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Harrison County Schools Reading/Language Arts Curriculum Map
Grade 1 – 1st Six Weeks
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1st Marking Period |
CSOs |
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Phonemic awareness |
RLA 1.1.1 RLA 1.1.2 RLA 1.1.3 |
RLA
1.1.1 Blend or segment the phonemes of most one-syllable words RLA
1.1.2 Substitute, delete and manipulate (a) beginning phonemes (b) ending
phonemes RLA
1.1.3 Develop a rhythm and rhyme of words (a) nursery rhymes (b) songs (c)
poems (d) tongue twisters |
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Phonics |
RLA 1.1.4 RLA 1.1.5. |
RLA
1.1.4 Use basic elements of phonetic analysis to decode unknown words a)
sound relationships, b) beginning/ending consonants, c) vowel sounds RLA
1.1.5.Use basic elements of structural analysis to decode unknown words e)
spelling patterns |
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Concepts About Print |
RLA1.1.10 |
RLA1.1.10 Explain how print is organized and read a)
author, b) illustrator, c) difference between letters-words-sentences, d)
aware of the use of capitalization and punctuation as text boundaries |
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Strategies |
RLA1.1.12 |
Comprehension
Strategies:: *Making connections Strategies
to identify unknown words: RLA1.1.12
Read with accuracy and comprehension instructional level texts designed for
the first grade to use self-correction strategies c) reread |
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Text Comprehension |
RLA 1.1.7 RLA1.1.8 RLA1.1.9 RLA1.1.11 RLA1.1.15 RLA1.1.16 |
RLA
1.1.7 Use a variety of context clues to determine word meanings a) prior
knowledge RLA1.1.8
Recognize basic comprehension concepts a) story elements, b) main idea
(simple story), c) sequence, e) prediction RLA1.1.9
Respond to literal comprehension questions after reading a short story
selection that is developmentally appropriate RLA1.1.11
Use meaning clues to aid comprehension and make predictions about content a)
pictures, e) story structure RLA1.1.15
make connections in literary work and people in own life and other cultures
(Text-Text, text-self, text-world a) events, b) characters, c) conflicts RLA1.1.16 Use reading skills and strategies to
understand a variety of information resources to support literacy learning a)
environmental print, e) labels |
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Vocabulary |
RLA1.1.6 |
RLA1.1.6
Understand level appropriate sight words and vocabulary a) high
frequency words such as said, was, and where |
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Fluency |
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DIBELS-letter
& Letter combination: Produces L-S
correspondences (1/second) DIBELS-Sight
word reading—Reads common sight words automatically |
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Writing Process |
RLA1.2.2 RLA1.2.4 RLA 1.2.5 |
RLA1.2.2
Compose written words using appropriate parts of the writing process e) class
publishing RLA1.2.4
Write in a variety of genres a) journal writing, b) written response to
literature RLA
1.2.5 Use a variety of sources to gather information to share thoughts and
ideas (e.g., information books, pictures, charts, indexes, videos, television
programs, graphs, computers) |
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Grammar Mechanics |
RLA1.2.8 RLA1.2.9 RLA1.2.11 |
RLA1.2.8
Use conventions of capitalization c) names of people RLA1.2.9
Use conventions of punctuation in written composition a) period RLA1.2.11Use
conventions of complete sentences a) capitalize first word |
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Handwriting |
RLA1.2.1 |
RLA1.2.1 Use
conventions of print a) correct directionality, b) proper writing position,
c) print upper/lower case letters of the alphabet, d) print numerals, e)
demonstrate uniformity in print, f) write own first and last name |
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Spelling |
RLA1.2.7 |
RLA1.2.7 Use
conventions of spelling in written composition a) letter/sound relationship
(1-syllable, phonetically regular words, b) high frequency words from
appropriate grade level list |
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Ongoing |
RLA 1.1.14 RLA1.1.6 RLA1.1.17 |
RLA
1.1.14 Establish purpose for reading a) for information, b) for pleasure RLA1.1.6
Understand level appropriate sight words and vocabulary a) high frequency
words such as said, was, and where RLA1.1.17
Increase amount of independent reading |
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Listening, Speaking, Viewing |
RLA
1.3.1 RLA1.3.2 |
RLA 1.3.1 Identify the main idea of messages in
visual media a) pictures, c) weather reports RLA1.3.2 Listen, recite, and respond to familiar
stories, poems, nursery rhymes, songs, and stories with repeated patterns a)
retell in sequence, b) relate information to own life, c) describe
character-setting-plot, d) engage in creative and dramatic play, e) imagine
beyond the story |
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Glossary of Terms: |
Phonics- knowledge of
letter/sound relationships and how they are used in reading and writing Phoneme- the smallest unit of
sound in spoken language |
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Phonemic
Awareness-
the ability to distinguish smaller and smaller units of sound within a
linguistic stream Shared
Interactive
Writing-
a writing in which the teacher models and the students share the pen Environmental
Print –
print/signs that are displayed in the school and community |
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