checks predictions • Controls own metacognitive process and applies some appropriate but doesn’t demonstrate control when prompted. and embeds strategies: re-reading, strategies. over own mentacognitive process. • Understands that proficient revising predictions, making personal • Can see author’s intent and bias when • Retells without discriminating readers use strategies, but connections, using logographic cues, it is explained. main idea/points from doesn’t demonstrate control summarizing, inferencing, and • Explains theme. unimportant details. over own metacognitive questioning. • Recognizes theme. process. • Articulates author’s purpose and bias. • Retells points of interest. • Expands on author’s ideas and analyzes author’s style. • Debates interpretations of theme. Extending • Supports analytical interpretations • Supports opinions and interpretations • Justifies opinions and • Offers literal interpretations. Meaning with cited evidence, quotes, and other with evidence and specific quotes. interpretations with general text • Needs guidance to extend sources. • Constructs understanding through references. meaning beyond the text – to • Draws conclusions to apply concepts connections to other text, life, and the • Connects literal meanings to other text or to life. and to challenge author’s ideas. world. other text and to personal • Limited understanding of • Integrates various perspectives and • Examines alternate points of view. experiences. various perspectives and bias. uses comparative analysis to make • Understands various perspectives connections. and the concept of bias.

© Albemarle County Public Schools, 2006, Appendix E Resources: Beers, K. (2003). When kids can’t read.; Billmeyer, R. (2001). Capturing all of the reader through the reading assessment system.; National Adult Literacy Database - http://www.nald.ca/clr/btg/ed/evaluation/reading.htm.

Virginia SOL Writing Rubric 4 3 2 1 Consistent Control (but not perfect) Reasonable Control Inconsistent Control Little or No Control

Presented and focused but full Presented and focused by purposeful Central Idea may be present, or Lacking, usually. elaboration elaboration several ideas may compete with

Idea no one idea central. Central Central

Full: details in sentences; illustrations, Purposeful and found at both sentence Little or no elaboration; or a few Sparse or not purposeful examples, reasons, and/or anecdotes level and paragraph level. There may be brief details; or list of general, elaboration; bare statement is the within paragraphs. occasional thinness or unevenness of underdeveloped statements. norm. elaboration. Elaboration

Strong: minor lapses don’t detract; Reasonable: minor lapses don’t detract Very little apparent organization: Often not present: writing jumps narrative organization has no lapses, but significantly; narrative organization is there may be a list of general from point to point; sentences can other modes may. generally intact; other modes may lapse statements, or an underdeveloped be arranged without changing Composing somewhat, although overall plan is explanation, or skeleton of a meaning.

Organization Organization apparent. narrative. Opening and closing present: more than Few, if any, digressions; few, if any, Opening and/or closing may be There may be some functional mere repetition; consistent point of view; point of view shifts; introduction and present; closing may be contrived, transitions or no digressions, but appropriate transitions; no digressions. closing are present but not sophisticated; fake, or trite; significant unity is never created. transitions are purposefully used. digressions; unity not fully created Unity because of lack of logically elaborated central idea. Precise words create images in reader’s Specific, but a few vague words may be Imprecise, bland vocabulary. Imprecise, bland, vague, general, mind due to careful choice of words and present. or repetitive vocabulary.

Vocab avoiding anemic, vague words.

Precise and even information Specific information present, making the General information presentation Imprecise, bland, vague, or presentation creates images in the message clear, but there may be a few is uneven or tells everything that repetitive information. reader’s mind; figurative language is general statements; some figurative the writer knows. purposeful. language may be present. Information

Strong: enhanced by word choice and Easily discernible, except when general Emerges seldom – only when Doesn’t emerge because specific information given. information or vague, functional specific vocabulary and specific vocabulary and information are not

Voice vocabulary is used. information amplify it. present.

Purposeful Flattens when information and Rarely emerges due to lack of Rarely emerges. Written Expression vocabulary are not specific. specific vocabulary & information. Tone Tone

Effective, purposefully varied sentence Smooth rhythm due to sentence variety Sentence beginnings or types not Sentence variety lacking; several structure; modifiers and subordination and structure, but an occasional awkward very varied, although an extremely awkward sentence are effectively embedded. construction may diminish in places. occasional rhythmic cluster of constructions may be present. Rhythm Rhythm sentences may be present. Thorough understanding of usage and Basic understanding of usage and Indicates significant weakness Frequent and severe errors mechanics: capitalization, punctuation, mechanics: capitalization, punctuation, through frequent errors. The distract and make the writing hard

usage, and sentence formation, and usage, and sentence formation, and density of errors across features to understand. The density of applies structural principles of spelling. applies structural principles of spelling. outweighs the feature control errors overwhelms the Usage/ present in the paper. performance. Mechanics

Web Site Evaluation Rubric

Skill Exceptional Effective Acceptable Unsatisfactory Design The site is appropriate for the The site is appropriate for the The site is appropriate for the The site is not appropriate intended audience and is free intended audience and is free intended audience. The for the intended audience. from distractions. The design from distractions. The design design evidences some AND/OR evidences clear organization evidences clear organization organization but navigation Organization and navigation that is easy to navigate, that is easy to navigate, may not be clear. Pages are unclear. sensible links, and a sensible links, and a contain a theme, but that Pages contain a theme, but consistent theme. Each page consistent theme. Some theme might not be that theme might not be includes a dominant feature pages include a dominant consistent across the site. consistent across the site. and is easy to read, including feature. Most text is easy to Most text is easy to read. Text might be difficult to font and color. read. read. Content The content is of high quality The content is of high quality The content is of good quality The content is of poor and is appropriate for the and is appropriate for the and is appropriate for the quality. intended purpose. intended purpose. intended purpose. Most AND/OR Information is meaningful, Information is meaningful information is meaningful and The content is inappropriate accurate, and complete. The and accurate but may be accurate but may be for the intended purpose. purpose and main idea are somewhat incomplete. The incomplete. AND/OR clear. purpose and main idea are Information lacks meaning clear. and accuracy and is incomplete. Credibility The site contains information The site contains information The site contains information The site demonstrates that is either bias-free or bias that is either bias-free or bias that is either bias-free or bias considerable bias. The site sensitive (bias is recognizable sensitive (bias is recognizable sensitive (bias is recognizable lacks dates, contact but presented in appropriate but presented in appropriate but presented in appropriate information, and/or ways). The site includes ways). The site includes ways). The site lacks dates, copyright information. accurate dates, contact some dates, contact contact information, and/or information, and information, and copyright copyright information. copyright/fair use information but it may be information. The URL clearly incomplete. denotes credibility. Publishing The site contains only The site contains only The site contains only The site contains appropriate and legal content appropriate and legal content appropriate and legal inappropriate and/or illegal that has been edited and is that has been edited and free content. Some editing is content. error free (mechanics). of major mechanical errors. evident but mechanical errors AND/OR External links include a External links include a are frequent. External links External links have no disclaimer. Copyright disclaimer. Copyright include a disclaimer. disclaimer. Copyright information is clear. information is clear. Copyright information may be information is unclear. clear. © Albemarle County Public Schools, 2006, Appendix E

Genre Definitions

I. Fiction A. Realistic Fiction – Imaginative writing that accurately reflects life as it could be lived today. Everything is a realistic fiction story could conceivably happen to real people living in today’s natural physical world. Realistic fiction helps children move toward a fuller understanding of themselves and others.

B. Historical Fiction – realistic stories that are set in the past. There are three types of historical fiction. In one type, the author weaves a fictional story around actual events and people of the past. In another type, the story has little or no reference to recorded historical events or real persons, but how the characters live and make their living and the conflicts they must resolve are true to the time period. In the third type, the story tells of the past through another genre, such as fantasy.

C. Modern Fantasy – requires the willing suspension of disbelief. Fantasy creates another world for characters and readers, asking that the reader believe this other world could exist. There are two types of fantasy – fantastic stories and high fantasy.

i. Fantastic stories - are realistic in most details but still require the reader to willingly suspend disbelief. They contain fantastic elements, such as talking animals, eccentric characters in preposterous situations, anthropomorphism, or extraordinary worlds. Charlotte’s Web (White) and Tuck Everlasting (Babbitt) are examples.

ii. High fantasy - takes place is a created world or imaginary kingdom. Serious in tone, the story primarily focuses on the conflict between opposing forces, and concerns itself with cosmic questions and ultimate values, such as goodness, truth, courage, or wisdom. The Book of Three (Alexander), The Chronicles of Narnia (Lewis), and The Hobbit (Tolkien) are examples.

D. Mystery – presents a puzzle or riddle to be solved. Mysteries contain a character who acts as the detective, and contain clues to help he reader solve the puzzle. Mysteries written for older students have a suspenseful mood and contain foreshadowing.

E. Science Fiction – speculates on a world that, given what we know of science, might one day be possible. It stresses the scientific laws and technological inventions, scientific plausibility, and “future history.” What distinguishes science fiction from fantasy is that fantasy presents a world that never was and never could be, while the world presented in science fiction may one day exist. Science fiction involves the interactions between humans and scientific laws.

II. Traditional Literature Traditional literature can be defined as all forms of narrative, written or oral, which have come to be handed down through the years. The time period of traditional literature is not defined, but it occurs in the past. All forms have plots and problems, often with a clear conflict between good and evil. The tales and stories usually have happy endings.

A. Fables – very brief stories, usually with animal characters, that point clearly to a moral or lesson.

B. Fairy Tales – tales of magic and the supernatural; usually begin “Once upon a time” and end “and they lived happily ever after.”

C. Folk Tales

i. Beast Tales – tales in which animals talk and act like human beings.

ii. Cumulative Tales – tales that sequentially repeat actions, characters, or speeches until a climax is reached.

iii. Noodlehead Stories – humorous stories that involve ridiculous, absurd happenings.

iv. Pour quoi Stories – stories that answer a question or explain how animals, plants, or humans were created and why they have certain characteristics.

v. Trickster Tales – tales featuring a character who plays tricks or cheats. Most well- known trickster may be coyote of Native American tales.

D. Legends – stories that are similar to myth but are based on more historical truth and less upon the supernatural. Examples include Trojan War, Robin Hood, and King Arthur.

E. Mother Goose and Nursery Rhymes – rhymes, including counting-out rhymes, finger plays, and alphabet verses, which originated in the spoken language of both common folk and royalty.

F. Myths – stories containing fanciful or supernatural incidents intended to explain nature of tell about gods and demons of early peoples.

G. Tall Tales – stories that contain exaggerations and lies. American tall tales are a combination of history, myth, and fact.

III. Poetry Poetry includes written literature that is not prose. It expresses how the poet feels, makes the reader see something ordinary in a new way, and tends to be rhythmic. It includes a variety of forms and styles such as:

A. Ballad – narrative poems that have been adapted for singing or that give the affect of song. Ballads usually deal with heroic deeds.

B. Concrete – picture poems that make the reader see what the poet is saying. The message of the poem is presented not only in words but in the arrangement of the words. Meaning is reinforced or even carried by the shape of the poem.

C. Free Verse – poetry characterized by lack of rhyme and less predictable rhythm.

D. Limerick – five-line poems in which the first, second, and fifth lines rhyme and the third and fourth lines rhyme. Oddities and humorous twists characterize this form of poetry.

E. Lyrical – poems emphasizing sound and picture imagery rather than narrative or dramatic movement. Lyrical poems emphasize musical, pictorial, and emotional qualities.

F. Narrative – story poems that relate a particular event or tell a long tale. They may take different forms; the one requirement is that they tell a story.

G. Nursery Rhymes – see traditional literature

IV. Drama Unlike a short story or novel, a play is a work of storytelling in which the characters are represented by the actors and which is acted out on a stage before an audience. Plays typically include an introduction, rising action, climax, falling action, and resolution. The action speaks for itself as it unfolds. Important features of plays are set, stage, lighting, gesture, and oral interpretation.

V. Nonfiction A. Informational Materials i. Concept Book – a book that describes various dimensions of an object (size, shape, color), a class of objects (trucks, tools), or an abstract idea (over, under, love). Counting books and alphabet books are examples.

ii. Experiment and Activity Books – books that provide children with scientific experiments and activities.

iii. How-to Books – books that present an array of crafts and directions to guide the reader in performing an activity.

iv. Identification Books – naming books, such as Peterson’s Guide to Birds.

v. Informational Picture Books – information books published in picture book format; may or may not have words.

vi. Life-cycle Books – books that are structured around the life span of an animal or plant.

vii. Photographic Essays – books that rely on the camera to particularize information, to document emotion, or to assure the reader of truth in an essentially journalistic way.

viii. Survey Books – books that give an overall view of a substantial topic and furnish a representative sampling of facts, principles, or issues.

ix. Reference Materials – materials that allow for rapid access to information. Dictionaries, encyclopedias, periodicals, and electronic media are examples.

B. Biography and Autobiography Biography and autobiography provide a history of the life of an individual, with information about the time period in which the person lived. They bring a person to life in a way that is true to reality.

C. Essay Essays are nonfiction prose that advance a thesis and illustrate or defend it by means of various methods of development, including definition, comparison/contrast, example and illustration, cause and effect, analysis, and argument. A good essay expresses the voice of its author while communicating its message simply, clearly, and logically.

Virginia Technology SOL and Content-area SOL

This section, which is the work of a division-level technology team, denotes the correlation between the Virginia technology standards and the English language arts standards.

VA SOL VA SOL Standard VA SOL Standard for Technology VA SOL Essential VA SOL Essential Technology NETS-S Performance Strand for for Content Understanding Knowledge Integration Strategies Indicators Content Writing 6.6a: The student C/T 6-8.6: The student will use All students should: use To be successful with Student use word Apply productivity/ will write narratives, technology to locate, evaluate, and prewriting strategies to this standard, students processing and related multimedia tools and descriptions, and collect information from a variety of select and narrow are expected to use tools, graphic peripherals to support explanations, using a sources. Use databases and topics selected prewriting organizers, databases, personal productivity, variety of planning spreadsheets to evaluate information. techniques, such as: and online reference group collaboration, and strategies to Use Internet and other electronic Webbing, mapping, materials effectively to learning throughout the generate and resources to locate information in real clustering, listing, retrieve and present curriculum. organize ideas. time. organizing graphically, information questioning, outlining. C/T 6-8.7: The student will evaluate Elaborate to give detail, and select new information resources add depth, continue the and technological innovations based on flow of an idea the appropriateness for specific tasks.. Use search strategies to retrieve information. Evaluate the accuracy, relevance, and appropriateness of electronic information sources.

C/T 6-8.8: The student will use technology resources for solving problems and making informed decisions. Employ technology in the development strategies for solving problems. Participate in collaborative problem-solving activities. Select and use appropriate tools and technology resources to accomplish a variety of tasks.

In order to assist teachers who are interested in using technology for project-based learning, below is an example of a long-term project that incorporates several content and technology SOL.

VA SOL Strand VA SOL Standard for VA SOL Standard for VA SOL Essential VA SOL Essential Technology NETS-S Performance for Content Content Technology Understanding Knowledge Integration Strategies Indicators Reading 6.4 a, d, f and h: The C/T 6-8.4: The student will All students should: To be successful with Have students choose an Exhibit legal and ethical Writing student will read and practice responsible use of this standard, students issue (such as the behaviors when using demonstrate technology systems, understand that fiction are expected to: balance between information and comprehension of a information, and software. includes a variety of freedom and security, technology, and discuss variety of fiction, Demonstrate the correct use of genres, including short notice an author’s craft; global activism, etc.) or consequences of misuse. narrative nonfiction, and fair use and copyright story, novel, folk recognize poetic a value (compassion, poetry: identify the regulations. literature, and drama; elements in prose and tolerance, heroism) Apply productivity/ elements of narrative understand that poetry; use strategies around which they wish multimedia tools and structure, including C/T 6-8.5: The student will narrative nonfiction for summarizing; use to build several pieces of peripherals to support setting, character, plot, demonstrate knowledge of includes biography, graphic organizers, such writing for the year. personal productivity, conflict, and theme; technologies that support autobiography, and as “It says, I say” to Using a graphical group collaboration, and describe how word choice collaboration, personal personal essay; record clues in the text organizer, have the learning throughout the and imagery contribute to pursuits, and productivity. understand that poetry and inferences or students brainstorm curriculum. the meaning of a text; Work collaboratively and/or can be rhymed, conclusions made by the potential sub-topics for use information stated independently when using unrhymed, and/or reader as a result of research. Through the Design, develop, explicitly in the text to technology. Explore the patterned; differentiate those clues; activate course of the year, publish, and present draw conclusions and potential of the Internet as a between narrative and prior knowledge before weave in readings and products e.g., Web make inferences; and, means of personal learning poetic forms; reading; pose questions writing assignments pages, videotapes using paraphrase and and the respectful exchange of understand that imagery prior to and during the using the chosen topic. technology resources summarize the main ideas and products. and figurative language reading process; Have the students create that demonstrate and points in the text. enrich texts; recognize comprehend, record, a web site that collects communicate curriculum 6.5 a, d, e and f: The C/T 6-8.6: The student will an author’s craft as the and remember details all their information on concepts to audiences student will read and use technology to locate, purposeful choice of and/or facts in order to this topic, including their inside and outside the demonstrate evaluate, and collect vocabulary, sentence arrive at a conclusion or own writings, classroom. comprehension of a information from a variety of formation, voice, and generalization; use recommended reading variety of informational sources. Use Internet and tone; recognize an graphic organizers to list, connections to Collaborate with peers, selections: identify other electronic resources to author’s theme(s); use show similarities and recommended web sites, experts, and others questions to be locate information in real time. graphic organizers to differences in the and any other pieces the using answered; draw organize and summarize information found in students wish to include. telecommunications and conclusions and make C/T 6-8.7: The student will text; read beyond the several sources about Share the web site with collaborative tools to inferences based on evaluate and select new printed text to the same topic; use the wider community by investigate curriculum- explicit and implied information resources and understand the message strategies and rules for advertising it in local related problems, issues, information; organize the technological innovations stated or implied by an summarizing; media outlets. and information, and to main idea and details to based on the appropriateness author; select understand and use the develop solutions or form a summary; for specific tasks. Use search appropriate sources of references available in products for audiences compare and contrast strategies to retrieve information based on the the classroom, school, inside and outside the information about one information. Evaluate the purpose for reading; and public libraries; use classroom. topic contained in accuracy, relevance, and use a variety of selected prewriting different selections; and, appropriateness of electronic strategies, including techniques; elaborate to Research and evaluate select informational information sources. context, structural give detail, add depth the accuracy, relevance, sources appropriate for a analysis, and reference and continue the flow of appropriateness, given purpose. sources, for determining an idea; understand that comprehensiveness, and the meaning of revising to improve a bias of electronic © Albemarle County Public Schools, April 2006 6 Appendix G Virginia C/T SOL and Content Area SOL English Technology Integration Strategies 6th Grade

VA SOL Strand VA SOL Standard for VA SOL Standard for VA SOL Essential VA SOL Essential Technology NETS-S Performance for Content Content Technology Understanding Knowledge Integration Strategies Indicators 6.6 a and e: The C/T 6-8.9: The student will unfamiliar and technical draft includes rereading, information sources student will write use a variety of media and vocabulary; read in reflecting, rethinking, concerning real-world narratives, descriptions, formats to communicate order to gather, and rewriting. problems. and explanations: use a information and ideas organize, and restate variety of planning effectively to multiple information for written strategies to generate audiences. Choose the and oral presentations; and organize ideas; and, appropriate tool, format, and use prewriting strategies revise writing for clarity. style to communicate to select and 6.7 The student will edit information. Independently narrow topics; elaborate writing for correct use technology tools to create writing to continue the grammar, capitalization, and communicate for individual flow from idea to idea punctuation, spelling, and and/or collaborative projects. without interruption; sentence structure. Produce documents select vocabulary and demonstrating the ability to tone with awareness of edit, reformat, and integrate audience and purpose; various software tools. revise drafts for improvement, using teacher assistance, peer collaboration, and growing independence.

C/T 6-8.7: The student will evaluate and select new information resources and technological innovations based on the appropriateness of electronic information sources. Use search strategies to retrieve information. Evaluate the accuracy, relevance, and appropriateness of electronic information sources.

C/T 6-8.9: The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Independently use technology tools to create and communicate for individual and/or collaborative projects. Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.

In order to assist teachers who are interested in using technology for project-based learning, below is an example of a long-term project that incorporates several content and technology SOL.

VA SOL Strand VA SOL Standard for VA SOL Standard for VA SOL Essential VA SOL Essential Technology NETS-S Performance for Content Content Technology Understanding Knowledge Integration Strategies Indicators Reading 7.2a and b: The student C/T 6-8.8: The student will All students should: To be successful with Using a broad theme Exhibit legal and ethical Writing will identify the use technology resources for this standard, students that has applicability for behaviors when using relationship between a solving problems and making Exhibit confidence when are expected to: 7th grade students, such information and speaker’s verbal and informed decisions. Employ speaking; recognize that as the meaning of technology, and discuss nonverbal messages: use technology in the development authors make choices to Use appropriate facial heroism or the conflict consequences of misuse. verbal communication of strategies for solving create stories; make expressions and between group and skills, such as word problems. Use a variety of inferences and draw gestures or motions to personal responsibility, Apply productivity/ choice, pitch, feeling, technologies to identify and conclusions based on add to what is being develop a reading list multimedia tools and tone, and voice; use provide possible solutions to information supplied by said; use proper posture that provides a wide peripherals to support nonverbal communication real-world problems. Use an author combined with and stance when variety of literary personal productivity, skills, such as eye content-specific tools, the reader’s own speaking; match formats. Students group collaboration, and contact, posture, and software, and simulations such background knowledge; vocabulary, tone and should work together in learning throughout the gestures. as environmental probes, use strategies and volume to the audience, small groups to choose curriculum. graphic calculators, graphic organizers to purpose, and topic of the particular pieces from 7.5a, b, e, f, and g: exploratory environments, and summarize and analyze message; understand the reading list to read Design, develop, The student will read and web tools. Participate in text; read, understand, the elements of story, and analyze through the publish, and present demonstrate collaborative problem-solving and differentiate the including setting, unit. The use of various products e.g., Web comprehension of a activities. Select and use characteristics and characters, external graphic organizers can pages, videotapes using variety of fiction, appropriate tools and narrative structures of conflicts, internal later be incorporated technology resources narrative nonfiction, technology resources to short stories, novels, conflicts, plot and into a multimedia that demonstrate and and poetry: describe accomplish a variety of tasks. folk literature, plays, theme; use graphic presentation. This communicate curriculum setting, character personal essays, organizers; understand presentation, made concepts to audiences development, plot C/T 6-8.9: The student will biographies and and analyze elements of orally to their parents inside and outside the structure, theme, and use a variety of media and autobiographies; choose an author’s style, during a special event, classroom. conflict; compare and formats to communicate and use appropriate including word choice, should use examples contrast forms, including information and ideas graphic organizers; use sentence structure and from their readings, short stories, novels, effectively to multiple a process for writing, language patters; incorporate literary plays, folk literature, audiences. Choose the understand that good imagery, and figurative analysis based on form, poetry, essays, and appropriate tool, format, and writing has been language; use strategies and provide an opinion biographies; draw style to communicate elaborated horizontally for summarizing; or insight developed by conclusions based on information. Independently and vertically, and organize and synthesize the students on the explicit and implied use technology tools to create understand and apply information with tools; chosen topic. They may information; make and communicate for individual the elements of use a variety of use personifications of inferences based on and/or collaborative projects. composing; become prewriting strategies; fictional characters or explicit and implied Produce documents independent in checking and use written real people and/or information; and demonstrating the ability to spelling, using expression to draft and authors to illustrate their summarize text. edit, reformat, and integrate dictionaries and/or revise compositions with points. various software tools. electronic tools. attention to voice, tone, selection of information, embedded phrases and clauses that clarify meaning; vivid and precise vocabulary, © Albemarle County Public Schools, April 2006 12 Appendix G Virginia C/T SOL and Content Area SOL English Technology Integration Strategies 7th Grade

VA SOL Strand VA SOL Standard for VA SOL Standard for VA SOL Essential VA SOL Essential Technology NETS-S Performance for Content Content Technology Understanding Knowledge Integration Strategies Indicators 7.7b, c and d: The figurative language, and student will apply sentence variety. knowledge of appropriate reference materials: use graphic organizers to organize information; synthesize information from multiple sources; credit primary and secondary sources.

7.8a, b and c: The student will develop narrative, expository, and persuasive writing: apply knowledge of prewriting strategies, elaborate the central idea in an organized manner; choose vocabulary and information that will create voice and tone.

7.9: The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure and paragraphing.

C/T 6-8.9: The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Choose the appropriate tool, format, and style to communicate information. Independently use technology tools to create and communicate for individual and/or collaborative projects. Oral Language 8.3a and c: The student C/T 6-8.6: The student will All students should: To be successful with Students use the Collaborate with peers, will analyze mass media use technology to locate, understand the this standard, students Internet to gain access experts, and others messages by evaluating evaluate, and collect relationship between are expected to identify to various media using the persuasive technique information from a variety of causes and effects and and analyze persuasive examples to practice telecommunications and being used and evaluating sources. Use Internet and identify the effects of techniques used in the evaluating for viewpoint collaborative tools to various sources for the other electronic resources to persuasive messages on media; describe the and persuasive investigate curriculum- relationships between locate information in real time. the audience. effect of persuasive techniques. They then related problems, issues, intent and factual messages in the media create their own ad or and information, and to content. C/T 6-8.7: The student will on the audience; identify opinion piece based on develop solutions or evaluate and select new and evaluate word one of the various products for audiences information resources and choice, choice of persuasion techniques inside and outside the technological innovations information, and often used by the media. classroom. based on the appropriateness viewpoint in the media. Students then evaluate of electronic information the writings by other Research and evaluate sources. Use search strategies students (unidentified) the accuracy, relevance, to retrieve information. and determine which appropriateness, Evaluate the accuracy, persuasive technique comprehensiveness, and relevance, and appropriateness was being used. bias of electronic of electronic information information sources sources. concerning real-world problems. C/T 6-8.9: The student will use a variety of media and © Albemarle County Public Schools, April 2006 14 Appendix G Virginia C/T SOL and Content Area SOL English Technology Integration Strategies 8th Grade

VA SOL Strand VA SOL Standard for VA SOL Standard for VA SOL Essential VA SOL Essential Technology NETS-S Performance for Content Content Technology Understanding Knowledge Integration Strategies Indicators formats to communicate information and ideas effectively to multiple audiences. Choose the appropriate tool, format, and style to communicate information. Independently use technology tools to create and communicate for individual and/or collaborative projects. Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.

In order to assist teachers who are interested in using technology for project-based learning, below is an example of a long-term project that incorporates several content and technology SOL.

VA SOL Strand VA SOL Standard for VA SOL Standard for VA SOL Essential VA SOL Essential Technology NETS-S Performance for Content Content Technology Understanding Knowledge Integration Strategies Indicators Oral Language 8.1a, b, and c: The C/T 6-8.4: The student will All students should: To be successful with As a long-term project, Apply productivity/ Reading student will use practice responsible use of this standard, students students are paired with multimedia tools and Writing interviewing techniques to technology systems, synthesize information are expected to: an elementary school peripherals to support gain information, information, and software. gathered in an class (either locally or personal productivity, including preparing and Demonstrate the correct use of interview; recognize an determine the purpose not) to create small group collaboration, and ask relevant questions for fair use and copyright author’s viewpoint and of the interview; select books (print or online) learning throughout the the interview, making regulations. use of persuasive a subject for the for the younger students curriculum. notes of responses, and language; read and interview; create and relating to topics they compiling and reporting C/T 6-8.6: The student will analyze writing critically; record questions that are studying. The older Design, develop, responses. use technology to locate, choose graphic will elicit relevant students must conduct publish, and present evaluate, and collect organizers based on the responses; apply research using online products e.g., Web 8.6a, b, c, d, and g: information from a variety of internal text structure effective note-taking sources as well as other pages, videotapes using The student will read, sources. Use Internet and most prevalent in the strategies; analyze and books on the topic, technology resources comprehend, and analyze other electronic resources to text; use graphic record information, evaluating them for style that demonstrate and a variety of informational locate information in real time. organizers and/or rules using internal text and bias. Using good communicate curriculum sources, drawing on to analyze and structures, including pre-writing and writing concepts to audiences background knowledge C/T 6-8.7: The student will summarize text; read cause-and-effect, skills, they write the inside and outside the and knowledge of text evaluate and select new several texts on a comparison/contrast, book and receive classroom. structure to understand information resources and similar topic and enumeration or listing, comments from their selections, analyzing the technological innovations synthesize what is read sequential or peers and perhaps Collaborate with peers, author’s credentials, based on the appropriateness in writing to be chronological, children’s authors online. experts, and others viewpoint, and impact, of electronic information presented orally; concept/definition, The students publish using analyzing the author’s use sources. Use search strategies evaluate an author’s generalization, process; their stories for the use telecommunications and of text structure and word to retrieve information. choice of words and analyze an author’s of the younger students. collaborative tools to choice and analyzing Evaluate the accuracy, images; recognize an choice of details by investigate curriculum- details for relevance and relevance, and appropriateness author’s use of examining accuracy, related problems, issues, accuracy. Students will of electronic information connotations, persuasive placement, and information and to also evaluate and sources. language, and thoroughness, develop solutions or synthesize information to craftsmanship to convey relevance, effectiveness; products for audiences apply in written and oral C/T 6-8.9: The student will viewpoint.; use a use graphic organizers inside and outside the presentations. use a variety of media and process for writing, to record clues in the classroom. formats to communicate including planning, text and inferences or 8.7: The student will information and ideas drafting, revising, conclusions made by the Research and evaluate write in a variety of effectively to multiple proofreading, editing, reader as a result of the accuracy, relevance, forms, including audiences. Choose the publishing; understand those clues; use written appropriateness, narrative, expository, appropriate tool, format, and that good writing has expression to draft and comprehensiveness, and persuasive, and style to communicate been elaborated revise compositions with bias of electronic informational. information. Independently horizontally and attention to voice, tone, information sources use technology tools to create vertically; use peer and selection of information concerning real-world and communicate for individual individual revising and and details, embedded problems. and/or collaborative projects. editing; write in a phrases and clauses that © Albemarle County Public Schools, April 2006 18 Appendix G Virginia C/T SOL and Content Area SOL English Technology Integration Strategies 8th Grade

VA SOL Strand VA SOL Standard for VA SOL Standard for VA SOL Essential VA SOL Essential Technology NETS-S Performance for Content Content Technology Understanding Knowledge Integration Strategies Indicators 8.8: The student will edit Produce documents variety of forms, clarify meaning and writing for correct demonstrating the ability to including increase variety, vivid grammar, capitalization, edit, reformat, and integrate expository – writing to and precise vocabulary, punctuation, spelling, various software tools. explain and build a body figurative language, sentence structure, and of well-organized and sentence variety, paragraphing. understandable transitional words and information phrases; apply revising use a variety of procedures; use prewriting strategies, complete sentences with including brainstorming, appropriate punctuation, webbing, mapping, including the outlining, clustering, punctuation of dialogue listing, using graphic and the punctuation organizers; use word between dependent and processing tools, independent clauses; including spell checkers choose and maintain and grammar checkers tense (present, past, when available; future) and throughout understand and apply an entire paragraph or the elements of text. composing; proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.

Web Site Links

The Albemarle County Language Arts Web Site contains links to over 100 credible web sites relating to language arts content and instruction. Most of the links are annotated, and they are sorted according to various aspects of instruction and literary eras. Sites are appropriate for students, but teachers and parents must be cognizant of the individual student’s background knowledge in preparation for accessing the content.

The author links lead teachers and students to home pages for living authors.

The Fun Links section, the most appropriate links for young children, provides access to language games and educational enrichment.

You may access the site at www.k12albemarle.org. The path from that point is “Instruction” to “Language Arts” to “Useful Links.”

Appendix I Under Development

This appendix will thread one literary concept, myth, throughout the K-12 articulation.

Grade(s) Title Author Parameter for Use

K-5 Bridge to Katherine Paterson 1. Elementary parents/guardians should be informed that Bridge to Terabithia includes the use of profanity prior to it being assigned as a reading activity; Terabithia 2. Parents/guardians should be informed of the opportunity to read the book in a reasonable time frame prior to its assignment to students;

3. A parent/guardian objection to its use should result in a comparable assignment that is mutually acceptable to the parent/guardian and teacher being made available to the child.

K-5 The Great Gilly Katherine Paterson 1. Teachers in 5th grade should be free to use The Great Gilly Hopkins as a 5th- grade novel and the novel should be available for self-selection in school libraries Hopkins and in 4th and 5th-grade classroom libraries;

2. When The Great Gilly Hopkins is assigned reading parents should be informed as to its content and language to enable them to review the novel themselves and/or discuss its instructional use with the teacher and the principal….the parents should also be informed about the book’s content and language when the book is self-selected either in the classroom or school libraries;

3. If a parent reviews the novel and/or discusses its use with the school personnel and still does not want it assigned/checked out to the child, the school will provide an alternative novel.

K-5 Hatchet Gary Paulsen 1. Elementary schools may continue to make Hatchet available to students if the principal and faculty determine that the book meets the criteria for Media Materials cited in School Board Policy IIBD;

2. Parents shall be notified of the subjects that may be sensitive for elementary- aged children –marital infidelity, divorce and suicide—which are incorporated in this book.

K-8 It’s Perfectly Robie Harris 1. The Board voted to leave this educational resource on the general circulation of the library. Normal

Grade(s) Title Author Parameter for Use

K-12 Living Dogs R. Lanny Hunter 1. Remove Living Dogs and Dead Lions from middle school libraries;

and Dead Lions 2. Living Dogs and Dead Lions should not be made available to middle school students;

3. Must go through a review process, as specified by school board policy, at the school if Living Dogs and Dead Lions is to be placed in the high schools.

K-12 The Education Forrest Carter 1. Inform students that the book is a fictionalized personal narrative and not an autobiography prior to reading the book. of Little Tree

K-12 Seedfolks Paul Fleischman 1. Seedfolks may be taught at the high-school level only.

2. Schools may continue to keep Seedfolks in the library and in classroom libraries at the middle-and high-school levels.

No action: remain in schools. Ten Little Indians (Agatha Christie) Bright and Early Thursday Evening (Audrey Wood) The Illustrated Encyclopedia of Active New Religions, Sects, and Cults (B. Beit- Hallahmi) The Encyclopedia of Native American Religions (A. Hirschfelder and P. Molin) Dictionary of Cults, Sects, Religions, and the Occult (G. Mather and L. Nichols) The Encyclopedia of Monsters (J. Rovin) The Right to Die: Public Controversy, Private Matter (K. Gay) Euthanasia: The “Right to Die” Issue (D. Jussim) The Egypt Game (Zilpha Keatley Snyder) Catcher in the Rye (J. D. Salinger) To Be A Slave (J. Lester)

Never officially challenged The Hot Zone () Yellow Raft on Blue Water (M. Dorris) The Bible as/in Literature ()

Annotated Bibliography

Reading Writing Vocabulary Nonfiction Curriculum ESOL Technology Personal and & and Strategies Connections Literature Grammar Instruction

Allen, J. (1999). Words, Words, Words: Teaching Vocabulary in Grades 4-12. Portland: Stenhouse.

Alliance for Excellent Education. (2004). Reading Next: A Vision for Action and Research in Middle and High School Literacy. Washington, DC: Alliance for Excellent Education. This report, prepared for the Carnegie Corporation of New York, details the current state of literacy education in the United States and makes recommendations on necessary next steps to achieve literacy for all students.

Allington, R. L. (2001). What Really Matters for Struggling Readers. New York: Longman. Probably the most accessible comprehensive look at reading research to its publication date, this book synthesizes research in key areas of reading. The text also includes some strategies to reach struggling readers. Allington is the current president of the International Reading Association.

Allington, R., & Cunningham, P. (1994). Classrooms that work - they can all read and write. 3rd ed. Boston: Allyn and Bacon. Respected authors Patricia Cunningham and Dick Allington discuss an integrative approach to literacy - based on the simple idea that the more children read and write, the better they will read and write.

Allington, R., & Cunningham, P. (2002). Schools that work - where all children read and write. 2nd ed. Boston: Allyn and Bacon. This book offers suggestions for change that must take place in order for schools to meet the increased demands of education for the 21st century. Based on their experience as teachers, administrators, researchers, reformers, evaluators, and school consultants, the authors examine policies, practices, and organizational plans that will improve or hinder learning in schools today and in the schools of the future.

Atwell, N. (1987). In the Middle. Portsmouth: Boynton/Cook. This classic resource details the ins and outs of writers’ workshop. Atwell explains the power of mini-lessons to address key aspects of writing as well as strategies for managing writers’ workshop.

Atwell, N. (1998). In the Middle: New Understanding about Writing, Reading, and Learning, 2nd edition. Portsmouth: Boynton/Cook. Published ten years after the original edition, the second edition of In the Middle includes updated reflections, resources, and guidelines for transforming virtually any middle school language arts classroom into an interactive reading and writing workshop enivronment. While the book is divided into chapters, it incorporates mini-lessons to use in daily teaching. A thorough and helpful resource for teachers looking to establish workshops in their classrooms.

Atwell, N. (2002). Lessons that Change Writers. Portsmouth: Heinemann. This collection of mini-lessons within the writing workshop construct gives teachers and students access to meaningful examples that move writing forward. The companion notebook of reproducible pages allows teachers to immediately apply the mini-lessons in their own classrooms.

Beck, I., McKeown, M.G. and Kucan, L. (2002). Bringing Words to Life. New York: Guilford Press. Using a broad research base, the authors address the challenges of teaching vocabulary. The

authors present a brilliant rationale for delivering lively and direct vocabulary instruction. They offer excellent advice on how to select rich words, present them to students, and help them revel in their usefulness. They provide many strategies and examples at various levels of the K-12 continuum that will allow kids to enter a lifelong fascination with words.

Beers, K. (2003). When Kids Can’t Read, What Teachers Can Do. Portsmouth: Heinemann. This in-depth resource takes strategies from theory into practice. Throughout the text, Beers weaves in narrative and student samples to demonstrate how the reading strategies work and which reading issues they address. The text can be taken in order or in pieces. It is likely the most user-friendly reading resource to emerge in the last decade.

Buckner, A. (2005). Notebook know-how: strategies for the writer's notebook. Portland, ME: Stenhouse. This book is filled with tips for launching a notebook, teaching mini-lessons throughout the year to help students become more skilled in keeping notebooks, helping struggling students transfer their notebook writing to other forms of written expression, organizing notebooks for flexibility and easy access to information, utilizing writer notebooks to help students become better readers, and effectively assessing notebooks.

Burke, J. (1999). The English Teacher’s Companion. Portsmouth, NH: Heinemann. This book truly is an English teacher’s companion. It describes everything from teaching writing to getting a job as an English teacher. Though there is much discussion on theories, there are also a multitude of practical applications regarding those theories.

Calkins, L. (2000). The art of teaching reading. 1st ed. Needham Heights, MA: Allyn and Bacon. Nationally acclaimed educator Lucy Calkins offers a compelling look at the methods, insights and day-to-day classroom practices used by hundreds of highly effective reading teachers. She tells the stories of brilliant teachers whose children eagerly learn to read and then talk and write about their reading in amazing ways.

Christensen, L. (2000). Reading, Writing, and Rising Up. Milwaukee: Rethinking Schools. Down-to-earth, outspoken, and accessible, this text offers teachers a range of strategies to reach disenfranchised students. Christensen walks through a multitude of writing ideas that get students to put pen to paper to write about real-life experiences, thus helping them to discover the power of their own voices.

Cole, A. (2003). Knee to knee, eye to eye - circling in on comprehension. Portsmouth, NH: Heinemann. In this book, the author advocates the combination of books and conversation to increase learning for all students. She offers suggestions for appropriate texts, organization, management, and assessment.

College Board, The. (2002). The AP Vertical Teams Guide for English. Washington, DC: The College Board. This text begins with AP curriculum and backward maps the necessary skills for all children to engage at the AP level to middle school. The College Board details the four major skill areas required of any student in an advanced placement course – literary analysis, close reading, rhetoric, and writing tactics.

Costa, A. L. & Kallick, B. (2000). Activating & Engaging Habits of Mind. Alexandria: ASCD. Framing the ways in which people think about their work and their thinking requires one to go beyond the general scope of standards in learning. Costa, a former president of the Association for Supervision and Curriculum Development, and Kallick present ideas to get kids to think about their thinking and the ways in which they approach academic study.

Culham, R. (2003). 6+1 Traits of Writing. New York: Scholastic. This text details the various traits of writing and provides teachers with information about how to teach and assess those traits. Truly a foundational text. The six traits provided the underpinnings for the Virginia SOL in writing.

Daniels, H. (1994). Literature Circles: Voice & Choice in the Student-Centered Classroom. Portland: Stenhouse.

In this original text on literature circles, Harvey Daniels introduces strategies for using “authentic” text in the classroom by designing reading groups that appeal to various students’ needs and interests. He presents some strategies to engage students in conversation about text and to manage simultaneous multiple book studies.

Daniels, H. (2002). Literature Circles: Voice & Choice in Book Clubs & Reading Groups. Portland: Stenhouse Publishers.

In this updated text on literature circles, Harvey Daniels extends the original concept of reading groups and applies the concept across disciplines. With much more emphasis on a variety of text structures, including nonfiction, Daniels again presents strategies for engaging students in conversation about text and extending that conversation to the real world.

Daniels, H. and Steineke, N. (2004). Mini-lessons for Literature Circles. Portsmouth: Heinemann.

An excellent practical companion to the other Daniels titles, this work provides more than 40 minil-lessons for establishing and running literature circles. These lessons are easily adaptable to both middle and high school classrooms.

Daniels, H. and Zemelman, S. (2004). Subjects Matter: Every Teacher’s Guide to Content-Area Reading. Portsmouth: Heinemann.

Infused with student examples, this text is organized largely around reading strategies applicable to nonfiction text structures. Each strategy includes a description, a justification statement, a step-by-step guide, and a citation for additional information.

Diller, D. (2003). Literacy work stations: making centers work. Portland, ME: Stenhouse.

This book provides practical, realistic ways to establish literacy centers in K-3 classrooms. The author describes the necessary materials, procedures for introducing and modeling the work stations, suggestions for differentiating and solving problems, and ideas for assessment and accountability.

Echevarria, J., Vogt, M. & Short, D. (2000). Making Content Comprehensible for English Language Learners. Boston: Allyn & Bacon.

Echevarria, Vogt and Short present the Sheltered Instruction Observation Protocol (SIOP) model to outline specific strategies for organizing and making content accessible to English Language Learners. The SIOP model is based on research on second language learning and acquisition which states that language can only be acquired when the input is made comprehensible. This book shows teachers how to write language objectives, build on previous knowledge and experience, use realia and maniputlatives, and provide scaffolded instruction and activities that engage and encourage students to produce language.

Elbow, P. & Belanoff, P. (2000). Sharing and Responding. Boston: McGraw Hill. Probably the most straightforward and practical book out there that details how to create a classroom geared toward the writing workshop. It takes readers step-by-step through the revision process, helping students understand appropriate and helpful methods for responding to each other’s work.

Erickson, H. L. (2001). Stirring the Head, Heart, and Soul. Thousand Oaks: Corwin Press. Erickson’s book takes teachers back to the heart of education – connecting learning in very real ways. She contends that to move kids beyond rote memorization, teachers must address the overarching ideas in a discipline and connect those to real-world examples.

Erickson, H. L. (2002). Concept-Based Curriculum and Instruction. Thousand Oaks: Corwin Press. In this more recent text, Erickson unpacks the big ideas of concept-based curriculum and presents specific ideas for instruction in various disciplines. She defines terminology and provides the reader with specific examples of that terminology in practice. This book is one of the foundational texts for the Framework for Quality Learning and the work of the vertical teams.

Fountas, I. C. and Pinnell, G. S. (2000). Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Portsmouth: Heinemann. Fountas and Pinnell explore all the essential components of a literacy program, including independent reading, guided reading, literature study, comprehension and word analysis, and the reading-writing connection. Includes a comprehensive book list containing 1,000 books organized by title and level. The appendices feature useful tools including reading and writing workshop forms, graphic organizers, lists, and bibliographies.

Freeman, Y. S. & Freeman, D. E. (1998). ESL/EFL Teaching: Principles for Success. Portsmouth: Heinemann. Probably the most recognized experts in teaching English Language Learners (ELLs), Freeman and Freeman present specific ideas for whole-to-part instruction that allows ELLs to make meaning of content and language.

Freire, P. & Macedo, D. (1987). Literacy: Reading the Word and the World. Westport, Connecticut: Bergin and Garvey. This text challenges readers to reevaluate their current ideas regarding literacy and what it means to be literate, both in terms or decoding words and interacting with their environment. Readers will come away from this book with a profound new sense of what it takes to engage in a literate society.

Ganske, K. (2000). Word Journeys. New York: The Guilford Press. Ganske’s text walks the reader through the basics of word study and its various stages. The text is designed to help teachers analyze students’ spelling and word knowledge and apply

strategies to advance student understanding of words and their structure. The text also includes the Descriptive Spelling Analysis (DSA) used as one “dipstick” measure in most schools.

Goleman, D. (1994). Emotional Intelligence. New York: Bantam Books. In his book, Goleman contends that successful people think with their hearts and their minds. The text defines emotional intelligence and details numerous examples of emotional intelligence in action.

Grossman, F. (1982). Getting From Here to There: Writing and Reading Poetry. Portsmouth, NH: Heinemann.

Harvey, S. (1998). Nonfiction matters: reading, writing, and research in grades 3-8. Portland, ME: Stenhouse. This book not only gives teachers ideas on how to teach nonfiction writing, but also on how to learn along with the students by inquiring about real things in life. Included are incentives to motivate students along with simple ideas that will get students writing passionate, interesting nonfiction papers.

Harvey, S. and Goudvis, A. (2000). Strategies that Work. Portland: Stenhouse Publishers. This book tells how to teach students to think while reading (through think-alouds) and offers mini-lessons and suggested books for teaching seven reading comprehension strategies.

Heard, G. (2002). The Revision Toolbox. Portsmouth, NH: Heinemann. This thin book offers useful and practical strategies for incorporating the revision process into the classroom. From “cracking open words” to revision centers, students feel more ownership over their work and, therefore, become more engaged.

Jacobs, H. H. (1997). Mapping the Big Picture. Alexandria: Association for Supervision and Curriculum Development. Currently the gold standard for vertical curriculum mapping, this text walks the reader through the process of spiraling and aligning curriculum. Jacobs contends that all curriculum spiraling must wrap around literacy and students’ ability to understand and work with text to make meaning of content.

Jago, C. (2004). Classics in the Classroom. Portsmouth: Heinemann. In this text, Jago contends that all students must engage with great literature, even if it isn’t easy. The author presents numerous strategies for bringing difficult, complex literature to life and lessons that address specific textual challenges.

Johnston, F. R., Juel, C., and Invernizzi, M. A. (1998). Book Buddies: Guidelines for Volunteer Tutors of Emergent and Early Readers. New York: Guildford Press. This is a comprehensive tutorial manual for trainers and tutors developed from the Book Buddies program of Charlottesville, Virginia. The authors describe how to set up a tutorial program in the early grades and present a lesson format for individualized instruction in reading, writing, and phonics. Appendices include assessment and lesson plan forms, alphabet cards and charts, and recommendations and sources for children’s books.

Kajder, S. B. (2003). The Tech-Savvy English Classroom. Portland: Stenhouse Publishers. This text applies several technology advances (at the time of publication) to the classroom.

Through detailed examples, Kajder walks those technologies into the classrooms of beginning technology, advanced technology, and tech-savvy teachers. The underlying principle in the text is that technology should be a tool for understanding and should only be used in those powerful ways that advance curricular goals.

Kirby, D. & Liner, T. (1988). Inside Out: Developmental Strategies for Teaching Writing. Portsmouth, NH: Heinemann.

Koch, K. Rose, Where Did You Get That Red? Teaching Great Poetry to Children. New York: Vintage Books. This book offers a plethora of prompts inspiring children to create their own unique poetry. It includes prompts, sample response poems, and lesson plans ideas. Ideas in this book are very useful in helping engage reluctant readers and writers.

Lattimer, H. (2003). Thinking Through Genre. Portland: Stenhouse. Contending that genre provides a schema for reading and writing, Lattimer takes the reader through structures of various genre and provides suggestions for moving each structure forward in a classroom setting.

Lundin, S. C., Paul, H. & Christensen, J. (2000). Fish! New York: Hyperion. Are you looking for a fun, quick read that will add life to your classroom? This text is it! Based on the principles employed at the famous Pike Place Fish Market in Seattle, WA, this text teaches quick strategies for applying those principles to your classroom and to your life.

Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2001). Classroom Instruction that Works. Alexandria: ASCD. This text presents the now-famous “Marzano Nine,” research-based strategies that make a difference in student achievement. Each strategy includes its research foundation, student samples, and quick steps for implementation.

McCarrier, A., Fountas, I. C., and Pinnell, G. S. (2000). Interactive Writing: How Language and Literacy Come Together, K-2. Portsmouth: Heinemann. McCarrier, Pinnell, Fountas demonstrate how students can learn how to compose a wide variety of texts alongside their teacher as they learn the conventions of print and how to communicate their discoveries through writing.

Miller, D. (2002). Reading with meaning: teaching comprehension in the primary grades. Portland, ME: Stenhouse. In this book, the author suggests a scaffolded approach to help young students engage and develop as lifelong readers. Included are chapters about building schema, making mental images, inferring, questioning, reading non-fiction, synthesizing, and related book lists for each topic.

Milner, J.O. & Milner, L. (1999). Bridging English. Columbus, OH: Merrill. This thorough book not only addresses theories of learning, but it also provides instruction around planning a lesson, enabling writing, and evaluating learning. There are also detailed lesson plans ranging from poetry to nonfiction to media studies.

National Council of Teachers of English & International Reading Association. (1996). Standards for the English Language Arts. Urbana: NCTE. This text delineates the national standards for English language arts as articulated by the two leading organizations for teachers of English language arts. The text includes not only the standards but also research, classroom vignettes, and a comprehensive glossary. This text was foundational to the work of the Language Arts Vertical Team. National Research Council. (2000). How People Learn. Washington: National Academy Press. The most comprehensive research study to date on how people make meaning from ideas and how that meaning transfers into learning.

O’Conner, P. (1996). Woe is I – The Grammarphobe’s Guide to Better English in Plain English. New York: Riverhead Books. When you need to quickly cut to the heart of an obscure (or not so obscure) grammar rule that

seems impossible to explain to students, turn to this guide for witty explanations in plain English. It's grammar, but you may actually laugh while reading. More informative for middle and high school classrooms, but relevant to anyone who has to tackle the ins and outs of grammar instruction.

Payne, R. K. (1998). A Framework for Understanding Poverty. Baytown: RFT Publishing Co. Payne’s notable text details the conditions of poverty and wealth and applies them to learning structures. She presents a framework for thinking about students from various backgrounds and explains how to use that framework to promote learning for all students.

Pinnell, G. S. & Fountas, I. C. (1998). Word Matters. Portsmouth: Heinemann.

Pinnell, G., & Scharer, P. (2003). Teaching for comprehension in reading grades k- 2. New York: Scholastic.

The first part of this book discusses the strategies and structures readers need to comprehend text-and the changes those readers experience as they move up the primary grades. The second part shows strategy instruction in action, in real classrooms, by master teachers. The third part focuses on how planning, organization, and management support instruction.

Popham, W. J. (1999). Classroom Assessment: What Teachers Need to Know. Boston: Allyn and Bacon.

Rasinski, T. (2003). The fluent reader: oral reading strategies for building word recognition, fluency, and comprehension . New York: Scholastic.

This easy-to-read book has chapters that describe particular techniques such as paired reading for very low readers and fluency development lessons for the whole class. Rief, L. (2003). 100 Quickwrites. New York: Scholastic. If student writing is to be compelling, the models and prompts they use must also be compelling. This collection of poems and short passages not only model excellent writing, they allow students to engage in the writing process in ways that are meaningful to them.

Robb, L. (1999). Easy Mini-Lessons for Building Vocabulary: Practical Strategies That Boost Word Knowledge and Reading Comprehension. New York: Scholastic Professional Books.

Robb, L. (2000). Teaching Reading in Middle School. New York: Scholastic. Using research and more than 30 years of professional experience, Robb presents useful, concrete strategies for teaching reading comprehension. Organized around pre-, during-, and post-reading strategies, the text includes student samples paralleled with Robb’s commentary.

Robb, L. (2003). Teaching Reading in Social Studies, Science, and Math. New York: Scholastic.

A precursor to her 2004 title, Nonfiction Writing from the Inside Out, this text weaves reading comprehension strategies across curricular disciplines, allowing teachers to dig into reading comprehension with nonfiction text structures. This text uses the same, successful, structure of Robb’s other texts, incorporating pre-, during-, and post-reading strategies.

Robb, L. (2004). Nonfiction Writing from the Inside Out. New York: Scholastic. A noted expert in reading and writing, particularly across discipline areas and at the middle- school level, this text digs into strategies for teaching students how to write effectively across nonfiction structures. Robb explains the necessity of writing to promote and analyze thinking and presents useful, timely, and real applications for getting kids to put pen to paper.

Routman, R. (2005). Writing essentials raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann. In Writing Essentials, the author demystifies the process of teaching writing well and provides knowledge, research, and precise instructional strategies for implementing successful writing instruction into the classroom.

Stern, D. (1995). Teaching English So It Matters: Creating Curriculum For and With High School Students. Thousand Oaks, CA: Corwin Press, Inc. Stern includes entire thematic instructional units ranging from power to racism to the hero. Materials and rubrics, not to mention detailed lesson pans, are included.

Stiggins, R.J., Arter, J.A., Chappuis, J. and Chappuis, S. (2004). Classroom Assessment for Student Learning. Portland: Assessment Training Institute.

Szymusiak, K., & Sibberson, F. (2001). Beyond leveled books: supporting transitional readers in grades 2-5. Portland, ME: Stenhouse.

Transitional readers have mastered many skills but are often not yet able to choose books and sustain reading independently in a variety of genres. This book takes a look at the way classroom routines, small-group instruction, mini-lessons, and conversations can help move students toward independence. Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria: ASCD. Truly a foundational text for any teacher, Tomlinson’s book discusses the four ways to differentiate instruction and provides specific examples of each.

Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria: ASCD. In this text, Wiggins and McTighe present the notion of “backwards design” to write curriculum and prepare for instruction. They contend that educators must start with what kids need to know and be able to do, and how they will assess that knowledge and those skills, before they begin preparing specific lessons for instruction. This text is foundational to the Framework for Quality Learning. Wilhelm, J. (2001). Improving comprehension with think-aloud strategies: modeling what good readers do. New York: Scholastic. This book provides information about helping students learn how to read better with the think- aloud strategy, a powerful technique that makes the reading process come alive.

Wilhelm, J. (2002). Action strategies for deepening comprehension: role plays, text structure tableaux, talking statues, and other enrichment techniques that engage students with text. New York: Scholastic. This book has many motivating ideas that energize students before, during, and after reading. Comprehension strategies such as activating prior knowledge, inferring, visualizing, and making connections can be used by individual students, pairs, or groups.

Yopp, R., & Yopp, H. (2001). Literature-based reading activities. 3rd ed. Needham Heights, MA: Allyn and Bacon. This book is filled with theoretically supported exercises that may be applied to books of all levels.

Zimmermann, S., & Oliver Keene, E. (1997). Mosaic of thought : teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann. This text redefines teaching reading comprehension as a strategic process that enables readers to make connections and move beyond literal recall.