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

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.
© ASPIRE K-12, Albemarle County Public Schools, 2003
Appendix B
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