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Harrison County Schools Reading/Language Arts Curriculum Map
Grade 3 – 5th Six Weeks
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5th Marking Period |
CSOs |
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Literary Passages and
Texts (Genre Choice) |
RLA 3.1.3 RLA 3.2.5 |
RLA 3.1.3c Fiction:
Historical (Fairy Tales, Folk Tales, Myths, and Fables are required, choose one additional) Historical / Poems / Fantasy / Fairy Tales
/ Folktales / Myths / Fables / Chapter Books RLA 3.1.3 k Non-Fiction (Informational is
required, choose one additional) Biography
/ Informational
(required) / Autobiography RLA 3.1.13a, b, c, d, e,
or f: Environmental
Print (signs, labels, captions) / Written
Directions / Informational Books RLA 3.2.5 a, b, or c: Reference: / Dictionary / Encyclopedia / Newspaper / Web Pages |
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Text Comprehension |
RLA 3.1.7 RLA
3.1.4 RLA 3.1.10 RLA 3.1.6 |
RLA 3.1.7
a, b, c, Fiction Using
meaning clues in comprehension and to predict about content across the
curriculum / Action / Events / Story topic / Behaviors RLA
3.1.4 a, b, c, d, e, f, g, h, I, j, k: Comprehension skills to understand a story story
elements / sequence / expository works / drawing conclusions / compare and
contrast predict
/ summarize /infer / paraphrase / main idea / story topic RLA 3.1.10
a, b, c: Explain purpose for reading Information / Pleasure / To understand a specific
viewpoint RLA 3.1.6 a, b, c Non-Fiction
Graphic
organizers and visualization to interpret information / Charts / Graphs / Diagrams |
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Strategies |
RLA 3.1.12 RLA 3.1.5 |
RLA 3.1.12 : Compare
connections between characters and events with own life and other cultures a,
b, c, d / Events / Characters / Conflicts / Themes RLA 3.1.5 a, b, c: Recognize ways in which language is used in
literary text Simile
/ Metaphor / Idioms |
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Word Study |
RLA 3.1.2 |
RLA 3.1.2 : Recognize Level appropriate reading vocabulary |
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Vocabulary |
RLA 3.1.1 |
RLA 3.1.1 : Recognize level appropriate sight words and
content vocabulary |
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Fluency |
RLA 3.1.9 |
RLA 3.1.9 a, b, d, f, g: Read familiar stories with fluency and expression
and self-select a variety of literary works / Rhythm / Flow / Tempo / Tone / Intonation |
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Writing Process |
RLA 3.2.2 RLA 3.2.3 RLA 3.2.4 RLA 3.2.9 |
RLA 3.2..2 a,b,c,d,e,f,g: Five Step Writing Process Graphic
organizers / Descriptive words and details / Use dictionaries for editing and
publishing / Conferencing to edit / Punctuation/c / Capitalization / Spelling RLA 3.2.3 a, b, c, d, e,
f: Use paragraph format to
write compositions / BME / RLA 3.2.4 a, b, c, d, ,e,
f : Strategies to plan
research / Identify possible topic by
brainstorming / List questions / Use idea webs / Organize prior knowledge
about a topic / Develop a course of action for writing / Determine how to
locate necessary information RLA 3.2.9 d, e: Conventions of punctuation in written
composition Quotation
marks around titles / Quotation marks
around direct quotes |
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Grammar Mechanics |
RLA 3.2.8 RLA 3.2.9 |
RLA 3.2.8 b:Conventions
of capitalization in written compositions / First word of a direct quotation RLA 3.2.9 g:Conventions of punctuation
in written composition / Apostrophes
for possessive nouns
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Handwriting |
RLA 3.2.1 |
RLA 3.2.1 d,e,f,g,h,i: Demonstrate
proper manuscript and full transition to cursive writing techniques Letter
formation / Slant / Letter size / Spacing / Rhythm / Alignment |
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Spelling |
RLA 3.2.7 |
RLA 3.2.7 a, b, c: Conventions of spelling in written composition / high
frequency words / letter/sound relationships / structural changes to spell
correctly |
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Ongoing |
RLA 3.2.7 RLA 3.1.14 |
RLA 3.2.7a: High frequency word wall RLA 3.1.14: Independent reading 15-20 minutes daily |
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Speaking / Listening Viewing |
RLA 3.3.1 |
RLA 3.3.1 a, b, c: Listen and respond to
familiar stories and poems / Summarize and paraphrase to confirm
comprehension / Recount personal experiences / Imagine beyond literary form |
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Glossary of Terms |
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