HC Ele Curriculum Mapping s4

First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Harrison County Schools

Course/Subject Name: Reading Grade Level Targeted: First Grade/P2

First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments RD-EP-1.0.1 Students will Basal Readers Students will apply • demonstrate an Explain Uses letter recognition and sound word recognition understanding of concepts of Uses beginning, middle, and ending strategies (e.g., print, phonological awareness, meaning consonants Trade Books Uses short vowels phonetic principles, and word identification sequence Uses long vowels context clues, strategies by: character actions Uses blends Phonetic structural analysis) o distinguishing between Uses digraphs Readers to determine printed letters and words, Describe Observes y as a vowel character Observes root words pronunciations or following text (e.g., one-to-one Observes affixes and spelling changes Leveled Readers meanings of words match of spoken words to plot Observes compound words Observes contractions in passages. DOK 2 print), finding key parts of setting books; identifying purposes of Fluency Readers RD-EP-1.0.2 capitalization, punctuation, solution 1.1 Students will apply and text features (e.g., problem DOK 1- Students will Magazines knowledge of boldface type, italics, passage Read and identify Dolch synonyms, indentations) to make meaning of the text Demonstrate sight words and Research antonyms, or o recognizing, isolating, and information phonetically-sounded words. Materials compound words combining sounds to make journals I.e. flashcards, (dictionaries, for words, identifying syllables whole text Computer games, Bingo encyclopedias, comprehension. and parts of words (prefixes, etc.) suffixes) antonyms DOK 2 DOK-2- Students will o reading high- homonyms frequency/grade-appropriate Add meaning to the words, Weekly Reader, RD-EP-1.0;3 compound words words with automaticity, sentences and Passages read. Scholastic News, Students will know identifying and reading single text features that some words i.e. etc. and multi-syllabic words using content clues have multiple INFORMAL knowledge of sounds, word meanings and main ideas ASSESSMENT; Leap Pads structure, syllable types, and identify the correct word patterns details categorizing words, meaning as the o producing rhyming words sequence Matching words with Posters word is used. DOK and recognize pairs of 2 cause/effect pictures, illustrating words rhyming words fact/opinion and sentences. Pocket Charts recognizing irregularly RD-EP-1.0.5 o First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments RD-EP-2.0.1 Students will Students will understand that 2.2 Students will • use comprehension • reading a wide range of print DOK-1-Students will distinguish strategies (e.g., using prior and non-print texts builds an between knowledge, predicting, understanding of texts, of Locate key ideas for fiction and generating clarifying and literal themselves, information in a passage non-fiction questions, constructing and of different cultures. (Students will texts. DOK 2 sensory images, locating and • different purposes to read Complete a graphic using text features) while include reading to acquire new organizer, which tells about RD-EP-2.0.2 reading, listening to, or information and reading for Students will describe viewing literary and personal the characters, plot, setting characters, plot, informational texts fulfillment. Among these texts and the problem/solution.) setting, or • use text structure cues (e.g., are plays, fiction and non- problem/solution of a sequence, description, fiction, classic and DOK-2- Students will passage. DOK 2 compare/contrast) to aid in contemporary works. identify describe the comprehension • the use of comprehension Characters ,plot ,setting RD-EP-2.0.3 • describe explicitly stated strategies enhances Students will locate cause and effect relationships understanding of text. And problem/solution in a key ideas or • distinguish between fiction • different types of texts place passage. information in a and non-fiction texts different demands on the passage. DOK 2 • identify unfamiliar words and reader. Understanding text DOK-3- Students will be specialized vocabulary features and able to tell about the setting, RD-EP-2.0.4 • make inferences based on structures, and characteristics Students will what is read; make and check associated with different genres plot characters identify specialized predictions (including print and non-print) problem/solution and relate vocabulary (words • demonstrate understanding facilitate the reader’s ability to to themselves. and terms specific of literary elements and make meaning of the text. to understanding literary passages/texts: 2.4 the content). DOK 2 o identify and describe characters, major events/plot, DOK-1-Students will recall RD-EP-2.0.5 setting or problem/solution vocabulary from a specific Students will o identify characteristics (e.g., topic. identify the correct beginning-middle-end, rhyme, sequence. DOK 1 dialogue) of different types of DOK-2-Students will use First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments literary texts (e.g., stories, specific topic words in RD-EP-2.0.7 poems, plays, fairy tales) sentences(cloze) , act out Students will make • demonstrate understanding inferences or draw of structure and features of meaning of words, conclusions based informational passages/texts: illustrating words. on what is read. o locate key ideas, facts or DOK 2 details DOK-3-Students will read o use information from text to and define specialized topic state and support the words within a passage. central/main idea o identify text features (e.g., title, bold print) of different 2.5 types of informational texts DOK-1- Students will (e.g., lists, recipes, directions, Sequence cards in correct children’s magazines, order with sentences and dictionaries) pictures o read and use functional messages encountered in daily life DOK-2- Students will Be o use information from texts able to retell or illustrate the to accomplish a specific task events of a story or to answer questions o use text features and visual 2.7 information (e.g., pictures, maps, charts, graphs, DOK-2-Students will use timelines, visual picture clues to add organizers) to understand text Meaning to the text.

DOK-4-Students will Develop their own ending to a story. First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments RD-EP-3.0.1 Students will Students will understand that Students will explain • use comprehension • interpretations of text involve Uses picture cues and captions a character’s actions strategies while reading, linking information within and Uses titles and headings based on a passage. listening to, or viewing literary across parts of a text and Classifies and categorizes Asks and answers who, what, when, DOK 3 and informational texts (e.g., determining where, why using prior knowledge, importance of the information and how questions RD-EP-3.0.2 previewing text selections, presented. Predicts outcomes Students will explain making predictions, generating • references from texts provide Begins to make observations and draw conclusions how a conflict in a questions, constructing evidence to support based on text passage is resolved. sensory images, using text conclusions, the information Begins noting details DOK 3 features, making connections, presented, or the Begins noting main ideas determining author’s perspective. Begins summarizing texts Begins to identify cause and effect RD-EP-3.0.3 importance of information) • authors make intentional Observes comparing and contrasting Students will identify • use text structure cues (e.g., choices that are designed to Observes author’s point of view an author’s purpose in sequence, compare/contrast) produce a desired effect on the Recognizes fact and opinion to aid in comprehension reader. Observes words with multiple meanings a passage. DOK 2 (homographs) • identify author’s purpose Observes homonyms, synonyms, and RD-EP-3.0.4 (e.g., to entertain, to inform, to antonyms Students will persuade) Observes use of conjunction words identify main ideas • discuss why an author might or details that have chosen to use particular 3.1 support them. DOK language (e.g., words, DOK-1-Students will tell 2 phrases) bout a character by • examine relationships RD-EP-3.0.5 between earlier and later parts Completing a character map. Students will identify of a text and how these parts fact or opinion from a make sense DOK-2-Students will role passage. DOK 2 together play a characters actions in a • summarize a variety of story. RD-EP-3.0.6 reading passages by selecting Students will identify the main ideas and main information in a events or key points DOK-3-Students will role passage that is • discuss the message of the play a character in a new First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments supported by fact. text situation. DOK 2 • record and organize ideas 3.4 RD-EP-3.0.7 found within texts to show Students will identify understanding (e.g., charting, DOK-1-Be able to ask and an author’s opinion mapping) answer questions about about a subject. • demonstrate understanding important details DOK 2 of literary elements and literary passages/texts: DOK-2-Students will web, RD-EP-3.0.8 o identify traits of main and use graphic organizers Students will identify characters, interpret possible informative or motives, and explain a for a story. persuasive character’s actions passages. DOK 2 o trace characters and plot DOK-3-Students will create across multiple episodes or illustrate the main idea RD-EP-3.0.9 o identify problems and Students will identify with supporting details on explain how conflicts are their own. commonly used resolved persuasive o recognize author’s craft as techniques (i.e., appropriate to genre (e.g., emotional appeal figurative language/imagery, and testimonial) rhyme) used in a passage. • demonstrate understanding DOK 2 of informational passages/texts: o distinguish between informative or persuasive passages o identify commonly used persuasive techniques (e.g., emotional appeal, testimonial) o identify an author’s opinion o use evidence from the text to state central /main idea and First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments details that support them o use text references to support conclusions based on what is read, for example, an author’s opinion about a subject o distinguish between facts and opinions found in texts o identify information in a passage supported by facts • pose questions and use a variety of print and non-print resources to find information to answer them • understand and interpret the concepts and relationships described in a text • evaluate information from multiple sources by determining necessary information and interpreting findings RD-EP-40..1 Students will Students will understand that Students will connect • use comprehension • making connections involves information from a strategies (e.g., using prior thinking beyond the text and passage to students’ knowledge, predicting, applying the text to a variety of lives (text-to-self), generating clarifying and literal situations. Connections may be real world issues questions, constructing expressed as comparisons, (text-to-world) or sensory images, locating and analogies, inferences, or the other texts (text-to- using text features) while synthesis of ideas. text - e.g., novel, reading, listening to, or • references from texts provide short story, song, viewing literary and evidence of applying ideas and film, website, etc.). informational texts making text-to-self, text-to-text, First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments DOK 3 • self-select texts based on and personal interests text-to-world connections. • generate a personal • reading a wide range of response to what is read, literature by different authors, listened to or viewed: and from many time periods, o relate stories or texts to cultures, and prior knowledge, personal genres, builds an experiences, other texts, or understanding of the extent of ideas human experience. o provide text references/evidence to support connections made between text-to-self, text-to- text, or text-to-world • read personal and other classmates writing • extend the story (e.g., through discussion, role play, writing) • voluntarily read aloud and to others, signaling a sense of themselves as a reader • demonstrate participation in a literate community by sharing and responding to ideas and connections through writing and focused discussions about text First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments RD-EP-5.0.3 Students will Students will understand that Students will • use comprehension • reading is a process that Understands function of cover and title identify text strategies while reading, includes applying a variety of page features (e.g., listening to, or viewing literary strategies to comprehend, Understands directionality (message moves from pictures, lists, and informational texts (e.g., interpret, and left to right, top to bottom, first and last charts, graphs, using prior knowledge, evaluate texts. letter tables of contents, previewing text selections, • references from texts provide Recognizes how words are put together indexes, glossaries, making predictions, generating evidence to support judgments to form sentences captions, headings) questions, constructing made about why and how the Notes space between words to answer sensory images, using text text Locates known words questions about a features, making connections, was developed, considering the Controls one-to-one matching (tracks passage. DOK 2 determining content, organization and form. words with eyes) importance of information) • determining the usefulness of Recognizes letters RD-EP-5.0.4 • explain how text features are text for a specific purpose, Recognizes capitalization, bold-face Students will identify used to organize information evaluating language and textual type, italics, the organizational for clarity or usefulness elements, and analyzing the indentation and punctuation to determine meaning pattern used (e.g., • identify the organizational author’s style are all ways to Recognizes high frequency words sequence, cause pattern used (e.g., description, critically examine texts. and effect, or sequence, cause/effect, comparison and compare/contrast) to 5.3 contrast) to understand the passage DOK-1- Students will name understand the • evaluate what is read, based and find various text passage. DOK 2 on the author’s purpose, features. Parts of a book. message, word choice/language use, DOK-2-Students will sentence variety, content or use of literary elements correctly use various text • compare books by the same features to add meaning to author, or books about the the text. same theme or topic DOK-3- Students will explain how various text First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments features help them read.

Assessments

Basic Assessments:  Word Lists - Dolch Words - Reading Keywords - Word Wall Words  Worksheets  Unit Tests  Reading Counts  SRI  AR

Higher-Level Assessments:  Open Response  Anecdotal Records  Running Records - DRA - Fluency Readers - Phonetic Readers - Leveled Readers  Graphic Organizers First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet

Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.0 Assessments  Computer-Based Assessments  Informal Assessments of Hands-On Activities  Projects/Presentation Rubrics