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

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• 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. © ASPIRE K-12, Albemarle County Public Schools, 2003 Appendix B 7
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 Appendix B 8
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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
Page 43 and 44: 6 th Grade - Communications in Lang
Page 45 and 46: 6 th -grade Concept Requirements &
Page 47 and 48: Grade Title Author Genre Reading Le
Page 49 and 50: Writing Requirements - 6 th Grade C
Page 51 and 52: Textbook: Holt, Rinehart & Winston.
Page 53 and 54: Concepts & Reading Requirements Sys
Page 57 and 58: 8 th Grade - Universality in Langua
Page 59 and 60: 8 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: meeting end-of-year benchmarks shou
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 and 118: Fluency (40%) Goals: • Reads at l
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
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Virginia C/T SOL and Content Area S
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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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