Harlan Elementary School

ENGLISH LANGUAGE ARTS D R A F T

10/4/18

HARLAN INDEPENDENT SCHOOL DISTRICT

SCOPE AND SEQUENCE

ENGLISH LANGUAGE ARTS

KINDERGARTEN-FOURTH GRADE

2011

D RA F T AS OF JUNE 27


Introduction

READING STANDARDS FOR LITERATURE (RL)

Key Ideas and Details

KINDERGARTEN / FIRST GRADE / SECOND GRADE / THIRD GRADE / FOURTH GRADE
R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
K.R.L.1. With prompting and support, ask and answer questions about key details in a text. (R)
  • Understand that questions are asked to clarify understanding of a text. (K)
  • Identify story elements with prompting. (K)
  • Develop questions centered on key ideas. (R) (For example, Who is the main character? Where does this story take place?)
  • With prompting and support:
  • Identify key details in informational text. (K)
  • Ask questions about key details in informational text. (K)
  • Answer questions about key ideas in informational text. (K)
  • Understand highlighted or bold print words are key words. (K)
/ 1.RL.1. Ask and answer questions about key details in a text.
  • Identify story elements. (K)
  • Formulate questions about key details in the story. (R)
  • Identify key details in informational text and reading for information. (K)
  • Ask questions about key details in informational text. (K)
  • Answer question about key details in informational text. (K)
  • Understand highlighted or bold print words are key words. (K)
/ 2.RL.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (R)
  • Identify: who, what, when, why, and how in a given text. (K)
  • Identify key details in an informational text. (K)
  • Describe key details in an informational text using the questions who, what, when, where, why and how. (K)
  • Ask and answer such questions as who, what, where, when, why and how to determine understanding of key details in informational text. (R)
/ 3.RL.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (R)
  • Understand the importance of referring to the text when answering questions. (K)
  • Formulate questions based upon the understanding of a text. (R)
  • Answer questions to demonstrate understanding of a text. (R)
/ 4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (R)
  • Use context clues to locate key ideas and details. (R)
  • Locate and explain details and examples in a text that support their inferences. (R)
  • Distinguish between what is stated directly in the text and what one has to figure out. (R)
  • Define inference.

R.CCR.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
K.RL.2. With prompting and support, retell familiar stories, including key details. (K)
  • With prompting and support:
  • Identify the main topic of a text. (K)
  • Identify the key details of a text. (K)
  • Retell key details of a text. (K)
/ 1.RL.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
  • Identify the main topic of a text. (K)
  • Identify key details of a text. (K)
  • Retell key details of a text. (K)
/ 2.RL.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • Supporting the main topic of the text. (K)
/ 3.RL.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. / 4.RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. (R)
  • Define “theme” of a story, drama, or poem.. (K)

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
K.RL.3. With prompting and support, identify characters, settings, and major events in a story. (K)
  • Know that stories have characters, settings, and events. (K)
  • Identify characters in a story using prompting and support. (K)
  • Identify setting of a story using prompting and support. (K)
  • Identify major events in a story using prompting and support. (K)
  • With prompting and support:
  • Identify key details about an individual discussed in informational text. (K)
  • Identify details about events or ideas in a text. (K)
  • With prompting and support:
  • Discuss how two individual events, ideas, pieces of information in a text connect. (R)
  • Identify the relationship between elements in informational piece. (R)
/ 1.RL.3. Describe characters, settings, and major events in a story, using key details. (R)
  • Describe characters in a story using key details. (R)
  • Describe the setting of a story using key details. (R)
  • Describe the major events in a story using key details. (R)
  • Define: character, setting, major events, details. (K)
  • Identify: characters, setting, major events, details. (K)
  • Identify key details about an individual discussed in an informational text. (K)
  • Identify details about events or ideas in an informational text. (K)
  • Describe the connections made between two: individuals, events, ideas, pieces of information in a text. (R)
/ 2.RL.3. Describe how characters in a story respond to major events and challenges. (R)
  • Identify the historical events that occurred in a text. (K)
  • Identify specific ideas or concepts that occur in a text. (K)
  • Identify the steps in a procedure. (K)
  • Describe the connection that occurs in a text between a series of:
  • Historical events
  • Scientific ideas or concepts
  • The steps from a procedure. (R)
/ 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
  • Describe a character’s feelings/emotions based on information found in the text. (K)
  • Describe a character’s traits/motivations. (K)
  • Retell the sequence of events using time order word. (K)
  • Infer a character’s feelings and/or emotions. (R)
  • Analyze a character’s feelings and/or emotions (R)
  • Interpret how a character’s traits’ motivation; feelings lead to actions. (R)
  • Explain how a character’s actions contribute to the sequence of events. (R)
/ 4.RL.3. Describe in depth a character, setting, or spec-ific details in a story or drama, draw-ing on specific details in the text (e.g. a character’s thoughts, words, or actions). (R)
  • Recognize that clues in the text such as what a character’s thoughts, words, or actions can be used to make inferences about a character. (K)
  • Make inferences about a character, setting, or event using specific details. (R)

Craft and Structure

KINDERGARTEN / FIRST GRADE / SECOND GRADE / THIRD GRADE / FOURTH GRADE
R.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
K.RL.4. Ask and answer questions about unknown words in a text. (S)
  • Know that asking questions is a strategy for finding out what words mean. (K)
  • Use context clues to figure out the meaning of a word. (R)
/ 1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (R)
  • Know a variety of common words relating to feelings and the five senses (i.e., “happy” words, “sad” words, “touch” words) (K)
/ 2.RL.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (R)
  • Explain the meaning of rhyme, rhythm, and alliteration. (K)
  • Perceive patterns in the arrangement of words. (R) (For example, the repetition in Brown Bear, Brown Bear.)
/ 3.RL.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (R)
  • Define literal and non-literal. (K)
  • Recognize whether a word is being used in a literal or non-literal sense. (R)
  • Use context clues to determine meaning of words. (R)
  • Recognize meaning of several high frequency prefixes and suffixes (e.g., un-, im-, ex-, dis-, -er, =ing, -able, -ly). (K)
/ 4.RL.4. Determine the meaning of words and phrases as they are used in a text, (R)
including those that allude to significant characters found in mythology (e.g., Herculean). (R)
  • Recognize some high frequency roots (K).
  • Use high frequency prefixes, suffixes, and roots to determine word meaning. (R)
  • Explain what an allusion is. (K)
  • Know details of some well-known myths from world cultures (e.g., Pegasus, King Midas, Damon and Pythias). (K)
  • Recognize words and phrases that allude to these myths. (R)

R.CCR.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
K.RL.5. Recognize common types of texts (e.g., storybooks, poems). (R) / 1.RL.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (R)
  • Know the terms fiction and nonfiction and characteristics associated with each. (K)
/ 2.RL.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (R)
  • Know that story parts include beginning, middle, end, problem,, and solution. (K)
  • Identify the beginning, middle, and end of a given story. (R)
/ 3.RL.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza (S); describe how each successive part builds on earlier sections. (R)
  • Know that poems are composed of lines and stanzas. (K)
  • Know that plays are divided into scenes. (K)
  • Know that books are often divided into chapters. (K)
  • Understand why authors divide their work into sections. (K)
/ 4.RL.5. Explain major differences between poems, drama, and prose (K),
and refer to the structural elements of poems (e.g., verse, rhythm, meter); prose (e.g., characters, settings, descriptions, dialogue) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (R)
  • Define: poetry, prose, drama (K)
  • Know the key elements of poetry including verse, rhythm, meter. (K)
  • Know the key elements of drama including acts, scenes, characters, dialogue, stage directions, and props. (K)
  • Understand that dramas are written to be performed by actors. (K)

R.CCR.6. Assess how point of view or purpose shapes the content and style of a text.
K.RL.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (K)
  • Know that the author is the person who wrote the book and the illustrator is the person who drew the pictures. (K)
  • Know that the names of the author and the illustrator are found on the title page. (K)
/ 1.RL.6. Identify who is telling the story at various points in a text. (K)
  • Define what the narrator of a text does. (K)
  • Identify the characters of the story. (K)
  • Who is telling the story at various points. (K)
  • Define what the narrator of a text does. (K)
  • Identify the characters of the story. (K)
  • Who is telling the story at various points. (K)
/ 2.RL.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (S) / 3.RL.6. Distinguish their own point of view from that of the narrator or those of the characters. (R)
  • Recognize own point of view. (K)
  • Identify the narrator’s point of view; character’s point of view. (K)
  • Compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
/ 4.RL.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (R)
  • Know the difference between first and third person narrators and the cues associated with each (e.g., pronouns). (K)
  • Application of comparing and contrasting point of view in narrated stories. (R)

Integration of Knowledge and Ideas

KINDERGARTEN / FIRST GRADE / SECOND GRADE / THIRD GRADE / FOURTH GRADE
R.CCR.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
well as in words.* *Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for
additional standards relevant to gathering, assessing, and applying information from print and digital sources.
K.RL.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (R)
  • Understand the term illustration. (K)
  • Know the purpose of illustrations (i.e., picture match text). (K)
  • Identify illustration. (K)
  • Know how to describe. (K)
  • With prompting and support, describe a moment in the story using illustration that depict it. (R)
  • With prompting and support, describe how the illustrations and story are related as they appear. (R)
/ 1.RL.7. Use illustrations and details in a story to describe its characters, setting, or events. (R)
  • Look at the illustration and give details. (R)
  • Ask and answer questions about the illustrations to describe characters, setting, or events. (R)
/ 2.RL.7. Use information gained from the illustra-tions and words in a print or digital text to demon-strate understanding of its characters, setting, or plot.
  • Understand the plot of a story. (K)
  • Link the illustration to describe the plot. (R)
  • Explain how the illustrations extend the meaning of the text. (R)
/ 3.RL.7. Explain how specific aspects of a text’s illustra-tions contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (R)
  • Analyze the illustrations to determine the aspects which tell them about the characters and the setting. (R)
  • Define mood as the atmosphere or feeling created by the story. (K)
  • Use of visual art elements to create mood, etc. e.g. how do the colors selected contribute to the mood?
/ 4.RL.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (R)
  • Link and compare two versions of the same story but presented in different modes reflecting different aspects. (R)
  • Identify story and/or drama in text, visually, and orally.
  • Identify descriptions in a story or drama in text visually and orally.
  • Recognize stage directions in a story/drama both in text and a visual/oral pre-sentation.
  • Connect the text of a story or drama to the text of a visual or roal presentation recognizing the descritions and direction in each version.

R.CCR.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
K.RI.8. With prompting and
  • support:
  • Understand the key
points in an
informational text. (K)
  • Define what a fact is. (K)
NOT APPLICABLE TO LITERATURE
R.CCR.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
K.RL.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (R)
Define similari/difference
  • With prompting and support identify:
  • Basic similarities in ad. (K)
  • Difference between:
  • Illustrations(K)
  • Descriptions (K)
  • Procedures (K)
  • Of two text on the same topic. (K)
/ 1.RL.9. Compare and contrast the adventures and experiences of characters in stories. (R)
  • Understand the terms “compare” and “contrast.” (K)
  • Identify basic similarities, differences of two text on the same topic. (K)
  • Know what similar means. (K)
  • Know what difference means. (K)
/ 2.RL.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (R)
  • Identify the important points presented in two informational texts on the same topic. (K)
  • Compare the most important points presented by two texts on the same topic. (R)
  • Contrast the most important points presented by two texts on the same topic. (R)
/ 3.RL.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). (R)
  • Identify and define theme, setting, and plot. (K)
  • Link and compare two versions of the same story. (R)
/ 4.RL.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
  • Identify specific details that describe themes, topics, patterns of events in stories, myths, or traditional literature from different cultures.
  • Identify key features for comparing and contrasting themes, topics, patterns of events in stories, myths or traditional literature from different cultures.
  • Understand the difference of themes, topics, patterns of events between a literary story, a myth, and folk tales from different cultures. (K)

Range of Reading and Level of Text Complexity

KINDERGARTEN / FIRST GRADE / SECOND GRADE / THIRD GRADE / FOURTH GRADE
R.CCR. 10. Read and comprehend complex literary and informational texts independently and proficiently.
K.RL.10. Actively engage in group reading activities with purpose and understanding. (R)
  • Identify basic story elements through listening as a group (e.g., character, setting, sequence of events). (R)
  • Understand that purposes for reading include reading to acquire new information and reading for personal fulfillment. (K)
  • With prompting and support, respond to comprehension strategies such as drawing a picture, retelling by role playing, phonetic written response, multiple choice. (PS)
  • With prompting and support, apply comprehension strategies. (R)
  • Predict outcomes for a story and confirm after listening to it. (R)
  • Read literary texts from suggested titles (e.g., Green Eggs and Ham) (R)
  • Actively engage in group reading activities:
  • Key ideas & details (ask & answer questions about details, identify the main topic, & retell key details, describe connections in text). (K)
  • Craft and structure (ask and answer questions about unknown words; identify front and back cover; and title; name the author and illustrator; identify the role of each in presenting the ideas or information in a text). (K)
  • Integration of knowledge and ideas (describe the relationship between illustrations and the text, identify the reasons an author gives to support points, identify basic similarities in and differences between two texts on the same topic) at appropriate complexity (Qualitative, Quantitative) Reader & Task.) as seen in Standards 1-9 independently and proficiently. (K)
  • Understand activities that reflect purpose and understanding of text. (K)
  • Actively engage in group reading activities:
  • Key ideas and details (ask and answer questions about details, identify the main topic and retell key details, describe connections in text). (R)
  • Craft and structure (ask and answer questions about unknown words; identify front and back cover; and title; name the author and illustrator; identify the role of each in presenting the ideas or information in a text). (R)
  • Integration of knowledge and ideas (describe the relationship between illustrations and the text identify the reasons an author gives to support points, identify basic similarities in and differences between two texts on the same topic). at appropriate complexity (Qualitative, Quantitative) Reader & Task.) as seen in Standards 1-9 independently and proficiently. (R)
  • Apply activities that reflect purpose and understanding of text. (R)
/ 1.RL.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. (R)