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Harrison County Schools Reading/Language Arts Curriculum Map
Grade 2 – 4th Six Weeks
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4th Marking Period |
CSOs |
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Genre
Choice |
2..1.5f 2..1.5d,
2.1.14f |
FICTION: 2..1.5f:
Fables and Fantasy are required. Fairy Tales / Folk Tales / Poems / Fantasy / Realistic
Fiction Legends / Fables / Chapter Books NON-FICTION: 2..1.5d, 2.1.14f: Informational books
with captions and labels-required. Environmental Print / Written Directions / Signs / Captions / Labels Informational Books/Articles |
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Text Comprehension |
2.1.6e 2.1.6f 2.1.13d 2..1.6b 2.1.7b,
2.1.14d,e |
2.1.6e: TSW
make predictions. 2.1.6f: TSW
draw conclusions. 2.1.13d: TSW
make connections of self to themes. 2..1.6b: TSW recognize main
idea. 2.1.7b,
2.1.14d,e: TSW
use picture captions and labels to aid comprehension |
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Strategies |
2.1.7b 2.1.4a,b,
c 2.1.9a |
Comprehension: 2.1.7b:
TSW make inferences in response to interpretive
questions. Word Attack/Decoding: 2.1.4a,b,
c: TSW use variety
of context clues to decode unknown words Prior knowledge / Read ahead / Reread 2.1.9a: TSW
search for cues Meaning / Structural / Visual |
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Phonics Word
Study |
2.1.1d |
2.1.1d: TSW identify and use
words with r-controlled vowels. |
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Vocabulary |
2.1.2e,
2.2.8d 2.1.3b |
2.1.2e,
2.2.8d: TSW
identify, use, and write contractions 2.1.3b: TSW identify and us
homonyms (I, eye) |
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Fluency |
2.1.10 2.1.11 2.1.3a |
2.1.10
2.1.11
SW read passages fluently with
emphasis on expression 2.1.3a: TSW read fluently 45
high frequency words from grade level Dolch sight word list |
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Writing
Process |
2.2.3
b,
c, d, e, f, g, I 2.2.2b 2.2.3c 2.2.4a |
2.2.3b,
c, d, e, f, g, I; 2.2.2b TSW use descriptive words in drafting and
revising in both narrative and expository writing. TSW use the five-step writing process to write a
“research” report with main idea and supporting details using informational
books, pictures, charts, indexes, videos, and television programs. 2.2.3c,
2.2.4a: TSW
use age appropriate dictionaries for editing and publishing |
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Grammar
Mechanics |
2.2.9a,
b, c |
2.2.9a,
b, c: TSW
use subject/verb agreement, simple adjectives and adverbs in writing. |
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Handwriting |
2.2.1a,
b |
2.2.1a,
b: TSW maintain
proper handwriting and paper position
for cursive writing. |
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Spelling |
2.2.6b,
2.1.2d 2.2.5 |
2.2.6b,
2.1.2d: TSW
spell words with r-controlled vowels 2.2.5: TSW alphabetize to the
second and third letter.
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Ongoing |
2.2.6a 2.1.15 |
2.2.6a: TSW read and
spell high frequency words. 2.1.15:
TSW read independently 15 minutes per day. |
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Speaking Listening Viewing
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2.3.1b/e 2.3.2d,
e |
2.3.1b/e: TSW recognize the main
idea in a cartoon and visual narrative. 2.3.2d,
e: TSW engage in
creative and dramatic play and imagine beyond the story. |
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Glossary
of Terms |
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(next page) |
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Expository
writing- non-fiction, explanations, informational Fiction-
The purpose is to entertain and involve readers
or listeners in stories of life.
Non-fiction
Poetry Poetry brings together
sounds and words in unique, intriguing ways that evoke intense imagery and
profound meaning. It may contain
meaning and emotions, figurative language (metaphor, simile, and
personification), rhythm (the ordered application of stress from one syllable
to the next or the beat of poetry), rhyme, alliteration (repeat of consonant
sounds), assonance (the repetition of vowel sounds), onomatopoeia (the use of
words to imitate sounds). There are
different forms of poetry that include shape poems, free verse (no rhyme and
no rhythm), lyric (personal and descriptive that conveys a sense of song),
narrative (tells a story or a sequence of events), limericks (humorous poems
that have five lines with lines 1 and 2 rhyming and lines 3 and 4 rhyming and
line 5 has a surprise ending or humorous statement that rhymes with the first
two lines), cinquain (five lines respectively have 2, 4, 6, 8, and 2
syllables), haiku (three lines with no rhyme and has a syllable structure of
5,7, and vie for each respective line), list poem, and formula poems. |
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