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Harrison County Schools

Course/Subject Name: _Reading Grade Level Targeted: P3/2nd grade

Kentucky
Core Content
Version 4.1 / Student Outcomes /

Key/Common Vocabulary

/ Activities
and
Assessments ** / Resources /
RD. EP 1.0.1
Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages.
RD-EP-1.0.2
Students will apply knowledge of synonyms, antonyms, or compound words for comprehension. DOK 2
RD-EP-1.0.3
Students will know that some words have multiple meanings and identify the correct meaning as the word is used. DOK 2
RD- EP- 1.0.4
Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words.
RD-EP-1.0.5
Students will identify the purpose of capitalization, punctuation, boldface type, italics, or indentations by the author to make meaning of the text. DOK1
RD-EP-1.0.6
Students will formulate questions to guide reading DOK 2 / Students will
• demonstrate an understanding of concepts of print, phonological awareness, and word
identification strategies by:
o distinguishing between printed letters and words, following text (e.g., one-to-one match of spoken words to print), finding key parts of books; identifying purposes of capitalization,
punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of the text
o recognizing, isolating, and combining sounds to make words, identifying syllables and parts of words (prefixes, suffixes)
o reading high-frequency/grade-appropriate words with automaticity, identifying and reading single and multi-syllabic words using knowledge of sounds, word structure, syllable types, and word patterns
o producing rhyming words and recognize pairs of rhyming words
o recognizing irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common word endings
o using onsets (in a word, the sound of the letter or letters preceding the first vowel – sit) and rimes (the first vowel and remaining part of the word – sit) to create new words that include
blends and digraphs
• apply context and self-correction strategies while reading (e.g., using pictures, syntax, predictive
language to predict upcoming words and text, monitoring own reading, self-correcting, confirming meaning, adjusting pace of reading or rereading to acquire meaning, previewing text selections)
• read grade-appropriate material – orally and silently - with accuracy and fluency
• use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary:
o formulate questions to guide reading (before, during and after reading)
o apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages
o use context clues to identify the correct meaning as the word is used
o apply knowledge of synonyms, antonyms, homonyms/homophones, or compound words to assist comprehension
o apply the meanings of common prefixes or suffixes to comprehend unfamiliar words
o organize words by categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)
• use resources (e.g., picture dictionaries, dictionaries, glossaries) to determine correct spelling of
words and to identify multiple meanings of words and content-specific meanings of words / Students understand that
• knowing how letters are linked to sounds to form letter-sound correspondence and spelling
patterns can help determine unfamiliar words while reading.
• fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression
while attending to text features (e.g., punctuation, italics).
• developing breadth of vocabulary improves reading comprehension and involves applying
knowledge of word meanings and word relationships. The larger the reader’s vocabulary the
easier it is to make sense of text.
• many words have multiple meanings. Knowledge of syntax/language structure,
semantics/meaning, context cues, and the use of resources can help in identifying the intended
meaning of words and phrases as they are used in text.
Explain
meaning
sequence
character actions
Describe
character
plot
setting
solution
problem
passage
Demonstrate
journals
whole text
antonyms
homonyms
compound words
text features
content clues
information
main ideas
details
sequence
cause/effect
fact/opinion
Interpret
directions
specialized vocabulary
illustrations
/ Word attack strategies
Uses blends, diphthongs, digraphs
Uses y as a vowel
Uses hard and soft c and g
Uses long and short vowels
Uses vowel combinations
Identifies words that rhyme
Recognizes high frequency words
Identifies root words
Observes affixes and spelling changes
Identifies compound words
Identifies contractions
Observes syllabification
1.1 Sight word bingo
1.1 Individual Reading Inventory (to determine the independent reading level)
1.1 Making words using sound and letter cards
Classify words by a given sound or pattern
1.2 Write several synonyms and antonyms on word cards. Give each child a word. They must find their partner who will either have an antonym or synonym for the word. (e.g. Hot/warm, in/out, etc.)
1.2 Combine 2 small words to create a compound word.
1.2 Survey a given text for synonyms, antonyms and compound words.
1.3 Students are taught how to use dictionaries to determine correct meaning.
1.3 Use context clues to differentiate meanings of words.
1.3 Classify words by their parts of speech.
1.4 Construct a chart containing root words and variations of that word with prefixes and suffixes.
1.4 Categorize words based on prefixes and suffixes.
1.4 Illustrate or act out words containing prefixes and suffixes.
1.5 Edit morning message
1.5 Text scavenger hunt for
purpose of capitalization, punctuation, boldface type, italics, or indentations by the author to make meaning of the text.
1.6 During partner reading the listening partner formulates a question for the reader.
RD-EP-2.0.1
Students will distinguish between fiction and non-fiction texts. DOK 2
RD-EP-2.0.2
Students will describe characters, plot, setting, or problem/solution of a passage. DOK 2
RD-EP-2.0.3
Students will locate key ideas or information in a passage. DOK 2
RD-EP-2.0.4
Students will identify specialized vocabulary (words and terms specific to understanding the content). DOK 2
RD-EP-2.0.5
Students will identify the correct sequence. DOK 1
RD-EP-2.0.7
Students will make inferences or draw conclusions based on what is read. DOK 2 / Students will
• use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and
literal questions, constructing sensory images, locating and using text features) while reading,
listening to, or viewing literary and informational texts
• use text structure cues (e.g., sequence, description, compare/contrast) to aid in comprehension
• describe explicitly stated cause and effect relationships
• distinguish between fiction and non-fiction texts
• identify unfamiliar words and specialized vocabulary
• make inferences based on what is read; make and check predictions
• demonstrate understanding of literary elements and literary passages/texts:
o identify and describe characters, major events/plot, setting or problem/solution
o identify characteristics (e.g., beginning-middle-end, rhyme, dialogue) of different types of
literary texts (e.g., stories, poems, plays, fairy tales)
• demonstrate understanding of structure and features of informational passages/texts:
o locate key ideas, facts or details
o use information from text to state and support the central/main idea
o identify text features (e.g., title, bold print) of different types of informational texts (e.g., lists,
recipes, directions, children’s magazines, dictionaries)
o read and use functional messages encountered in daily life
o use information from texts to accomplish a specific task or to answer questions
o use text features and visual information (e.g., pictures, maps, charts, graphs, timelines, visual
organizers) to understand text / Students will understand that
• reading a wide range of print and non-print texts builds an understanding of texts, of themselves,
and of different cultures.
• different purposes to read include reading to acquire new information and reading for personal
fulfillment. Among these texts are plays, fiction and non-fiction, classic and contemporary works.
• the use of comprehension strategies enhances understanding of text.
• different types of texts place different demands on the reader. Understanding text features and
structures, and characteristics associated with different genres (including print and non-print)
facilitate the reader’s ability to make meaning of the text. / 2.1 After a picture walk students will predict if the text is fiction or nonfiction.
2.1 Given a fiction and nonfiction text on a similar topic students will create a venn diagram comparing and contrasting the text.
2.2 Students will design a story map to summarize the text.
Compare a character’s life to your own life.
2.2 Students list all characters in the story and write as many details about each as they can.
2.3 Students will locate main ideas in a given passage.
2.4 I have, who has vocabulary activity.
2.4  Students will match specialized vocabulary words to their meanings.
2.5  Students will put picture cards or sentence strips in correct sequence.
2.5  Students will create a timeline of story events.
2.5  Students will act out a retelling of the story.
2.7 Students will analyze the ways in which similar ideas are developed in the text.
2.7 Students will make predictions, draw conclusions, make generalizations, or make inferences based on what is read.
RD-EP-3.0.1
Students will explain a character’s actions based on a passage. DOK 3
RD-EP-3.0.2
Students will explain how a conflict in a passage is resolved. DOK 3
RD-EP-3.0.3
Students will identify an author’s purpose in a passage. DOK 2
RD-EP-3.0.4
Students will identify main ideas or details that support them. DOK 2
RD-EP-3.0.5
Students will identify fact or opinion from a passage. DOK 2
RD-EP-3.0.6
Students will identify information in a passage that is supported by fact. DOK 2
RD-EP-3.0.7
Students will identify an author’s opinion about a subject. DOK 2
RD-EP-3.0.8
Students will identify informative or persuasive passages. DOK 2
RD-EP-3.0.9
Students will identify commonly used persuasive techniques (i.e., emotional appeal and testimonial) used in a passage. DOK 2 / Students will
• use comprehension strategies while reading, listening to, or viewing literary and informational
texts (e.g., using prior knowledge, previewing text selections, making predictions, generating
questions, constructing sensory images, using text features, making connections, determining
importance of information)
• use text structure cues (e.g., sequence, compare/contrast) to aid in comprehension
• identify author’s purpose (e.g., to entertain, to inform, to persuade)
• discuss why an author might have chosen to use particular language (e.g., words, phrases)
• examine relationships between earlier and later parts of a text and how these parts make sense
together
• summarize a variety of reading passages by selecting the main ideas and main events or key points
• discuss the message of the text
• record and organize ideas found within texts to show understanding (e.g., charting, mapping)
• demonstrate understanding of literary elements and literary passages/texts:
o identify traits of main characters, interpret possible motives, and explain a character’s actions
o trace characters and plot across multiple episodes
o identify problems and explain how conflicts are resolved
o recognize author’s craft as appropriate to genre (e.g., figurative language/imagery, rhyme)
• demonstrate understanding 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 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 / Students will understand that
• interpretations of text involve linking information within and across parts of a text and determining
importance of the information presented.
• references from texts provide evidence to support conclusions, the information presented, or the
author’s perspective.
• authors make intentional choices that are designed to produce a desired effect on the reader. / Strategies to support construction of
meaning
Uses picture cues and captions
Uses titles and headings
Classifies and categorizes
Uses context clues
Observes graphic organizers and sub-titles such as
venn diagrams, webbing
Asks and answers who, what, when, where, why
and how questions
Predicts outcomes
Begins to draw conclusions and makes inferences
based on text
Recognizes details
Begins to identify main ideas
Summarizes texts
Identifies cause and effect
Begins comparing and contrasting
Begins to identify author’s point of view
Identifies fact and opinion
Observes words with multiple meanings
(homographs) and observes using context to
determine correct meaning
Identifies homonyms, synonyms, and antonyms
Begins to recognize use and purpose of conjunction
words, transition, and linking words
Observes analogies
3.1 Students will explain a character’s actions based on what is read in a passage.
3.1 Students will construct a venn diagram to relate characters actions to their own life.
3.1 Students will pretend they are the character in the text and role play their actions.
3.2 Students will complete a story map.
3.2 Students will work in a group and discuss how the conflict was resolved in the story and then develop alternative solutions.
3.3 Students will explain an authors position based on evidence in the passage.
3.3 Students will apply their prior knowledge of reading stories to help make sense of the author’s purpose.
3.4 Students will construct a main idea graphic organizer.
3.4 In a given passage students will use highlighters to identify the main idea and supporting details.
3.5 Given a selected passage or group of sentences students will decide if it is fact or opinion and defend their answer.
3.5 Students will create a fact/opinion T chart.
www.clark.k12.state.ky.us
3.7 Students will complete author studies.
3.8 Students are exposed to a variety of genres.
3.8 Students will identify evidence from a passage to classify it as informative or persuasive.
3.9 Students will interpret meaning from the author’s word choice.
3.9 Students will analyze organizational patterns used by the author to persuade the reader.