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

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Emergent Reader Plan Fluency (40%) Goals: • Reads familiar books at lateemergent stage (RR 3-4) • Rigby Assessment 3-4 • Concept of word. Comprehension (20%) Goals: • Retells stories using beginning, middle, and end. Writing (20%) Goals: • Proper letter formation; communicates ideas through writing • Writes about experiences, stories, people, objects, or events using phonetically spelled words. Word Study (20%) Goals: • Matches letters to their corresponding sounds. • Identifies syllables and phonemes in words. Possible Activities; • Repeated reading of appropriate text, pointing to words while reading - Early –mid-Emergent RR levels 1-2 - 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 Possible Activities: • Listening to stories (Directed Listening-Thinking Activity) • Retelling drama/flannel board • Story illustrations to include beginning, middle, and end of stories. • Concept sorts • Think Alouds Possible Activities; • Drawing and labeling • Journal writing • Tactile/kinesthetic letters, clay, sand, shaving cream • Create pattern books modeled after stories that were read • Handwriting Possible Activities: • Oral language activities (phonemic awareness) • Matching, alphabet, and concentration games • Picture sorts by common initial and ending sounds and by rhyming families • Segmenting syllable • Listening games • Phoneme segmentation © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 29
Fluency (40%) Goals: • Reads at late-Beginner stage (RR 13- 18). • Rigby Assessment 16 • QRI Level 1 Comprehension (20%) Goals: • Makes and confirms predictions. • Asks and answers questions about what is read. • Can accurately sequence stories • Retell a story using basic story structure Writing (20%) Goals: • Writes 3 or more complete sentences with descriptive words on one topic. Word Study (20%) Goal: • Late-Letter Name (Letter Name- Alphabetic) speller. Consistent control of short vowel sounds • Build vocabulary Beginning Reader Plan Possible Activities: • Repeated reading of appropriate text - Early-Beginner RR Levels 5-8 Mid-Beginner RR levels 9- 12 - Late-Beginner RR 13-18 • Choral and echo reading • Reader’s theatre • Taped reading • Timed repeated reading • High Frequency word games Possible Activities: • Directed Reading-Thinking Activity and Directed Listening- Thinking Activity • Retelling • Illustrate and write about beginning, middle, and end of stories • Story mapping • Dramatization • Think Alouds Possible Activities: • Journal, note, or letter writing • List making • Dictated sentences • Mini-lessons on mechanics and writing conventions Possible Activities: • Word bank of sight words • Picture sorts by beginning sounds, word families, short vowels, blends and consonant digraphs • Rhyming • Phoneme segmentation © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 30
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Albemarle County Public Schools Eng
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Table of Contents Executive Summary
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Language! Program Correlations…
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In addition to directly responding
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• We must recognize each child’
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Framework for Quality Learning Intr
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Lifelong-Learner Standards Lifelong
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Language Arts Habits of Mind Habits
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Systems: Morphemic Structure Enduri
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Systems: Genre Enduring Understandi
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Change and Continuity: Etymology En
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Communication: Author’s Purpose E
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Aesthetics: Literary Elements Endur
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Aesthetics: Syntax Enduring Underst
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About the Reading Maps Articulating
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Kindergarten Early Emergent Stage o
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1 st Grade Beginning Reader Stage o
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2 nd Grade Advanced Beginning Stage
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3 rd Grade Transitional Stage of Re
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4 th Grade Intermediate Stage of Re
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5 th Grade Intermediate Stage of Re
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6 th Grade - Communications in Lang
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6 th -grade Concept Requirements &
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Grade Title Author Genre Reading Le
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Writing Requirements - 6 th Grade C
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Textbook: Holt, Rinehart & Winston.
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Concepts & Reading Requirements Sys
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8 th Grade - Universality in Langua
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8 th -Grade Concept Requirements &
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Page 63 and 64:
Writing Requirements - 8 th Grade C
Page 65 and 66: 9 th -Grade Concept Requirements &
Page 67 and 68: Grade Title Author Genre Reading Le
Page 69 and 70: Writing Requirements - 9 th Grade C
Page 71 and 72: 10 th -Grade Concept Requirements &
Page 75 and 76: Writing Requirements - 10 th Grade
Page 77 and 78: Text: Prentice Hall. (2007). Prenti
Page 81 and 82: Advanced Proficient Stage of Readin
Page 85 and 86: Writing Requirements - 12 th Grade
Page 87 and 88: 1. Plan and conduct research Albema
Page 89 and 90: Albemarle County Language Arts Prog
Page 91 and 92: first. Coaching, with opportunities
Page 93 and 94: meeting end-of-year benchmarks shou
Page 95 and 96: Language Arts Instructional Program
Page 97 and 98: • Teacher instruction in syllabic
Page 99 and 100: Comprehension instruction begins in
Page 101 and 102: Possible Learning Activities Before
Page 103 and 104: on the plot of the book and summari
Page 105 and 106: in the story. The reader puts toget
Page 107 and 108: use a variety of models such as sha
Page 109 and 110: • Create pattern books modeled af
Page 111 and 112: • RAFT papers - Teachers structur
Page 113 and 114: Word Study: Possible Learning Activ
Page 115: • Semantic Feature Analysis - Cre
Page 119 and 120: Fluency (20%) Goals: • Reads sile
Page 121 and 122: Proficient Reader Plan Fluency (20%
Page 123 and 124: Introduction The division-level Lit
Page 125 and 126: Literacy Classroom Look-fors Instru
Page 127 and 128: Language! Program - Virginia Standa
Page 129 and 130: Language! - Virginia SOL Correlatio
Page 131 and 132: Language! - Virginia SOL Correlatio
Page 133 and 134: © Albemarle County Public Schools,
Page 135 and 136: Rubrics This section contains writi
Page 137 and 138: General Reading Rubric Word Recogni
Page 139 and 140: Web Site Evaluation Rubric Skill Ex
Page 141 and 142: D. Mystery - presents a puzzle or r
Page 143 and 144: D. Limerick - five-line poems in wh
Page 145 and 146: Virginia C/T SOL and Content Area S
Page 165 and 166: Appendix I Under Development This a
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Albemarle County Public Schools Cha
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Atwell, N. (1998). In the Middle: N
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Daniels, H. and Steineke, N. (2004)
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Freeman, Y. S. & Freeman, D. E. (19
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Miller, D. (2002). Reading with mea
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Stern, D. (1995). Teaching English
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Language Arts/English Curriculum Frameworks - Albemarle County ...

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