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Harrison County Schools Reading/Language Arts
Curriculum Map
Kindergarten – 3rd Marking Period
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3rd Marking Period |
CSOs |
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Phonemic awareness |
RLK. 1.1 RLK. 1.2 RLK. 1.3 RLK. 1.4 |
RLK. 1.1 Phonemes identify that words are made of phonemes (c/a/t) RLK. 1.2 Sds One-syllable Word identify the sounds in a one-syllable word (p/l/a) RLK. 1.3 Onset/Rime recognize/blend onset and rime RLK. Segmentation (DIEBELS) segment individual sounds in words RLK. 1.4 Phonetic Analysis identify the beginning and ending sounds in words become aware that words have the same medial sound (Short/long vowels) identify pictures/words with the same ending sound |
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Phonics |
RLK. 1.1 RLK. 1.2 RLK. 1.5 |
RLK. 1.1 Phonemes correspond sounds to the letters of the alphabet RLK. 1.2 Sds One-syllable Word begin to decode phonetically regular one-syllable words begin to decode one-syllable nonsense words RLK. 1.5 Letter Recognition recognize/name upper and lower case letters in random order |
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Concepts About Print |
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Strategies |
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*Focus During this Nine Weeks Schema/Prior Knowledge Sensory Imagery Drawing Inferences Asking Questions *Determining Importance Synthesizing Monitoring/Clarifying |
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Text Comprehension |
RLK. 1.7 RLK. 1.10 RLK. 1.11 RLK. 1.12 RLK. 1.13 |
RLK. 1.7 Comprehension Concepts identify the setting of a story arrange story events in correct sequence retell a story in own words including beginning, middle and end make predictions based on illustrations or portions of the text identify the main characters in a story recognize the main idea of a story RLK. 1.10 Purpose for Reading establish purpose for reading (information/pleasure) RLK. 1.11 Author's Purpose identify author's purpose (persuade/inform) RLK. 1.12 Making Connections make connections between literary works and self, text and world RLK. 1.13 Resources to Support Literacy use reading skills to understand a variety of informational resources |
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Vocabulary |
RLK. 1.6 |
RLK. 1.6 Sight/Vocabulary Words recognize/identify color/number words use a variety of words to describe persons, places, things and actions in literature and real life situations locate/identify high frequency words in text as presented |
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Fluency |
RLK. 1.2 |
RLK. 1.2 Sds One-syllable Word begin decoding
one-syllable words w/fluency RLK. 1.4 Phonetic Analysis identify/say the first
sound in a one-syllable word say the most common
sound associated with individual letters RLK. 3.1 Listen/Recite/Respond begin to use voice level, phrasing, and intonation during choral/echo reading of short poems, nursery rhymes, songs, and stories with repeated patterns and refrains. |
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Writing Process |
RLK. 2.2 RLK. 2.3 RLK. 2.4 |
RLK. 2.2 Process begin to develop an awareness of of a variety of genres (Poetry/letters/journals/fiction/nonfiction) begin to write a simple story by using simple graphic organizer use a simple graphic organizer to tell/retell a story including beginning, middle and end RLK. 2.3 Self-Expression match their written text to their illustrations-Pictures more detail understand that print conveys meaning in writing and can express meaning of attempted writing RLK. 2.4 Informational Resources begin to use a variety of resources to develop ideas (video/TV/graphs/computers) use pictures/charts to develop ideas in writing |
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Grammar Mechanics |
RLK. 2.3 RLK. 2.6 RLK. 2.7 |
RLK. 2.3 Self-Expression begin to demonstrate some sound/symbol correspondence evident in spellings RLK. 2.6 Conventions of Capitalization capitalize the first word in a sentence recognize the use of capital letters in proper names RLK. 2.7 Conventions of Puncuation begin to use punctuation (question mark/exclamation point) w/support use punctuation (period) w/support |
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Handwriting |
RLK. 2.1 |
RLK. 2.1 Conventions of Print use standard formation to write all letters correctly begin to write letters/numbers on K manuscript paper write first/last name use spacing between words w/support write left to right and top to bottom use proper writing position/pencil grip use standard formation to write numbers as introduced |
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Spelling |
RLK. 2.5 |
RLK. 2.5 Conventions of Spelling write phonetic spelling of words write high interest words spell some high frequency words appropriate to grade level begin to "stretch" words in spelling process w/support |
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Ongoing |
RLK. 1.6 RLK. 1.9 RLK. 1.14 |
RLK. 1.6 Sight/Vocabulary Words Word Wall utilize word wall to identify level appropriate sight words/vocabulary words RLK. 1.9 Concepts of Print identify the title of a book identify the title page of a book match one to one/print and voice identify the front and back cover of a book hold printed material appropriately turn pages appropriately follow text from left to right/top to bottom distinquish print from pictures distinquish letters from words RLK. 1.14 Independent Reading read independently 20 minutes per day |
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Listening, Speaking, Viewing |
RLK. 3.1 RLK. 3.2 |
RLK. 3.1 Listen/Recite/Respond listen, recite and respond to familiar stories listen, recite and respond to nursery rhymes, poems and songs RLK. 3.2 Main Idea/Visual Media understand the main idea/message in visual media (Pictures, video, tv) |