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

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Fluency (20%) Goals: • Read at late-Advanced Beginner stage • Rigby Assessment 21-22 • QRI Level 2 Comprehension (40%) Goals: • Reads silently with comprehension • Can accurately identify main idea • Justify answers by locating information in a story • Determine cause and effect in a story Writing (20%) Goals: • Writes simple stories and reports with a beginning, middle, and end Word Study (20%) Goals: • Within Word Pattern speller. Consistent control of simple long vowel patterns; developing control of r- controlled vowel patterns • Builds vocabulary Advanced Beginner Reader Plan Possible Activities: • Timed repeated readings • Paired readings • Readers’ Theatre • Expert reading • Poetry Possible Activities: • Directed Reading-Thinking Activity • Graphic organizers (KWL; Venn Diagram to compare/contrast characters or plot) • Literature response journals • Radio reading • Think Alouds Possible Activities: • Summaries • Journal writing • Letter writing • Report writing • Link writing to reading (e.g., extend; describe characters, setting) Possible Activities: • Sorting by long and short vowel patterns • Examine r-controlled vowels and complex consonant blends • List-group-label • Semantic web • Concept sorts © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 31
Fluency (20%) Goals: • Reads silently and aloud with appropriate accuracy, automaticity, and expressions at late-Transitional stage. Maintains reading comprehension. • Rigby Assessment 23-25 • QRI Level 3 Comprehension (40%) Goals: • Reads silently and aloud with comprehension. • Can relate ideas in text to other texts and experiences • Identify distinguishing characteristics of fiction and nonfiction Writing (20%) Goals: • Writes stories, letters, simple explanations and short reports across all content areas. Word Study (20%) Goals: • Late-Within Word Pattern speller. Consistent control long vowel patterns • Builds vocabulary Transitional Reader Plan Possible Activities: • Timed repeated readings • Expert readings • Paired readings • Readers’ Theatre • Poetry • Sustained reading time Possible Activities: • Directed Reading-Thinking Activity • Graphic organizers (KWL; Venn Diagram to compare/contrast characters or plot) • Literature response journals • Book clubs; literature circles • Think Alouds Possible Activities: • Content area journals • Reading response logs • Summaries • Narratives • Reports Possible Activities: • Sorting by long vowel patterns or by r-controlled vowels • Word study notebooks • Studying and applying homophones • List-group-label • Semantic segmentation © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 32
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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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Writing Requirements - 8 th Grade C
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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 and 116: • Semantic Feature Analysis - Cre
Page 117: Fluency (40%) Goals: • Reads at l
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
Page 167 and 168: 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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