Vance County Schools
Second Grade ELA Pacing Guide 2013-2014First Nine Weeks
DIBELS goals – Scores StatusBeginning of Year
Composite141+ At or Above Benchmark
109-140 Below BenchmarkScore 0-108 Well Below Benchmark
Mea
sure
54+ At or Above BenchmarkNWF-CLS 35-53 Below Benchmark
0-34 Well Below Benchmark13+ At or Above Benchmark
NWF-WWR 6-12 Below Benchmark
DIB
EL
S 0-5 Well Below Benchmark
DORF Words52+ At or Above Benchmark
37-51 Below BenchmarkCorrect 0-36 Well Below Benchmark
DORF90%+ At or Above Benchmark
81%-89% Below BenchmarkAccuracy
0%-80% Well Below BenchmarkCommon Cluster Standard Essential Learning Targets Vocabulary Resources/Integration
Core QuestionsStrand
Read
ing
Stand
ards
forLi
teratu
re
RL.2.1. Ask and answer such How can asking and • Explain the Five W’s details, recall, • The Mixed Upquestions as who, what, where, answering questions • Justify answers using character, story, Chameleon/ Eric Carle
Key I
deasa
ndDe
tails when, why, and how to help me to better text setting, plot, Author Study
demonstrate understanding of understand a text? • Formulate an answer beginning, middle, • Henry and
key details in a text.using a complete
end, authorMudge/Cynthia Rylant
How can I use sentence and using Author Studygraphic organizers details from text • Science: .E.1.32, E.1.4to recall key details? • Diagram information (weather/seasons)
from text
This content was adapted from Brunswick County Schools
First Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandRL.2.5. Describe the overall Why is the order of • Illustrate main event illustrate, beginning, • Days with Frog and
for structure of a story, including events in a story of beginning, middle middle, end, plot, Toad
Cra
ft a
nd S
truc
ture
describing how the beginning important? and end compare, contrast, • Wilson Sat Alone
Read
ing
Stand
ards
Liter
ature introduces the story and the • Diagram beginning, conclusion • Enormous Turnip
ending concludes the action. middle and end • Johnny Appleseed• Compare beginning • Get Up and Go (also
and end of stories w/RL2.6)• A Bad Case of Stripes
(read aloud – Text
•
Talk)
Picnic at MudsockMeadow (read aloud -Text Talk, Halloween)
RF.2.3. Know and apply How do I use long • Distinguish one and short vowel, long • Various FCRR
Foun
datio
n Sk
ills
Phon
ics an
d W
ordR
ecogn
ition
grade-level phonics and word and short vowels to two syllable words, vowel, syllable, Activitiesanalysis skills in decoding decode words? long and short vowels vowel team • Blast Off Fluencywords. Practicea). Distinguish long and shortvowels when reading regularlyspelled one-syllable words.
fo r
RF.2.4. Read with sufficient How do I decode • Read with accuracy fluency, decoding,
Rea
ding
St
anda
rds
accuracy and fluency to and use expression and fluency accuracy,
support comprehension. to read fluently? expression, purpose
Flue
ncy
a). Read grade-level text withpurpose and understanding.b). Read grade-level text orally
with accuracy, appropriaterate, and expression.
2
Revised 06/12
First Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
Strand
Prod
uctio
n an
dW.2.5. With guidance and How do I revise and • Compose a writing revise, edit, topic,
Distr
ibutio
n ofW
riting
support from adults and peers, edit to strengthen focused on one topic. compose, focus, peerfocus on a topic and strengthen my writing? • Revise and edit edit
Stan
dard
s
writing as needed by revising writings with teacherand editing. guidance.
W.2.8. Recall information How can I relate my • Use personal retell, connections, • How I Spent My
Wri
ting
Res
earc
h to
Bui
ld
and P
resen
tKno
wled
ge
from experiences or gather personal experiences experiences to answer text to self, text to Summer Vacation (readinformation from provided through writing?
•a question. text, text to world, aloud)
sources to answer a question Examine information resourcesfrom text to answerquestions
SL.2.1. Participate in How can I listen and • Collaborate collaborate, rules ofcollaborative conversations contribute to appropriately when engagement,
Spea
king
and
Lis
teni
ng S
tand
ards
with diverse partners about meaningful participating in discussion,grade 2 topics and texts with discussions? group/peer connectionspeers and adults in small and conversationslarger groups. • Make personal
Com
preh
ensi
on a
nd
Follow agreed-upon rules for connections to other
Col
labo
ratio
n
discussions (e.g., gaining the readings.floor in respectful ways, • Apply rules oflistening to others with care, engagement inspeaking one at a time about speaking and listening.the topics and texts under • Build understandingdiscussion). by discussing andBuild on others’ talk in
asking.conversations by linking theircomments to the remarks ofothers.Ask for clarification and
further explanation as neededabout the topics and textsunder discussion.
3Revised 06/12
First Nine Weeks ContinuedCommon Cluster Standard Essential Learning Targets Vocabulary Resources/Integration
Core QuestionsStrand
Com
preh
ensi
on
Col
labo
ratio
n
SL.2.2. Recount or describe How can I speak • Formulate a verbal key ideas • Guest Speakerskey ideas or details from a text using complete response using a complete and details, • United Streaming
and
read aloud or information sentences using key sentence and using details complete • Teacher Tubepresented orally or through ideas and details? from text. sentence, • Webcasts
• Justify answers using text.other media. justify • Scholastic Connections
• Voice Thread
SL.2.4. Tell a story or recount How can I speak • Formulate verbal responses facts, details, • Story Telling
Stan
dard
s an experience with appropriate using complete complete sentences using organize, • PBS Kids – stories readfacts and relevant, descriptive sentences using key facts and details based on coherent, online
details, speaking audibly in ideas and details in aexperiences.
logical,• Reading Rainbow
• Organize thoughts intocoherent sentences. logical order? logical and coherent order. sequence
Spea
king
and
Lis
teni
ng SL.2.5. Create audio How can I design a • Design a group or story, poem, • Voice Thread
Kno
wle
dge
and
Idea
s recordings of stories or poems; multimedia individual multi-media presentation, • Flip Camera
Pres
enta
tion
of
add drawings or other visual presentation? presentations using visual display • Digital Booksdisplays to stories or recounts drawings, recordings,of experiences when images, digital media, etc.appropriate to clarify ideas,thoughts, and feelings.
SL.2.6. Produce complete Why is it important • Respond appropriately completesentences when appropriate to to respond when participating in group sentence,task and situation in order to appropriately in or peer discourse. discussion,provide requested detail or group discussion? clarification,
clarification coherentsentence,comment,explanation
4
Revised 06/12
First Nine Weeks ContinuedCommon Cluster
CoreStrand
Stan
dard
sC
onve
ntio
ns o
f Sta
ndar
d E
nglis
h
Lan
guag
eK
now
ledg
e of
Lan
guag
e
Acq
uisi
tion
and
Use
Voc
abul
ary
Standard Essential Learning Targets Vocabulary Resources/IntegrationQuestions
L.2.1. Demonstrate command How do I form and • Form and use irregular irregular, plural • FCRR Activitiesof the conventions of standard use irregular plural plural nouns nouns, • A Mink, A Fink, AEnglish grammar and usage nouns? conventions Skating Rink What is awhen writing or speaking. noun?b). Form and use frequently • Cloudy with a Chance
occurring irregular plural of Meatballsnouns (e.g., feet, children,teeth, mice, fish).L.2.2.Demonstrate command What are the rules • Demonstrate consistent capitalization,of the conventions of standard for capitalization of use of conventions punctuation,English capitalization, proper nouns? (capitalization, spelling, proper
punctuation, and spelling whenpunctuation and spelling)
nounswhen writing.writing. • Capitalize proper nouns
a). Capitalize holidays, product (holidays, product names,and geographic names.)names, and geographic names.
L.2.3. Use knowledge of What is the • Use formal formal, informal • Junie B. Joneslanguage and its conventions difference between language/conventions language, • Fancy Nancywhen writing, speaking, formal and informal when writing, speaking, compare,reading, or listening. language? reading or listening. conventions,
• Compare formal and slang, dialecta). Compare formal and informal uses of English.
informal uses of English.L.2.5. Demonstrate How do I use • Use figurative language, figurative • It’s Raining Cats andunderstanding of figurative synonyms to enrich word relationships and language, Dogslanguage, word relationships my writing?
•nuances (synonyms) . synonyms, • My Momma Likes to
and nuances in word Connect words with real nuances, real life Saylife use • My Teacher Likes to
meanings. connection,Saythesaurus
a). Identify real-lifeconnections between wordsand their use (e.g., describefoods that are spicy or juicy).
5Revised 06/12
First Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandL.2.5. Demonstrate How do I use • Use figurative language, figurative • It’s Raining Cats and
Us
e understanding of figurative synonyms to enrich word relationships and language, Dogslanguage, word relationships my writing? nuances (synonyms) . synonyms, • My Momma Likes toan d •and nuances in word Connect words with real nuances, real life Say
Acq
uisi
tion
life use • My Teacher Likes tomeanings. connection,
Saythesaurusa). Identify real-lifeconnections between words
Voc
abul
ary
and their use (e.g., describefoods that are spicy or juicy).
6Revised
06/12
Second Grade ELA Pacing Guide 2012-2013Second Nine Weeks
DIBELS goals – Scores StatusMiddle of Year
Composite190+ At or Above Benchmark
145-189 Below BenchmarkScore 0-144 Well Below Benchmark
Mea
sure
DORF 72+ At or Above BenchmarkWords 55-71 Below Benchmark
Correct 0-54 Well Below Benchmark
DORF96% At or Above Benchmark
91%-95% Below Benchmark
DIB
EL
S Accuracy 0%-90% Well Below Benchmark21+ At or Above Benchmark
Retell 13-20 Below Benchmark0-12 Well Below Benchmark
Retell 2+ At or Above BenchmarkQuality of 1 Below BenchmarkResponse Well Below Benchmark
Common Cluster Standard Essential Questions Learning Target Vocabulary Resources/IntegrationCore
Strand
RL.2.1. Ask and answer How can asking and • Explain the Five W’s details, recall, • Mr. Putter and Tabby
fo r such questions as who, answering questions • Justify answers using character, story, • Wilson Sat Alonewhat, where, when, why, help me to better text setting, plot, • The Patchwork Quilt (read
Read
ing
Stand
ards
Liter
ature
Key I
deasa
ndDe
tails
and how to demonstrate understand a text? • Formulate an answer beginning, aloud – Text Talk)
understanding of key using a complete middle, end,How can I use graphic sentence and usingdetails in a text. authororganizers to recall key details from textdetails? • Diagram information
from text
7Revised 06/12
Second Nine Weeks ContinuedCommon Cluster Standard Essential Learning Targets Vocabulary Resources/Integration
Core QuestionsStrand
RL.2.2. Recount stories, How can I use the 5Ws • Discuss culture and retell, culture, • Legend of the Blue Bonnetincluding fables and to retell a fable or diversity diversity, events, • Legend of the Indianfolktales from diverse folktale and determine • Connecting text to details, fables, Paintbrush
cultures, and determinea message, lesson, or self, text and world
folktales, lesson,moral? • Name importanttheir central message, moral, message
Key
Idea
s
and
Det
ails events and details
lesson, or moral. • Compare variousversions of fables andfolktales
• Make a judgmentbased on the importantevents to determinelesson, moral or
for message.
RL.2.4. Describe how How does an author’s • Create mental images mental images, • Science 2.P.2 (matter)
Read
ing
Stand
ards
Liter
ature
Cra
ft a
nd S
truc
ture
words and phrases (e.g., choice of words add while reading. tone, poem, story, • Bartholomew and theregular beats, alliteration, meaning to a story, • Visualize how song, word Oobleck
rhymes, repeated lines)poem, or song? wording creates choice,
meaning. alliteration,supply rhythm and • Express feelings rhyme, rhythm,meaning in a story, poem, (tone) related to the repeated linesor song.
•
poem/story/song
Examine author’sdecision in wordchoice
and RL.2.7. Use information How can illustrations • Infer from infer, illustrations, • The Day Jimmy’s Boa Ate
gained from the and words help me to illustrations story elements, the Wash (cause and effect)illustrations and words in a better understand a • Diagram story character traits, • Hedgehog Bakes a Cake
of K
now
ledg
e
print or digital text to text?elements details, setting, compare to Mr. Putter and
• Demonstrate plot Tabby Bake a Cake/Littledemonstrate understanding
Idea
s understanding of Red Henof its characters, setting, or character traits • Pine Park Mystery/integrateplot. • Predict story elements with S.S.2.C &G.1
Inte
grat
ion
based on illustrations • Grandpa’s Teeth (mystery,• Give details about problem/solution – Text Talk)
setting (when and • Election ProcessS.S. 2.C&G.2(government)where, time and place)
8Revised 06/12
Second Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
Strand
Rea
ding
Sta
ndar
ds fo
r
Inte
grat
ion
of K
now
ledg
eRL.2.9. Compare and How are stories alike • Compare and contrast compare , Various versions of Fairy Talescontrast two or more and different? characters, setting, contrast,versions of the same story events, problems and characters, • Dinorella
Lite
ratu
re
and
Idea
s
(e.g., Cinderella stories)resolution, plot setting, events, • Cinderella Penguin
• Examine cultures problems, • Lon Po Poby different authors or (dress, celebration, resolution, plot, • Bubba the Cowboy Princefrom different cultures. language, food, etc.) word choice • The Rough Face Girl
• Compare word choice • The Three Little Pigsof author • Princess and the Pea
• Princess and the Pizza (TextTalk)
RI.2.4. Determine the What strategies and • Locate unfamiliar context, • Science 2.P.2(matter)meaning of words and resources are used to words glossary, • What is the World Made of?phrases in a text relevant understand unfamiliar • Deduce meaning from dictionary, • Magic Schoolbusto a grade 2 topic or words? context internet, word • What’s the Matter in Mr.subject area. Use resources bank Whiskers Room
(glossary, dictionary,internet, word bank)
Read
ingSta
ndar
dsfor
Infor
matio
nalT
ext
Integ
ratio
n ofC
rafta
nd
Know
ledge
an
dStru
cture
Idea
s
RI.2.9. Compare and How can I analyze two • Compare important reliability of a • S.S. 2.C&G.2(government)contrast the most texts on the same points between authors source, compare, • Election/President Readimportant points presented topic? on the same topic contrast, Aloudsby two texts on the same Judge reliability of a author’s • Scholastic News/Weekly
source purpose/texttopic. Readerpurpose • School House Rock
RF.2.3. Know and apply How do I decode • Decode one and two short, long • FCRR Activities
Rea
ding
Sta
ndar
ds
for
Foun
datio
nSkil
ls
Phon
ics a
nd W
ord
grade-level phonics and words with short and syllable words with vowel, syllable,
Rec
ogni
tion
word analysis skills in long vowels? long and short vowels vowel team,
decoding words. decode
c). Decode regularlyspelled two-syllable wordswith long vowels.
9
Revised 06/12
Second Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandRe
ading
Sta
ndar
dsfor
Foun
datio
nSkil
lsRF.2.4. Read with What strategies can I • Self-Evaluate for self-evaluate,sufficient accuracy and use to understand understanding fluency,fluency to support unfamiliar words? accuracy,
Flue
ncy
comprehension. context, self-
c). Use context to confirmcorrect, reread,decode
or self-correct wordrecognition andunderstanding, rereadingas necessary.
W.2.3. Write narratives, in How do I summarize • Summarize to recount temporal words, • readwritethink.org (graphicwhich they recount a well- events using details? events. summarize, organizers)elaborated event or short • Explain details, actions, sequence,
Text
Typ
es
and
Purp
oses
sequence of events, thoughts and feelings. recount,• Use temporal words to narrative, details,
include details to describe show sequence. closing sentence,actions, thoughts, and • Compose a closing conclusion
Stan
dard
s
feelings, use temporal sentence. statement,words to signal event • Plan a recount to closure, focusorder, and provide a sense organize thoughts.of closure.
Wri
ting
Wri
ting
W.2.5. With guidance and How do I revise and • Compose a writing revise, edit,support from adults and edit to strengthen my focused on one topic. topic, compose,
and peers, focus on a topic and writing? • Revise and edit focus, peer edit
strengthen writing as writings with teacher
Prod
uctio
n
Dis
trib
utio
n of
needed by revising and guidance.editing.
10
Revised 06/12
Second Nine Weeks Continued
Common ClusterCore
StrandSp
eakin
g an
dList
ening
Stand
ards
Comp
rehe
nsion
andC
ollab
orati
on
Lan
guag
e St
anda
rds
Con
vent
ions
of S
tand
ard
Eng
lish
Standard Essential Learning Targets Vocabulary Resources/IntegrationQuestions
SL.2.3. Ask and answer How do I ask and • Use oral analyze • Guest Speakersquestions about what a answer questions to communication to information, • Webinarspeaker says in order to deepen understanding? organize and analyze clarify, topic, • Webcastsclarify comprehension, information by asking question • Scholastic News
gather additionaland answering United Streamingquestions
information, or deepen • Compare questionsunderstanding of a topic or from a speaker.issue.
L.2.1. Demonstrate What is a collective • Use collective nouns collective nouns • http://rinkworks.com / command of the noun? words/collective.shtmlconventions of standard • Herd of Cows, Flock ofEnglish grammar and How can collective Sheep Adventures inusage when writing or nouns make a story Collective Nounsspeaking. more interesting?a). Use collective nouns(e.g.,group).L.2.2. Demonstrate Why do I use commas • Demonstrate consistent capitalization, • Click Clack Moocommand of the and apostrophes? use of conventions punctuation, • Dr. Mr. Faulker
conventions of standard(capitalization, spelling, • Punctuation Takes apunctuation and commas, Vacation
English capitalization, spelling) when writing. apostrophe, • Eats, Shoots and Leavespunctuation, and spelling • Use apostrophes in contractions, • Letter generator onwhen writing. contractions and possessives, http://www.readwritethink.o
b). Use commas inpossessives and use greeting, closing rg/commas in letter
greetings and closings of writing.letters.
c). Use an apostrophe toform contractions andfrequently occurringpossessives.
11Revised 06/12
Commo Clusten Core rStrand
Read
ing St
anda
rds f
orLi
teratu
re
Key I
deasa
ndDe
tails
Second Grade ELA Pacing Guide 2012-2013Third Nine Weeks
Standard Essential Learning Targets Vocabulary Resources/IntegrationQuestions
RL.2.2. Recount stories, How can I use the • Discuss culture and retell, culture, diversity, • Abuelaincluding fables and 5Ws to retell a diversity events, details, fables, • Chinatownfolktales from diverse fable or folktale • Connecting text to self, folktales, lesson, moral, • AnythonyReynosocultures, and determine and determine a text and world message • Pumpkin Fiesta
their central message, message, lesson, • Name important events • FABLES/FOLKTALESand details • Hare and Tortoise
lesson, or moral. or moral? • Compare various • Everybody Cooks Rice (Text
How can I connectversions of fables and Talk)folktales • Just Plain Fancy (Text Talk)
the text to the • Make a judgment • http://www.pitt.edu/~dash/f o world, myself or based on the important lktexts.htm l another text? events to determine • Social Studies 2.C.1
lesson/moral message (culture and diversity
RL.2.3. Describe how What can you • Explain change in characters, traits, events, • Social Studies: 2.G.1characters in a story learn from the way characters throughout a cause, change, infer, (geography)respond to major events a character acts?
•story. react, respond • Flat Stanley
and challenges Examine events thattake place to cause achange in thecharacter.
• Discuss major eventsand challenges.Discuss how charactersreact to major events.
• Justify the reaction of acharacter to thechallenges
• Evaluate and infercharacter traits.
12Revised 06/12
Third Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandRL.2.4. Describe how How does an • Create mental images mental images, tone, • Science 2.P1 (Sound)words and phrases (e.g., author’s choice of while reading. poem, story, song, word • Max Found Two Sticksregular beats, alliteration, words add • Visualize how wording choice, alliteration, • Moses Goes to the Concert
Rea
ding
Sta
ndar
ds fo
rLite
ratu
re rhymes, repeated lines) meaning to a story, creates meaning. rhyme, rhythm, repeated • Nursery Rhymessupply rhythm and poem, or song? • Express feelings (tone) lines • Dr. Suess books/Read Across
meaning in a story, poem, related to the Americapoem/story/song
Cra
ft a
nd S
truc
ture
or song. • Examine author’sdecision in word choice
RL.2.6. Acknowledge What is the • Acknowledge point of view, • Reader’s Theaterdifferences in the points of difference between characters different characters, dialogue, • Three Little Wolves and theview of characters, the characters’
•points of view volume, time, speed Big Bad Pig (and other
including by speaking in a points of view? Demonstrate/Dramatize versions)characters thoughts • You Read to Me, I’ll Read to
different voice for each words or actions Youcharacter when reading • Recite dialogue • Stone Soup – variousdialogue aloud. • Make judgments of versions
how to speak (volume, • Henry’s Freedom Boxtone, speed) based on • Get Up and Goevidence from the text.
RI.2.3. Describe the How can I • Compare events, historical, scientific, • (S.S.: 2.H.1.2)connection between a compare events, scientific ideas or steps. technical, procedures, • Ruth Law Thrills a Nation
Read
ing St
anda
rds
forIn
forma
tiona
lTex
t
series of historical events, scientific ideas, or in technical procedures. sequence, purpose, time • Scientific Methodscientific ideas or steps in technical • Justify evidence of line • Famous American
Key
Idea
s and
Det
ails concepts, or steps in procedures? sequence of events. Biographies
•technical procedures in a
Evaluate the purpose ofa particular sequence
text. Create a step by stepprocedure or time line.
13Revised 06/12
Third Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandRI.2.5. Know and use How do I use text • Explain and use text features: captions, • Science: 2.L.1various text features (e.g., features to locate various text features to bold print, heading, (animal life cycles)captions, bold print, information? locate information subheadings, glossaries, • Emperor’s Eggsubheadings, glossaries, more quickly. indexes, electronic • Scholastic News• Evaluate purpose of menus, icons,indexes, electronic menus, • National Geographictext features. pictures/photographs,icons) to locate key facts Justify answers using table of contents,or information in a text text efficiently underline, italicsefficiently.RI.2.7. Explain how How can using • Explain connection diagrams, images, •for
Inf
orma
tion
alTe
xt
andC
raf
tandS
truc
ture Science: 2.L.2
specific images (e.g., a diagrams help me between the image and graphs, interpret, (plants/genetics)
comprehend the text. nonfiction, •
Rea
ding
Sta
ndar
ds
Integ
ratio
n of
Kn
owled
geId
eas
diagram showing how a Helping Outmachine works) contribute informational • Interpret diagrams and informational • From Seed to Plant (other Gail
to and clarify a texttext? graphs. Gibbons books)
Use a picture or • Dear Mrs. LaRue (Text Talk)diagram to helpexplain text.
RI.2.8. Describe how What reasons • Evaluate reason and main idea, details, • FCRR: C.012, C.013reasons support specific support an evidence in text evidence in text • http://www.readwritethink.org / points the author makes in author’s ideas? • Explain how details • (graphic organizers)a text. are connected to main
ideaRF.2.3. Know and apply How do I decode • Decode one and two decode, syllable, long • How I Spent My Summergrade-level phonics and words with short syllable words with and short vowel, root Vacation
Phon
ics a
nd W
ord
Rec
ogni
tion word analysis skills in
and long vowels?long and short vowels word/base word, prefix,
Read
ing St
anda
rds
forFo
unda
tiona
lSkills
decoding words. • Recognize and read suffix, vowel teams,b). Know spelling-sound site words high frequency/wordcorrespondences for • Decode words with wall words,additional common vowel How do I use prefixes and suffixes.teams. prefixes andd).Decode words with suffixes to decodecommon prefixes and words?suffixes.e). Identify words withinconsistent but commonspelling-soundcorrespondences.
14Revised 06/12
Third Nine Weeks Continued
Common Cluster StandardCore
StrandW.2.2. Write
Purp
oses
informative/explanatory textsin which they introduce atopic, use facts and definitions
an d to develop points, and providea concluding statement or
Type
s section.
Wri
ting
Stan
dard
s
W.2.5. With guidance and
Prod
uctio
nTex
t
Dis
trib
utio
n
and
support from adults and peers,focus on a topic and strengthenwriting as needed by revisingand editing.
W.2.7. Participate in shared
Res
earc
h to
Bui
ldan
d Pr
esen
t
Kno
wle
dge
research and writing projects(e.g., read a number of bookson a single topic to produce areport; record scienceobservations).
L.2.1. Demonstrate command
Con
vent
ions
of S
tand
ard
Eng
lish
Lan
guag
e St
anda
rds
of the conventions of standardEnglish grammar and usagewhen writing or speaking.d). Form and use the past tenseof frequently occurringirregular verbs (e.g., sat, hid,told).e). Use adjectives and adverbs,and choose between themdepending on what is to bemodified.
Third Nine Weeks Continued
Essential Learning Targets Vocabulary Resources/IntegrationQuestions
How do I • Compose a writing compose, facts, • Social Studies: 2.C&G.2compose a that explains a topic. concluding statement, 2.C.2.2 2.H.1.2 2.H.1.1factual writing • Use facts to develop introduce, topic, • Biographies of Famousto explain a points. definition, Americanstopic? • Provide a concluding explanatory/informative • Science: 2.L.1
statement. text, research, source,animal lifecycles)publish• Dear Mr. Blueberry• Emperor’s Egg• Where Do Polar Bears Live?
How do I • Compose a writing revise, edit, topic,by Thomson
revise and edit focused on one topic. compose, focus, peerto strengthen • Revise and edit editmy writing? writings with teacher
guidance.
How can I • Collaborate to research, collaborate, • Dear Mr. Blueberrycontribute and research and produce reports, observations, • Emperor’s Eggcollaborate to a reports. record, contribute, • Where Do Polar Bears Live?group writing • Record science scientific observations by Thomsonproject? observations. • KoKo’s Kitten (nonfiction Text
•Talk)Science: 2.L.1
How do I use Form and use adjectives, adverbs,(animal lifecycles)
• • Harry Scary Ordinaryadjectives, adjectives and past tense, irregular (Adjectives)adverbs, and adverbs. verbs, • To Root, To Toot to Parachuteirregular • Form and use past What is a Verb?verbs? tense irregular verbs
15Revised 06/12
Common Cluster Standard EssentialCore Questions
Strand
L.2.2. Demonstrate command Why do I use
Conv
entio
nsofS
tanda
rdE
nglis
h
of the conventions of standard apostrophes?English capitalization,punctuation, and spelling whenwriting.
c). Use an apostrophe to formcontractions and frequentlyoccurring possessives.L.2.4. Determine or clarify the How doesmeaning of unknown and knowing rootmultiple-meaning words and words and
Lan
guag
e St
anda
rds
phrases based on grade 2 prefixes helpreading and content, choosing me to
flexibly from an array of determinemeaning?strategies.
Acq
uisi
tion
and
Use
b). Determine the meaning ofthe new word formed when a What resourcesknown prefix is added to a can I use toknown word (e.g., determine andhappy/unhappy, tell/retell). clarify
c). Use a known root word as ameaning?
Voc
abul
ary
clue to the meaning of anunknown word with the sameroot (e.g., addition,additional).
e). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Learning Targets Vocabulary Resources/Integration
• Use apostrophes inapostrophe, contraction • Greedy Apostrophe
contractions and possessives
possessives
• Determine meaning context clues, prefixes, • Amelia Bedelia Booksusing context clues, root words, glossary, • Max Found Two Sticksprefixes and root dictionary, thesaurus, • Miss Nelson Has a Field Daywords multiple meaning (United Streaming)
• Select appropriate words, root/base word, • http://tinyurl.com/339585 z reference tools such as clarify • FCRR Activitiesglossaries,dictionaries, andthesauruses toexamine and clarifyunknown words
16Revised 06/12
Third Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandL.2.5. Demonstrate How do we • Distinguish shades of meaning, verbs, • The Giving Treeunderstanding of figurative distinguish between adjectives, figurative • Flossie and the Fox
language, word relationshipsbetween meanings of language, nuances • The Lighthouse Family: Theclosely related closely related (synonyms) Storm
and nuances in word meanings. words? verbs and • Where the Sidewalk Ends
b). Distinguish shades of adjectives A Light in the Attic
Use
meaning among closely relatedverbs (e.g., toss, throw, hurl)
Lan
guag
e St
anda
rds and closely related adjectives
Voc
abul
ary
Acq
uisi
tion
and
(e.g., thin, slender, skinny,scrawny).
L.2.6. Use words and phrases How can I use • Respond to text read aloud, teacher • Charlotte’s Webacquired through descriptive using language conversation, teacher • Streganona
conversations, reading andlanguage in my heard through model, descriptive • The Thirteen Clockswriting? read alouds, language, adjectives, • Turtle Soup
being read to, and responding teacher adverbs • Boa Constrictorto texts, including using conversations and (ShelSilversteen)adjectives and adverbs to teacher modelingdescribe (e.g., When other kids Express self in
are happy that makes me writings usingdescriptive
happy). language(adjectives andadverbs)
17Revised
06/12
Second Grade ELA Pacing Guide 2012-2013Fourth Nine Weeks
DIBELS goals – Scores StatusEnd of Year
Composite238+ At or Above Benchmark
180-237 Below BenchmarkScore 0-179 Well Below Benchmark
DORF 87+ At or Above Benchmark
Mea
sure
65-86 Below BenchmarkWords 0-64 Well Below BenchmarkCorrect
97%+ At or Above BenchmarkDORF 93%-96% Below Benchmark
DIB
EL
S Accuracy 0%-92% Well Below Benchmark
27+ At or Above BenchmarkRetell 18-26 Below Benchmark
0-17 Well Below Benchmark
Retell 2+ At or Above Benchmark1 Below BenchmarkQuality of
Well Below BenchmarkResponse
Common Cluster Standard Essential Learning Vocabulary Resources/IntegrationCore Questions Targets
StrandRL.2.3. Describe What can you learn • Explain change in characters, traits, • Lemonade for Sale– integratehow characters in a from the way a characters throughout a events, cause, with
for S.S 2.E.1 (economics)
story respond to character acts? story. change, infer, • Monitigue on the High Seas• Examine events that take
Read
ing
Stand
ards
Liter
ature major events and react, respond • Amos and Boros
Key I
deasa
ndDe
tails
place to cause a change inchallenges the character
• Discuss major events andchallenges. Discuss howcharacters react to majorevents.
• Justify the reaction of a
•character to the challengesEvaluate and infercharacter traits
18Revised 06/12
Fourth Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandRL.2.4. Describe How does an author’s • Create mental images mental images, • How I Spent My Summerhow words and choice of words add while reading. tone, poem, Vacationphrases (e.g., meaning to a story, • Visualize how word story, song, word Poetry: Core Standardsregular beats, poem, or song? choice creates choice, Appendix Balliteration, rhymes, meaning. alliteration, http://www.corestandards.org/ass
• rhyme, rhythm,repeated lines)
Express feelings ests/Appendix_B.pdf(tone) related to the repeated lines• “Autumn” by Dickinsonsupply rhythm and poem/story/song
meaning in a story, • “Who Has Seen the Wind?” by• Examine author’spoem, or song. decision in word Rossetti
• “Afternoon on a Hill” bychoice Millay
for • “Stopping by Woods on a
Snowy Evening” by Frost
Cra
ft a
nd S
truc
ture
• “Something Told the Wild
Read
ing
Stand
ards
Liter
ature Geese” by Field
• “Grandpa’s Stories” by Hughes• “A Bat is Born” by Jarrell• “Knoxville Tennessee” by• Giovanni• “Weather” by Merriam
• “Eating While Reading” bySoto
RL.2.5. Describe Why is the order of • Illustrate main event of illustrate, • Goodbye Curtisthe overall structure events in a story beginning, middle and beginning, • Cool Ali
of a story, including important? end middle, end, • Watermelon Day• Diagram beginning, plot, compare,describing how the • Chato’s Kitchen (read aloudmiddle and end contrast,beginning Text Talk)• Compare beginning and conclusionintroduces the story end of storiesand the endingconcludes theaction.
19Revised 06/12
Fourth Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
Strand
Rang
e of R
eadin
g and
Lev
el ofT
extC
omple
xity RL.2.10. By the How do I select • Select texts with proficient,
Read
ing St
anda
rds f
orLi
teratu
re end of the year read appropriate text? teacher guidance at an reading level,and comprehend appropriate reading text complexity,
literature, includinglevel. comprehension,
• Increase sophistication fluency, miscuesstories and poetry,
and complexity in text.in the grades 2–3text complexityband proficiently,with scaffolding asneeded at the highend of the range.
RI.2.1. Ask and How can asking and • Examine text to answer examine, ask, • Secret Life of Trees
Tex
t answer such answering questions Five W’s generate, • Where Do Chicks Come From?questions as who, help me to better • Generate questions understand, • A Nest Full of Eggswhat, where, when, understand a text? about text graphic • From Egg to Chick
Stan
dard
s for
In
form
atio
nal
•why, and how to Justify answers using organizertextHow can I use graphic • Science: 2.L.1 (animaldemonstrate
Key
Idea
s and
Det
ails
organizers to recall key lifecycles)understanding of details? • S.St. 2.G.2 (environment)key details in a text.
RI.2.2. Identify the How do I make • Formulate main diagram, main • Beginners World Atlasmain topic of a inferences to identify idea/topic sentence idea, key details, • Story Passages (nonfiction)multiparagraph text main idea? • Diagram main idea and inference, • FCRR: C.012, C.013
as well as the focuskey details graphic
How can I use a graphic • Make inferences to organizer,of specific organizer to diagram identify main idea (not paragraph, multi
Rea
din
g
paragraphs within paragraphmain idea and key just identifying at thethe text. details? beginning and end of
text)• Create another title for
the selection
20
Revised 06/12
Fourth Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandRI.2.6. Identify the What is the author’s • Assess text to author’s purpose, • Dinosaurs Travelmain purpose of a purpose? understand author’s word choice, Boy Were We Wrong Abouttext, including what purpose persuade, Dinosaurs
the author wants to• Express how the author entertain, inform,
felt and explain using text purposeanswer, explain, or detailsdescribe. • Examine word choice
Infor
matio
nalT
ext Id
easC
raf
tandS
truc
ture
RI.2.10. By the end How do I select text on • Select texts with proficient,of year, read and my level? teacher guidance at an reading level,comprehend
How do I independentlyappropriate reading text complexity,
informational texts,level. comprehension,
fo r an d read and comprehend • Increase sophistication fluency, miscues,including informational text? informational
Rea
ding
Sta
ndar
ds
Inte
grat
ion
of K
now
ledg
e
history/socialand complexity in text.
text,studies, science,and technical texts,in the grades 2–3text complexityband proficiently,with scaffolding asneeded at the highend of the range.
Phon
ics a
nd W
ord
Rec
ogni
tion RF.2.3. Know and How do I use the word Recognize and read site word wall, site, • Word Wall
Read
ing St
anda
rds
forFo
unda
tiona
lSkills
apply grade-level wall? words high frequency,
phonics and word irregular words,decodeanalysis skills in
decoding words.
f). Recognize andread grade -appropriateirregularly spelledwords
21Revised 06/12
Fourth Nine Weeks ContinuedCommon Cluster Standard Essential
Core QuestionsStrand
W.2.1. Write opinion How do I write anpieces in which they opinion piece using
Purp
oses introduce the topic or reasons to support?
book they are writingabout, state an opinion,supply reasons that
an d support the opinion,
Type
s
use linking words (e.g.,because, and, also) toconnect opinion andreasons, and provide aconcluding statementor section.W.2.5. With guidance How do I revise and
Writ
ingSta
ndar
ds of
Wri
tingT
ext
and support from edit to strengthen myadults and peers, focus writing?on a topic andstrengthen writing asneeded by revising and
Dis
trib
utio
n
editing.
W.2.6. With guidance What digital tools canand support from I use to publish
an d adults, use a variety of writing?digital tools to produce
Prod
uctio
n
and publish writing,including incollaboration withpeers.
Learning Targets Vocabulary Resources/Integration
• Plan and compose an opinion piece, • Newspaper Articlesopinion piece about a support, justify, • Kidsville
•book or topic. concludingJustify reasons to statement,support. reasons, linking• Use linking words to
words, source,connect opinion andresearch,reasons.
• Provide a concluding evidencestatement
• Compose a writing revise, edit,focused on one topic. topic, compose,
• Revise and edit focus, peer editwritings with teacherguidance.
• Collaborate with publish, produce, • Letter generator onpeers to produce and collaborate, ReadWriteThink.orgpublish writing. digital tools,
• Use digital tools to word processors,publish writing. digital cameras,
web searchengines
22Revised 06/12
Fourth Nine Weeks ContinuedCommon Cluster Standard Essential
Core QuestionsStrand
L.2.1. Demonstrate What are reflexivecommand of the pronouns?conventions of StandardEnglish grammar andusage when writing or
How do I writespeaking.c). Use reflexive complex sentencespronouns (e.g., myself, to enrich myourselves). writing?f). Produce, expand, and
Con
vent
ions
of S
tand
ard
Eng
lish rearrange complete
simple and compound
Lan
guag
e St
anda
rds
sentences (e.g., The boywatched the movie; Thelittle boy watched themovie; The action moviewas watched by the littleboy).L.2.2. Demonstrate How can I usecommand of the spelling patternsconventions of Standard when writing newEnglish capitalization, words?punctuation, and spelling What resources canwhen writing. I use to check andd). Generalize learned correct spelling?spelling patterns whenwriting words (e.g., cage→ badge; boy → boil).e). Consult referencematerials, includingbeginning dictionaries, asneeded to check andcorrect spellings
Learning Targets Vocabulary Resources/Integration
• Use reflexive reflexivepronouns, pronouns,
• Produce more complex sentence,complex sentence rearrange,
compoundsentence,completesentence, linkingwords
• Use spelling patterns spelling patterns,when writing. dictionaries,
referencematerials
• Consult dictionariesand other referencematerials to checkand correct spelling.
23Revised 06/12
Fourth Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/IntegrationCore Questions
StrandL.2.4. Determine or How can I use • Determine meaning context clues, • Amelia Bedelia Booksclarify the meaning of context clues to using context clues clarify, multiple • Monitigue on the High Seas
Us
e unknown and multiple-determine meaning meaning words, • Max Found Two Sticksof unknown words? phrases, strateg • Miss Nelson Has a Field Day
meaning words and
Voc
abul
ary
Acq
uisi
tion
and (United Streaming)
Lan
guag
e St
anda
rds
phrases based on grade 2 • http://tinyurl.com/339585 z reading and content, • FCRR Activitieschoosing flexibly froman array of strategies.
a). Use sentence-levelcontext as a clue to themeaning of a word orphrase.
24Revised 06/12
Appendix
Suggestions for Writing Assessments:
Quarter Type of Writing Topic SuggestionsSimple Sentences, Main Idea, Write a paragraph about yourself, your
First Quarter Details, Single paragraph with friend, your favorite animal, familycomplete sentences member, favorite enrichment class
Personal Narrative or Tell about a time you lost a tooth, TellSecond Quarter Imaginative Narrative (Give a about a time you felt sad, happy,
choice on a the assessment) excited, scared, embarrassed
Informative or ExplanatoryHow to Make a Peanut Butter
Third QuarterSandwich, How to check out a book
(How to) from the library, Choose a game andexplain how to play that game.
What do you think about Saturdayschool, school uniforms, year roundschool, silent lunch, homework? Do
Fourth Quarter Opinion Writingyou think we should have recess inschool? What is the best book in the
library? What is the best movie? Whatis the best season? What is the best
sport?
25Revised 06/12
Character Traits
caring, loving, compassionate creative, inventive, flexible thinker
curious, inquisitive imaginative precise, careful
persistent positive, cheerful responsible
lazy negative irresponsible
impulsive, sympathetic mischievous
selfish, greedy gracious, thankful loyal
kind, considerate polite, friendly brave
helpful respectful, mannerly gullible
honest impolite, rude generous
dishonest disrespectful serious, studious
intelligent, smart cruel, mean spirited proud
athletic shy, timid gentle
bossy outgoing confident
empathetic controlling, demanding gullible
reflective, thoughtful determined adventurous
jealous, ambitious bold, daring
energetic leader conceited
patient problem-solver, resourceful dreamer
impatient humorous, funny fighter
organized, neat playful, fun loving cooperative
disorganized, messy talkative, expressive
26Revised 06/12
Sample Oral Comprehension Questions:
What was the main idea of the story?
Tell about the setting of the story.
Describe character traits of one of the characters in the story.
What did they mean by this term or vocabulary word in the story (fill in a vocab word)?
Explain what is meant by….
What examples can you find to support?
How is ___________ similar to ________________?
How would you compare…?
How would you contrast…?
What evidence can you find…?
What is the theme of the story? What lesson was learned?
Explain how the problem was solved.
What is the relationship between __________ and ___________?
27Revised 06/12
Sample Written Comprehension Questions: (Answer in complete sentences.)
What is the main idea and three supporting details from the
story? Give an example of cause and effect from the story.
Write about a character and his/her character traits.
Explain how the problem was solved in the story. Use information from the story to support your answer.
How are two characters alike? How are they different?
Is the story real or make-believe and explain your answer using examples from the
story. What do you think happens next? Support your answer using clues from the story.
How does a character feel and explain how you know?
What lesson does this story teach? Use details from the story to support your
answer. Describe the events from the story…
What did they mean by this term or vocabulary word in the story (fill in a vocab word) and how do you
know? What would be another title for this story?
Tell about a text feature in the story and how does the text feature help
you? Do you agree or disagree with…? Support your answer.
Describe a character’s actions.
Write a summary of the text.
What is meant by this phrase and how do you know? (fill in a phrase from the story)
What is the relationship between ______________ and _________________?
28Revised 06/12
Student Reading Strategies for Decoding Text
• Look at the pictures for clues. • Say beginning and ending sounds. • Look for chunks (look for sounds or words you know). • Cover up the ending or beginning and read the root/base word. • Stretch and blend sounds together. • Read it again and get your mouth ready to say the sound. • Try a word that makes sense. • Skip the word, read on, think, go back. • Flip the vowel sound (try short vowel first, then long vowel). • Point to the words. • Ask – Does that make sense? • Think about the story. Predict.
Student Comprehension Strategies
• Reread text, especially if what you read didn’t make sense. • Summarize the story. Make a story map. • Determine most important parts of text. • Use visual imagery. When I am reading, I can see the “movie” in my head. • Use context to figure out the text. • Ask questions. I am unsure of what the text means. Let me ask questions about the story and search for the answer in the text. • Make connections (text-to-self, text-to text, text-to-world). • As you read, predict what will happen next.
29
Additional Resources:
http://elementarytests.com/common-core-standards/common-core-suggested-reading-list /
• If you click on 2nd grade ELA it breaks down each area. If you click on the book to the right it will display different books aligned with the skill.
http://listbuilder.scholastic.com/webapp/wcs/stores/servlet/StandardsBrowseView?did=1179901&gc=C C
http://www.pitt.edu/~dash/folktexts.htm l
http://www.poetryarchive.org/poetryarchive/teachersHome.d o
http://manybooks.net /
http://comiclife.com/educatio n http://np.harlan.k12.ia.us/reading_center.ht m http://primarygradesclasspage.com/Harcourt%20for%20Teachers%20second.ht m http://www.westallegheny.k12.pa.us/donaldson/reading_activities/grade%202/harcourt_grade2.htm l http://theteachersguide.com / http://dovewhisper.com/computercenter.ht m http://thevirtualvine.com / http://www.nyphilkids.org/lockerroom/main.phtm l ? http://msrossbec.com/links.shtm l http://np.harlan.k12.ia.us/reading_center.ht m www.fun4brain.co m http://www.pitt.edu/~dash/folktexts.htm l •• http://www.poetryarchive.org/poetryarchive/teachersHome.d o • http://manybooks.net / • http://comiclife.com/educatio n
Science Essential Standards: http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/k-2.pd f
Social Studies Essential Standards: http://www.ncpublicschools.org/docs/acre/standards/new-standards/social - studies/k-2.pd f
30