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Harrison County Schools Reading/Language Arts
Curriculum Map
Grade 4 – 5th Six Weeks |
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5th Marking Period |
CSOs |
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Genre Choice |
RLA 4.1.3 |
Fiction (3-4 weeks) RLA 4.1.3 Biographies Nonfiction (2-3 weeks)
Autobiographies only(Not an option) |
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Text Comprehension |
RLA 4.1.4 |
RLA 4.1.4 Sequence: TSW be able to sequence the
events in a given story. Compare and
Contrast: TSW be able to compare and contrast various
events in stories and or passages. |
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Strategies |
RLA 4.1.4 |
RLA 4.1.4 Infer: TSW use prior
knowledge and the author’s words to infer about the text. |
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Word Study |
RLA 4.1 |
RLA 4.1 Context
Clues: TSW use
context clues to determine the unknown word. |
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Vocabulary |
RLA 4.1.5 |
RLA 4.1.5Analogies: TSW be able to identify and complete analogies |
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Fluency |
RLA 4.1.9 |
RLA 4.1.9 FLUENCY AND
EXPRESSION:TSW read with fluency and
expression silently or orally. |
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Writing Process |
RLA 4.2.2 |
RLA 4.2.2 FIVE STEP
WRITING PROCESS TSW compose a five paragraph
essay with organization, development, sentence structure, word choice , and mechanics. |
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Grammar Mechanics |
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Complete study of parts of
speech: TSW be able to identify the
various parts of speech in a given passage. |
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Handwriting |
RLA 4.2.1 |
RLA 4.2.1 CURSIVE: TSW complete review of
cursive letters. |
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Spelling |
RLA 4.2.7 |
RLA 4.2.7
CONVENTIONS: TSW
use conventions of Spelling. |
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Ongoing |
RLA 4.1.1 RLA 4.1.2 RLA 4.1.3 RLA 4.1.4 RLA 4.1.5 RLA 4.1.7 RLA 4.1.8 RLA 4.1.9 RLA 4.1.10 RLA 4.1.11 RLA 4.1.12 RLA 4.1.13 |
4.1.1
multiple
meaning words (antonyms & synonyms, homonyms, content area vocabulary,
context clues) 4.1.2
apply
structural analysis and context clues to decode and encode words 4.1.3
recognize
a variety of genres (fairy tales, folk-tales, fiction, nonfiction, myths,
poems, fables, fantasies, biographies, autobiographies, chapter books) 4.1.4
comprehension
skills to understand literacy works (summarize, story elements, skim and
scan, define expository text, compare/contrast, imagery, paraphrase, compose
personal response, infer, fact and opinion, sequence) 4.1.5
recognize
the way in which language is used in literary texts (simile, metaphor,
idioms, analogies, puns) 4.1.7
use
meaning clues to aid comprehension and
make predictions about content across the curriculum (pictures, picture captions, titles,
story structure, story topic, action-events-character behaviors) 4.1.8
read
with accuracy and comprehension instructional level text (search for cues,
identify miscues, reread) 4.1.9
read
orally with fluent expression literary texts across the curriculum read silently literary texts ATC 4.1.10
determine
a purpose for reading ATC 4.1.11
summarize
the author’s purpose (to persuade, inform, determine a specific viewpoint) 4.1.12
compare
connections between characters or simple events in a literary work in own
life and other cultures (text-self, text-text, text-world) 4.1.13 increase amount of independent
reading time |
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Speaking Listening Viewing |
RLA 4.3.1 RLA 4.3.2 |
RLA 4.3.1 LISTEN and RESPOND TSW listen and respond to
familiar stories and poems RLA 4.3.2 VISUAL MEDIA TSW define a variety of
messages conveyed through visual media |
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Glossary of Terms |
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