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Harrison County Schools Reading/Language Arts Curriculum Map
Grade 1 – 2nd Six Weeks |
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2nd Marking Period |
CSOs |
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Phonemic awareness
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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, d)
blends 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 |
Continue: *Making connections Add: *Imagery/Creating Mental Images/Visualizing
/ 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 a) search for cues, 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, b) reading ahead 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, c) title, d) cover, e) story structure, f) story topic 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, f) information books |
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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 |
RLA1.1.13 |
D-letter
& Letter combination: Produces L-S
correspondences (1/second) D-Sight
word reading—Reads common sight words automatically RLA1.1.13
Read aloud self-selected variety of familiar stories, poems and passages with
fluency and expression (e.g., rhythm, flow, meter, tempo, pitch, tone,
intonation) and self-select a variety of literary works |
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Writing Process |
RLA1.2.2 RLA1.2.3 RLA 1.2.4 |
RLA1.2.2
Compose written words using appropriate parts of the writing process e) class
publishing RLA1.2.3
Write in a variety of genres a) journal writing, b) written response to
literature, c) poems RLA
1.2.4 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, b) question
mark RLA1.2.11
Use conventions of complete sentences a) capitalize first word, b) includes
noun and verb, c) ending punctuation |
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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 |
RLA1.1.17 RLA 1.1.14 |
RLA1.1.17
Increase amount of independent reading RLA
1.1.14 Establish purpose for reading a) for information, b) for pleasure |
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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, d) engage in creative
and dramatic play |
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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 Phonemic
Awareness-
the ability to distinguish smaller and smaller units of sound within a
linguistic stream |
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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 KWL
chart-charting
what children already know about a topic of study (K), what they want to know
(W), and what they have learned through the study (L). Fluency-the ability to read
smoothly, easily, and readily with freedom from word recognition problems. |
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