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Harrison County Schools Reading/Language Arts Curriculum Map
Grade 1 – 6th Six Weeks |
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6th Marking Period |
CSOs |
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Phonemic awareness |
RLA 1.1.3 |
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 a) basic
prefixes, b) basic suffixes, c) compound words, d) root words, e) spelling
patterns, f) contractions |
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Concepts About Print |
RLA1.1.10 |
RLA1.1.10
Explain how print is organized and read a) author, b) illustrator, d) aware
of the use of capitalization and punctuation as text boundaries |
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Strategies |
RLA1.1.12 |
Continue: *Making connections *Imagery/Creating Mental Images/Visualizing
*Making connections *Questioning *Inferring Add:
*Summarizing 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, b)
identify miscues, c) reread, d) ask for help |
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Text Comprehension |
RLA 1.1.7 RLA1.1.8 RLA1.1.9 RLA1.1.11 RLA1.1.12 RLA1.1.15 |
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, b) picture captions, c) title, d) cover, e) story structure, f)
story topic, g) action, h) events 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, b)
identify miscues, c) reread, d) ask for help 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 |
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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, b) antonyms, hot-cold |
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Fluency |
RLA1.1.13 |
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 a)
initial attention to planning, b) drafting, e) class publishing, d) some self
correction, individual 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 RLA1.2.10 RLA1.2.11 |
RLA1.2.8
Use conventions of capitalization a) days of week, b) months of year, c)
names of people, d) special places, e) differentiation between common and
proper nouns RLA1.2.9
Use conventions of punctuation in written composition a) period, b) question
mark, c) exclamation mark RLA1.2.10
Use the mechanics of grammar in written composition (e.g., nouns, verbs,
declarative & interrogative sentences) 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, c) transition from invented spelling to
conventional spelling |
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Ongoing |
RLA 1.1.14 RLA1.1.17 |
RLA
1.1.14 Establish purpose for reading a) for information, b) for pleasure, c)
to identify a specific viewpoint RLA1.1.17
Increase amount of independent reading |
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Listening, Speaking and Viewing |
RLA
1.3.1 RLA1.3.2 RLA1.1.16 |
RLA 1.3.1 Identify the main idea of messages in
visual media (e.g., pictures, cartoons, weather reports, newspaper photos,
visual narratives) 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 RLA1.1.16 Use reading skills and strategies to
understand a variety of information resources to support literacy learning b)
written directions, c) signs, d) captions, e) labels, f) information books |
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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 Intonation- 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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