Language Arts/English Curriculum Frameworks - Albemarle County ...
Language Arts/English Curriculum Frameworks - Albemarle County ...
Language Arts/English Curriculum Frameworks - Albemarle County ...
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Fluency (20%)<br />
Goals:<br />
• Reads silently and aloud with<br />
appropriate accuracy, automaticity,<br />
and expressions at late-Transitional<br />
stage. Maintains reading<br />
comprehension.<br />
• Rigby Assessment 23-25<br />
• QRI Level 3<br />
Comprehension (40%)<br />
Goals:<br />
• Reads silently and aloud with<br />
comprehension.<br />
• Can relate ideas in text to other<br />
texts and experiences<br />
• Identify distinguishing characteristics<br />
of fiction and nonfiction<br />
Writing (20%)<br />
Goals:<br />
• Writes stories, letters, simple<br />
explanations and short reports<br />
across all content areas.<br />
Word Study (20%)<br />
Goals:<br />
• Late-Within Word Pattern speller.<br />
Consistent control long vowel<br />
patterns<br />
• Builds vocabulary<br />
Transitional Reader Plan<br />
Possible Activities:<br />
• Timed repeated readings<br />
• Expert readings<br />
• Paired readings<br />
• Readers’ Theatre<br />
• Poetry<br />
• Sustained reading time<br />
Possible Activities:<br />
• Directed Reading-Thinking Activity<br />
• Graphic organizers (KWL; Venn Diagram to compare/contrast<br />
characters or plot)<br />
• Literature response journals<br />
• Book clubs; literature circles<br />
• Think Alouds<br />
Possible Activities:<br />
• Content area journals<br />
• Reading response logs<br />
• Summaries<br />
• Narratives<br />
• Reports<br />
Possible Activities:<br />
• Sorting by long vowel patterns or by r-controlled vowels<br />
• Word study notebooks<br />
• Studying and applying homophones<br />
• List-group-label<br />
• Semantic segmentation<br />
© ASPIRE K-12, <strong>Albemarle</strong> <strong>County</strong> Public Schools, 2003<br />
Appendix B<br />
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