Roosevelt UFSD Harcourt Pacing Guide Grade 2 English ... · L2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Roosevelt UFSD

Harcourt Pacing Guide

Grade 2

English Language Arts

Ms. M. Hazelton, Assistant to the Superintendent for Curriculum PreK-Grade 5

ELA Curriculum Specialists

Ms. O. Iwuoha Mrs. J. Pagnotta Mrs. A. Wagner

Roosevelt UFSD Story Town Curriculum Pacing Guide

Grade 2

2

Theme 1 COUNT ME

Essential Question: Which do you like to read better-books

with facts of books with stories? Why?

Dates: Sept. 10-14, 2012

Less

on

1

COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT

READING LITERATURE

RL2.3 Describe how characters in a story respond to major

events and challenges.

COMPREHENSION

Skill: Characters

Strategy: Use appropriate

Thinking Map

Paired Selection /Genre:

“Arthur’s Reading Race”/Fiction

“Reading with Your

Fingers”/Magazine Article

Weekly Test

Written Response

Running Records

LANGUAGE: VOCABULARY

L2.6 Use words and phrases acquired through conversations

reading and being read to and responding to texts, including

adjectives and adverbs to describe.

VOCABULARY

Robust Vocabulary

Dangerous, style, ignore, passion,

challenge, underestimate,

proficient, heed

Weekly Vocabulary

READING FOUNDATIONAL SKILLS

RF2.3-Know and apply grade level phonics and word analysis

skills in decoding.

WORD STUDY

Short Vowel /a/a, /i/i

CVC Pattern in Longer Words

High Frequency Words

Already, prove, sign, police,

eight

Weekly Spelling

RF2.4 Fluency

Read with sufficient accuracy and fluency to support

comprehension.

FLUENCY

Accuracy

B M E

Rate 52+ 72+ 87+

Accuracy 90+ 96+ 97+

Daily Oral Reading Fluency (DORF)

Progress Monitor

LANGUAGE: CONVENTIONS

L2.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

f. Produce, expand and rearrange complete, simple and

compound sentences.

GRAMMAR

Sentences

Weekly Grammar

WRITING

W2.2 Write informative/explanatory texts in which they

introduce a topic, use facts and definitions to develop point,

and provide a concluding statement or section.

WRITING

Form: Sentences about a picture

Trait: Ideas

Student Draft


Grade 2

3

Theme 1 COUNT ME

Lesson 2 Essential Question: What are some ways you can

help a friend?

Dates: Sept. 19-25, 2012

Less

on

2


READING LITERATURE

RL2.3 Describe how characters in a story respond to major


COMPREHENSION

Skill: Characters


Thinking Map


“Frog and Toad All Year”/Fiction

“Life as a Frog”/Nonfiction

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Ventured, described, edge,

hestiiate, anonymous, unselfish,

satisfied, neighborly

Weekly Vocabulary



skills in decoding.

a. Distinguish long and short vowels when reading regularly

spelled one syllable words.

WORD STUDY

Short Vowel /e/e, /o/o, /u/u

Inflection –s , -es


covered, everything, through,

woods, guess

Weekly Spelling

RF2.4 Fluency


comprehension.

b. Read on level orally with accuracy, appropriate rate,

and expression on successive readings.

FLUENCY

Accuracy


Progress Monitor




GRAMMAR

Statements and Questions

Weekly Grammar

WRITING




WRITING

Form: Paragraph

Trait: Ideas

Student Draft


Grade 2

4

Theme 1 COUNT ME

Lesson 3 Essential Question: Would you want a pet other

than a cat or a dog? Which pet would you choose?

Dates: Sept. 27-Oct. 5, 2012

Less

on

3


READING LITERATURE

RL2.1 Ask and answer such questions as who, what, where,

when, why, and how to demonstrate understanding of key

details in a text.

COMPREHENSION

Skill: Main Idea and Details

Strategy: Answer Questions


“Henry and Mudge”/Realistic

Fiction

“Dogs”/Poetry

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Blockades, soaked, misplaced,

principles, deny, consider,

opinionated, bulk

Weekly Vocabulary



skills in decoding.



WORD STUDY

Long Vowels /a/a-e, /i/i-e, /o/o-

e, /(y)oo/u-e

CVCe Pattern


different, children, short, ears,

finally, hundred

Weekly Spelling

RF2.4 Fluency


comprehension.



FLUENCY

Reading Rate


Progress Monitor




GRAMMAR

Commands and Exclamations

Weekly Grammar

WRITING




WRITING

Form: Description

Trait: Organization

Student Draft


Grade 2

5

Theme 1 COUNT ME

Lesson 4 Essential Question: What is your favorite kind of

dog? Tell why.

Dates: Oct. 9-12, 2012

Less

on

4


READING LITERATURE

RL2.1 Ask and answer such questions as who, what, where,

when, why, and how to demonstrate understanding of key

details in a text.

COMPREHENSION

Skill: Main Idea and Details

Strategy: Answer Questions


“Dogs”/Nonfiction

“Animals Have Special

Jobs”/Magazine Article

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Disability, position, attached,

assistance, depend, responsibility,

frisky, affinity

Weekly Vocabulary



skills in decoding.



d. Decode words with common prefixes and suffixes

WORD STUDY

Long Vowels /e/ee, ea

Inflections –ed, -ing


sugar, bicycle, special,

sometimes, exercise

Weekly Spelling

RF2.4 Fluency


comprehension.



FLUENCY

Reading Rate


Progress Monitor




GRAMMAR

Parts of Sentence

Weekly Grammar

WRITING




WRITING

Form: Information Paragraph

Trait: Organization

Student Draft


Grade 2

6

Theme 1 COUNT ME

Lesson 5 Essential Question: What is your favorite kind of

dog? Tell why.

Dates: Oct. 15-19, 2012

Less

on

5


READING LITERATURE

REVIEW OF STANDARDS

COMPREHENSION

Skill: Characters, Main Idea and

Details


Thinking Map, Answer Questions

Reader’s Theater:

“Neighborhood News”/News

Report

“Friendliness”/Nonfiction

Theme Assessment

Written Response

Publish Writing


REVIEW OF STANDARDS

VOCABULARY

Review Lessons 1-4

Introduce: flutters, selected,

announcement, career, penalty,

location, excitable, positive


REVIEW OF STANDARDS

WORD STUDY

Short Vowels

Long Vowels


Review Lessons 1-4

Fluency

REVIEW OF STANDARDS

FLUENCY

Accuracy

Reading Rate


REVIEW OF STANDARDS

GRAMMAR

WRITING

REVIEW OF STANDARDS

WRITING


Grade 2

7

Standards Across the Theme **All Standards Across the Theme are embedded in many lessons and not taught in isolation**

READING LITERATURE:

RL2.1 Refer to details and examples in a text when explaining what the text says explicitly and then drawing inferences from the text.

RL2.3 Describe how characters in a story respond to major events and challenges.

RL2.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 2-3 text complexity band

proficiently, with scaffolding as needed at the high end of the range.

READING INFORMATIONAL TEXT:

RI2.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3

text complexity band proficiently, with scaffolding as needed at the high end of the range.

READING FOUNDATIONAL SKILLS:

RSF2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RFS2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Distinguish long and short vowels whens reading regularly spelled one-syllable words.

RFS2.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

WRITING:

W2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding

statement or section.

SPEAKING AND LISTENING:

SL2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 2 topics and

texts with peers and adults in small groups and larger groups.

LANGUAGE:

L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary**:

L2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing

flexibly from a range of strategies.

L2.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy).


Grade 2

8

b. Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related adjectives (e.g. thin, slender, skinny,

scrawny).

L2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and

adverbs to describe (e.g. When other kids are happy that makes me happy).


Grade 2

9

Theme 2 WORKING TOGETHER-DOING OUR BEST

Lesson 6 Essential Question: What kinds of dreams do you

have about playing sports?

Dates: Oct. 22-26, 2012

Less

on

6


READING LITERATURE

RL2.1 Ask and answer questions such as who, what, where,

when, why, and how about key details in a text.

SL2.2 Recount or describe key ideas or details from a text read

aloud or information presented orally or through other media.

COMPREHENSION

Skill: Make Predictions

Strategy: Use Prior Knowledge


“Winners Never

Quit!”/Autobiograhpy

“Two Races”/Fables

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Techniques, specially, struggle,

traction, agile, spectator,

competitive, worthwhile

Weekly Vocabulary



skills in decoding.

a. Distinguish long and short vowels when reading

regularly spelled one-syllable words.

WORD STUDY

Long Vowel /i/ie, igh

Inflections –ed, -ing


Straight, cheer, brother, lose,

learn, caught

Weekly Spelling

RF2.4 Fluency


comprehension.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

FLUENCY

Intonation

B M E

Rate 52+ 72+ 87+



Progress Monitor





English capitalization, punctuation, and spelling when writing.

L2.3 Use knowledge of language and its conventions when

writing, speaking, reading, or listening.

GRAMMAR

Nouns

Weekly Grammar

WRITING




WRITING

Form: Summary

Trait: Word Choice

Student Draft


Grade 2

10


Lesson 7 Essential Question: What are some fun things you

do with your family?

Dates: Nov. 7-16, 2012

Less

on

7


READING LITERATURE





COMPREHENSION

Skill: Make Predictions

Strategy: Use Prior Knowledge


“Gus and Grandpa and the

Two-Wheeled Bike”/Realistic

Fiction

“No Helmet? Pay

Up!”/Magazine Article

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

rickety, rattling, prying,

impatiently, romp, defeated,

jubilant, master

Weekly Vocabulary



skills in decoding.

WORD STUDY

Long Vowel /a/ai, ay

Compound Words


coming, knee, idea, laughed,

million, curve, world

Weekly Spelling

RF2.4 Fluency


comprehension.

b.Read grade-level text orally with accuracy, appropriate rate,


FLUENCY

Intonation


Progress Monitor




GRAMMAR

Singular and Plural Nouns

Weekly Grammar


Grade 2

11

WRITING




WRITING

Form: Directions

Trait: Word Choice

Student Draft


Lesson 8 Essential Question: If you were an imaginary

animal, what would you look like?

Dates: Nov. 26-30, 2012

Less

on

8


READING LITERATURE

RL2.5 Describe the overall structure of a story, including

describing how the beginning introduces the story and the

ending concludes the action.

COMPREHENSION

Skill: Plot

Strategy: Use Appropriate

Thinking map


“The Great Ball Game”/Pourquoi

Tale

“The Bat”/Poetry

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Clutched, clambered, clumsy,

ached, feud, superior, refuse, insult

Weekly Vocabulary



skills in decoding.

b. Know spelling-sound correspondences for additional common

vowel teams.

WORD STUDY

r-Controlled Vowel /ar/ar

Syllable Pattern C-le


Ago, accept, fair, though, clear,

half

Weekly Spelling

RF2.4 Fluency


comprehension.



FLUENCY

Expression


Progress Monitor




GRAMMAR

Proper Nouns

Weekly Grammar


Grade 2

12

WRITING

W2.3 Write narratives in which they recount a well-elaborated

event or short sequence of events, include details to describe

actions, thoughts, and feelings, use temporal words to signal

event order, and provide a sense of closure.

WRITING

Form: Story

Trait: Sentence Fluency

Student Draft


Lesson 9 Essential Question: What is your favorite farm

animal? Tell why.

Dates: Dec. 3-7, 2012

Less

on

9


READING LITERATURE

RL2.5 Describe the overall structure of a story, including

describing how the beginning introduces the story and the

ending concludes the action.

COMPREHENSION

Skill: Plot

Strategy: Use Appropriate

Thinking map


“Click, Clack, Moo: Cows that

Type”/Fiction

“Rock-a-Bye Cows”/Magazine

Article

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Brisk, strutted, gobbled, paced,

request, negotiate, compromise,

improve

Weekly Vocabulary



skills in decoding.


spelled one-syllable words

WORD STUDY

Long Vowel /o/oa, ow

Compound Words


Believe, impossible, enough,

brought, understand, early, quite

Weekly Spelling

RF2.4 Fluency


comprehension.



FLUENCY

Expression


Progress Monitor


Grade 2

13




GRAMMAR

More Proper Nouns

Weekly Grammar

WRITING



WRITING

Form: Letter of Invitation/Request

Trait: Sentence Fluency

Student Draft


Lesson 10 Essential Question: Would you like to be a

firefighter some day? Why or Why not?

Dates: Dec. 10-14, 2012

Less

on

10


READING LITERATURE

REVIEW OF STANDARDS

COMPREHENSION

Skill: Make Predictions, Plot

Strategy: Use Prior Knowledge,

Use Appropriate Thinking Map

Reader’s Theater:

“A Trip to the Fire

Station”/Documentary

“The Book”/Fiction

Theme Assessment

Written Response

Publish Writing


REVIEW OF STANDARDS

VOCABULARY

Review Lessons 6-9

Introduce: minor, previous,

priorities, extinguish, hazard,

efficient, instantly, drench


REVIEW OF STANDARDS

WORD STUDY

Long Vowel /o/oa, ow, /i/ie, igh,

/a/ai , ay

r-Controlled Vowel /ar/ar

Compound Words


Review Lessons 6-9

Fluency

REVIEW OF STANDARDS

FLUENCY

Intonation

Expression


Grade 2

14


REVIEW OF STANDARDS

GRAMMAR

WRITING

REVIEW OF STANDARDS

WRITING

Standards Across the Theme

**All Standards Across the Theme are embedded in many lessons and not taught in isolation**

READING LITERATURE:

RL2. 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL2.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with

scaffolding as needed at the high end of the range.


RI 2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

RI 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades

2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words

RF 2.4 Read with sufficient accuracy and fluency to support comprehension.

WRITING;

W 2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W 2.6 Recall information from experiences or gather information from provided sources to answer questions.


SL 2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger

groups.

SL2. 6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGE:

L 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Grade 2

15

L 2.3 Use knowledge and its conventions when writing and speaking, reading, or listening.

Vocabulary**:

L 2.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content, choosing

flexibly from and array of strategies.

L 2.5 Demonstrate understanding of word relationships nuances in word meanings.

L 2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g. When other kids are happy that makes me happy). Theme 3 CHANGING TIMES

Lesson 11 Essential Question: What is fun about getting a

birthday gift?

Dates: Dec. 17-21, 2012

Less

on

11


READING LITERATURE

RI2.6 Identify the main purpose of a text, including what the

author wants to answer, explain or describe.



COMPREHENSION

Skill: Author’s Purpose

Strategy: Ask Questions


“Jamaica Louise

James”/Realistic Fiction

“A Lazy Thought”/Poetry

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Filthy, twinkle, executive,

beautifying, renowned, kin,

original, adorn

Weekly Vocabulary



skills in decoding.

e. Identify words with inconsistent but common spelling-sound

correspondences.

WORD STUDY

Diagraphs /ch/ch, tch; /sh/sh;

/th/th


Draw, picture, question, minute,

bought, worry, especially, sure

Weekly Spelling

RF2.4 Fluency


comprehension.

a. Read grade-level text with purpose and understanding.

FLUENCY

Punctuation

B M E

Rate 52+ 72+ 87+



Progress Monitor


Grade 2

16






L.2.3 Use knowledge of language and its conventions when


GRAMMAR

Abbreviations

Weekly Grammar

WRITING

W2.3 Write narratives in which they recount a well-elaborated

event or short sequence of events, include details to describe

actions, thoughts, and feelings, use temporal words to signal

event order, and provide a sense of closure.

WRITING

Form: Personal Narrative

Trait: Voice

Student Draft


Grade 2

17

Theme 3 CHANGING TIMES

Lesson 12 Essential Question: What are some ways to have

fun with friends and family?

Dates: Jan. 2-11, 2013

Less

on

12


READING LITERATURE

RI2.6 Identify the main purpose of a text, including what the

author wants to answer, explain or describe.



COMPREHENSION

Skill: Author’s Purpose

Strategy: Ask Questions


“At Play: Long Ago and

Today”/Nonfiction

“A History of Games and Toys in

the United States”/Nonfiction

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Recently, housed, official,

nominate, recreation, leisurely,

ramble, archaic

Weekly Vocabulary



skills in decoding.

c.Decode regularly spelled two-syllable words with long vowels.

WORD STUDY

Long Vowel /e/ey, y

Inflections –ed, -es (y to i)


imagine, favorite, year, enjoy,

cook, board, popular, expensive

Weekly Spelling

RF2.4 Fluency


comprehension.



FLUENCY

Punctuation


Progress Monitor




a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural nouns (e.g.,

feet, children, teeth, mice, fish).

GRAMMAR

Singular Possessive Nouns

Weekly Grammar

WRITING


introduce a topic, use facts and definitions to develop points,


WRITING

Form: Paragraph That Gives

Information

Trait: Voice

Student Draft


Grade 2

18


Lesson 13 Essential Question: Who is someone you admire?

Why do you admire this person?

Dates: Jan. 14-18, 2013

Less

on

13


READING LITERATURE

RL2.4 Describe how words and phrases (e.g., regular beats,

alliteration, rhymes, repeated lines) supply rhythm and meaning

in a story, poem or song

COMPREHENSION

Skill: Fiction and Nonfiction

Strategy: Reread


“Big Bushy Mustache”/Realistic

Fiction

“Changing”/Poetry

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Wilting, flitted, gobble, trance,

route, semblance, distraught,

improvise

Weekly Vocabulary



skills in decoding.

d.Decode words with common prefixes and suffixes.

WORD STUDY

Consonants /s/c; /j/g, dge

Inflections –ed, -ing (double final

consonant)


wear, tough, woman, young,

shoes, wash, above

Weekly Spelling

RF2.4 Fluency


comprehension.



FLUENCY

Phrasing


Progress Monitor




GRAMMAR

Plural Possessive Nouns

Weekly Grammar

WRITING

L2.3 Use knowledge of language and its conventions when


WRITING

Form: Story: Dialogue

Trait: Conventions

Student Draft


Grade 2

19


Lesson 14 Essential Question: What sights and sounds would

you experience in a rainforest?

Dates: Jan. 22-25, 2013

Less

on

14


READING INFORMATIONAL TEXT

RF2.4 Read with sufficient accuracy and fluency to support

comprehension.

c. Use context to confirm or self-correct words recognition and

understanding, rereading as necessary.

COMPREHENSION

Skill: Fiction and Nonfiction

Strategy: Reread


“Rain Forest Babies”/Nonfiction

“Baby Tapir is Born!”/Website

Weekly Test

Written Response

Running Records





VOCABULARY

Robust Vocabulary

Dappled, entranced, trooped,

circling, adorable, assortment,

habitat, immense

Weekly Vocabulary



skills in decoding.


spelled one-syllable words

WORD STUDY

r-Controlled Vowel /ur/ir, ur/ear

Syllable Pattern VCCV


Interesting, thumb, touch, care,

sweat, father

Weekly Spelling

RF2.4 Fluency


comprehension.



FLUENCY

Phrasing


Progress Monitor




GRAMMAR

Pronouns

Weekly Grammar

WRITING


introduce a topic, use facts and definitions to develop points,




WRITING

Form: Paragraph that Explains

Trait: Conventions

Student Draft


Grade 2

20


Lesson 15 Essential Question: In what ways are you like

other second graders? In what ways are you different?

Dates: Jan. 28-Feb. 1, 2013

Less

on

15


READING LITERATURE

REVIEW OF STANDARDS

COMPREHENSION

Skill: Ask Questions, Reread

Strategy: Author’s Purpose,

Fiction and Nonfiction

Reader’s Theater:

“A Birthday Mystery”/Fiction

“The Life Cycle of a

Frog”/Science Textbook

Theme Assessment

Written Response

Publish Writing


REVIEW OF STANDARDS

VOCABULARY

Review Lessons 11-14

Introduce: distrust, witness, lock,

beneath, bewildered, evasive,

mull, startle


REVIEW OF STANDARDS

WORD STUDY

Diagraphs /ch/ch, tch; /sh/sh;

/th/th

r-Controlled Vowel /ur/ir, ur/ear

Syllable Pattern VCCV

Long Vowel /e/ey, y

Inflections –ed, -es (y to i)

Consonants /s/c; /j/g, dge

Inflections –ed, -ing (double final

consonant)


Review Lessons 11-14

Fluency

REVIEW OF STANDARDS

FLUENCY

Punctuation

Phrasing


REVIEW OF STANDARDS

GRAMMAR


Grade 2

21

WRITING

REVIEW OF STANDARDS

WRITING


Grade 2

22

Standards Across the Theme

**All Standards Across the Theme are embedded in many lessons and not taught in isolation**

READING LITERATURE:

RL2. 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL2.10 By the end of year read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with

scaffolding as needed at the high end of the range.


RI 2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

RI 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades

2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words

RF 2.4 Read with sufficient accuracy and fluency to support comprehension.

WRITING;

W 2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W 2.6 Recall information from experiences or gather information from provided sources to answer questions.


SL 2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger

groups.

SL2. 6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGE:

L 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L 2.3 Use knowledge and its conventions when writing and speaking, reading, or listening.

Vocabulary**:

L 2.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content, choosing

flexibly from and array of strategies.

L 2.5 Demonstrate understanding of word relationships nuances in word meanings.

L 2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and

adverbs to describe (e.g. When other kids are happy that makes me happy).


Grade 2

23

Fundations Common Core State Standards Correlations

Grade 2 Reading Standards for Literature Reading Standards for Informational Text Fundations Level 2

Key Ideas and Detail

RL.2.1 Ask and answer such questions as who, what, where,

when, why, and how to demonstrate understanding of

key details in a text.

RI.2.1 Ask and answer such questions as who, what,

where, when, why, and how to demonstrate

understanding of key details in a text.

Storytime (units 2-

17)

RL.2.2 Recount stories, including fables and folktales from

diverse cultures, and determine their central message,

lesson, or moral.

RI.2.2 Identify the main topic of multi-paragraph text as

well as the focus of specific paragraphs within the

text.

RL.2.3 Describe how characters in a story respond to major


RI.2.3 Describe the connection between a series of

historical events, scientific ideas or concepts, or

steps in technical procedures in a text.

Craft and Structure

RL.2.4 Describe how words and phrases (e.g., regular beats,

alliteration, rhymes, repeated lines) supply rhythm and

meaning in a story, poem, or song.

RI.2.4 Determine the meaning of words and phrases in a

text relevant to a grade 2 topic or subject area.

RL.2.5 Describe the overall structure of a story, including

describing how the beginning introduces the story and

the ending concludes the action.

RI.2.5 Know and use various text features (e.g., captions,

bold print, subheadings, glossaries, indexes,

electronic menus, icons) to locate key facts or

information in a text efficiently.

RL.2.6 Acknowledge differences in the points of view of

characters, including by speaking in a different voice

for each character when reading dialogue aloud.

RI.2.6 Identify the main purpose of a text, including what

the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas

RL.2.7 Use information gained from the illustrations and words

in a print or digital text to demonstrate understanding

of its characters, setting or plot.

RI.2.7 Explain how specific images (e.g., a diagram

showing how a machine works) contribute to and

clarify a text.


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24

RL.2.8 (Not applicable to literature) RI.2.8 Describe how reasons support specific points the

author makes in a text.

RL.2.9 Compare and contrast two or more versions of the

same story (e.g., Cinderella stories) by different authors

or from different cultures.

RI.2.9 Compare and contrast the most important points

presented by two texts on the same topic.

Range of Reading and Level of Text Complexity

RL.2.10 By the end of the year, read and comprehend

literature, including stories and poetry, in the grades 2-

3 text complexity band proficiently, with scaffolding as

needed at the high end of the range.

RI.2.10 By the end of the year, read and comprehend

informational texts, including history/social studies,

science, and technical texts, in the grades 2-3

complexity band proficiently, with scaffolding as

needed at the high end of the range.


Grade 2

25


Grade 2 Reading Standards: Foundational Skills Fundations Level 2

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in

decoding words.

a) Distinguish long and short vowels when reading regularly spelled one-

syllable words.

b) Know spelling-sound correspondences for additional common vowel

teams.

c) Decode regularly spelled two-syllable words with long vowels.

d) Decode words with common prefixes and suffixes.

e) Identify words with inconsistent but common spelling-sound

correspondences.

f) Recognize and read grade-appropriate irregularly spelled words.

a) Introduce new concepts (units 1-4, 6-10); Word Talk ( units 1-4, 6- 10);

Word of the Day: (units 1-4, units 6-10); Storytime: Units 2-17

b) Introduce New Concepts (units 10-16); Drill sounds (units 10-16); Echo

Find Letters ( units 10-16)

c) Introduce New Concepts (units 5-17); Word Talk (units 5-17); Word of

the Day (units 5-17); Make it Fun (units 5-17); Storytime (units 5- 17)

d) Introduce New Concepts (units 4-17); Word of the Day (units 5, 7, 8,

12); Word Talk (units 5, 7, 8, 12); Make it Fun (unit 12); Storytime (units 5-17)

e) Trick Words (units 3-17)

Fluency

4. Read with sufficient accuracy and fluency to support

comprehension.

a) Read on-level text with purpose and understanding.

b) Read on-level text orally with accuracy, appropriate rate, and

expression on successive readings.

c) Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

a –c )Storytime (all units)


Grade 2

26


Grade 2 Writing Standards Fundations Level 2

Text Types and Purposes

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about,

state an opinion, supply reasons that support the opinion, use linking words (e.g.,

because, and, also) to connect opinion and reasons, and provide a concluding

statement or section.

Storytime (beginning in unit 4)

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and

definitions to develop points, and provide a concluding statement or section.

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of

events, include details to describe actions, thoughts, and feelings, use temporal words

to signal event order, and provide a sense of closure.


Production and Distribution of Writing

W.2.4 (Begins in grade 3)

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen

writing as needed by revising and editing.


W.2.6 With guidance and support from adults, use a variety of digital tools to produce and

publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a

single topic to produce a report; record science observations).

W.2.8 Recall information from experiences or gather information from provided sources to

answer a question.



Range of Writing



Grade 2

27


Grade 2

Speaking and Listening Standards Fundations Level 2

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about

grade 2 topics and texts with peers and adults in small and larger groups.

a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time

about the topics and texts under discussion).

b) Build on others’ talk in conversations by linking their comments to the

remarks of others.

c) Ask for clarification and further explanation as needed about the

topics and texts under discussion.

2. Recount or describe key ideas or details from a text read aloud or

information presented orally or through other media.

Storytime (all units)

3. Ask and answer questions about what a speaker says in order to clarify

comprehension, gather additional information, or deepen understanding

of a topic or issue.

Presentation of Knowledge and Ideas

4. Tell a story or recount an experience with appropriate facts and

relevant, descriptive details, speaking audibly in coherent sentences.

Storytime (Writing Activities)

5. Create audio recordings of stories or poems; add drawings or other

visual displays to stories or recounts of experiences when appropriate to

clarify ideas, thoughts, and feelings.

6. Produce complete sentences when appropriate to task and situation

in order to provide requested detail or clarification. (See grade 2

Language standards 1 and 3 on pages 26 and 27 for specific

expectations.)

Storytime (Writing Activities)


Grade 2

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Grade 2 Language Standards Fundations Level 2

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

a) Use collective nouns (e.g., group).

b) Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish).

c) Use reflexive pronouns (e.g., myself, ourselves).

d) Form and use the past tense of frequently occurring irregular verbs (e.g., sat,

hid, told).

e) Use adjectives and adverbs, and choose between them depending on

what is to be modified.

f) Produce, expand, and rearrange complete simple and compound

sentences (e.g., The boy watched the movie; The little boy watched the movie;

The action movie was watched by the little boy).

e) Storytime, Word Play, Word of the Day, Teach New Concepts

(unit 7)

2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

a) Capitalize holidays, product names, and geographic names.

b) Use commas in greetings and closings of letters.

c) Use an apostrophe to form contractions and frequently occurring

possessives.

d) Generalize learned spelling patterns when writing words (e.g., cage →

badge; boy → boil).

e) Consult reference materials, including beginning dictionaries, as needed to

a) Dictation Dry Erase, Dictation Composition Book, Storytime (all

units)

d) Dictation Dry Erase, Dictation Composition Book, Storytime (all

units)

e) Dictation Dry Erase, Dictation Composition Book, Storytime

(units 7-17)


Grade 2

29

check and correct spellings.

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening. a) Compare formal and informal uses of English.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 2 reading and content, choosing flexibly from an

array of strategies.

a) Use sentence-level context as a clue to the meaning of a word or phrase.

b) Determine the meaning of the new word formed when a known prefix is

added to a known word (e.g., happy/unhappy, tell/retell).

c) Use a known root word as a clue to the meaning of an unknown word with

the same root (e.g., addition, additional).

d) Use knowledge of the meaning of individual words to predict the meaning

of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,

bookmark).

e) Use glossaries and beginning dictionaries, both print and digital, to

determine or clarify the meaning of words and phrases.

c) Word of the Day, Word Talk, Storytime (units4- 17)

5. Demonstrate understanding of word relationships and nuances in word

meanings.

a) Identify real-life connections between words and their use (e.g., describe

foods that are spicy or juicy).

b) Distinguish shades of meaning among closely related verbs (e.g., toss, throw,

hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

a) Story Time (unit 7)

6. Use words and phrases acquired through conversations, reading and being

read to, and responding to texts, including using adjectives and adverbs to

describe (e.g., When other kids are happy that makes me happy).

Word Talk, Word of the Day, Storytime (all units)

Documents

Roosevelt UFSD Harcourt Pacing Guide Grade 2 English ... · L2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing