Second Grade Pacing Guide Drafthcsresources.wikispaces.com/file/view/ELA+1st... · Web viewAsk and answer questions about key details and events in a text. RI1.1: Ask and answer

Halifax County SchoolsFirst Grade Pacing Guide

Unit Title Pacing – 4 WeeksI

The Alphabet

Books and

Children Who Read Them

Week 1- 4

In the first few weeks of first grade, students are welcomed to school as readers and begin reviewing the alphabet and concepts of print through books about the library, friendship, and the ABC’s

Reading WritingLaunching Writer’s Workshop and Personal Narratives

Speaking and Listening

Language

RL1.2 - Retell stories, including key details, and demonstrates understanding of their central message or lesson.RL1.7 – Use illustrations and details in a story to describe its characters.RI1.2 - Identify the main topic and retell key details of a text.RI1.7 - Use the illustrations and details in a text to describe the key ideas.

RL.1.1: Ask and answer questions about key details and events in a text. RI1.1: Ask and answer questions about key details in a text

FS1.2d – Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).FS1.3a – Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs.FS1.2c – Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken- single syllable words.

W1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

SL1.1a – Participate in collaborative conversations with diverse partners about grade 1 topicsand texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

L1.5a – With guidance and support from adults, explore word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.L1.5b – Define words by category and one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

L.1.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L1.1j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in

RL – Reading Literature, RI – Reading Informational, FS – Foundational Skills, W – Writing, SL – Speaking and Listening, and L – Language W1.3 – Indicates Repeated Standard


response to prompts.

Cross Curricular: Essential Standards 1L1 (Ecosystems) and 1L2 (Molecular Biology) and 1C& G1 (Citizenship, Authority and Conflict)

Unit 2Plants and

AnimalsPacing: 5 – Weeks

Week 5- 9

Tackling the Tricky Parts1. Readers think before, during, and after to figure out what might be/have been tricky.2. Readers use all of their tricks when faced with hard parts. (Letters, sounds, patterns, snap words)3. Readers cross-check when something doesn’t make sense.4. Readers partner to help each other.5. Readers celebrate reading aloud with just-right books.

Reading WritingPersonal

Narratives and Small Moments


Writing and Language

RL1.1 – Ask and answer questions about key details in a text.RI1.1 - Ask and answer questions about key details in a text.RI1.4 - Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

FS1.1a – Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).FS1.2b – Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Orally produce single-syllable words by blending sounds (phonemes) including consonant blends.FS1.3b – Know and apply grade-level phonics and word analysis skills in decoding words. Decode regularly spelled one-syllable words.

W1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.W1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

SL1.1c – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask questions to clear up any confusion about the topics and texts under discussion.SL1.6 – Produce complete sentences when appropriate to task and situation.

L1.1a - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters.L1.1d - Use personal possessive and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).L1.1f - Use frequently occurring adjectives.L1.2b - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Use end punctuation for sentences.L1.2e - Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.L1.4 – Determine or clarify the meaning of unknown and multiple-meaning words and



phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence –level context as a clue to the meaning of a word or phrase.

Cross Curricular: Essential Standards: Science: 1L1.3 – Recycling and Environment Social Studies: 1G1, 1G2 Communities and Environment

Unit 3Lessons

Text Teaches

UsPacing: 5

WeeksWeek 10-

14

Connecting With Characters1. Readers pay close attention to what characters do.2. Readers use strategies to figure out characters.3. Readers connect characters feelings in one book with those in another book.4. Readers notice how characters change from beginning to end of story.5. Readers celebrate lessons learned by and from characters.

Reading WritingUsing

Conventions in Writing


Language

RL1.2 - Retell stories, including key details, and demonstrates understanding of their central message or lesson.RL1.3 – Describe characters, settings, and major events in a story, using key details.RL1.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RL1.7 – Use illustrations and details in a story to describe its characters, setting, or events.RL1.9 – Compare and contrast the adventures and experiences of characters in stories.

FS1.2a – Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words.FS1.3f - Know and apply grade-level phonics and word analysis skills in decoding words. Read

W1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.W1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

SL1.4 – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

L1.1j -Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentence in response to prompts.L1.2a - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Capitalize dates and names of people.L1.2d - Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.L1.5c – With guidance and support from adults, explore word relationships and nuances in word meanings. Identify real-life connections



words with inflectional endings. between words and their use (e.g., note places at home that are cozy).L1.5d – Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Cross Curricular: Essential Standards 1H1 (Environmental Change) and 1P1 (Forces and Motion)Unit4

ChangesPacing: 4

WeeksWeek 15-

18

Learning About the World Through Informational Text1. Readers become smarter by reading informational text.2. Readers tackle tricky words in informational text.3. Readers read and write about the world.4. Readers read more than one book about a topic to compare and contrast information.5. Readers celebrate their expert knowledge.

Students explore changes in nature through non-fiction.

Reading WritingHow-To and All About Writing


Language

RL1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of range of text types.RI1.2 – Identify the main topic and retell key details.RI1.5 – Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.RI1.6 – Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.RI1.7 – Use illustrations and details in a text to describe the key ideas.RI1.10 - With prompting and support, read informational texts appropriately complex for grade 1.

FS1.3a – Know and apply grade-level phonics and word analysis skills in decoding words. Know the

W1.2 - Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W1.7 - Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).W1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL1.2 – Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

L1.1c – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).L1.1e - Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).L1.4c - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Identify



spelling-sound correspondences for common consonant digraphs.FS1.4a – Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding.

frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).L1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Cross Curricular: Science: 1P1 Force and MotionSocial Studies: 1E1 Economics and Financial Literacy

Unit5Changes Pacing: 4

WeeksWeek 19-

22

Trying by Myself1. Readers use everything they know about reading to get through hard parts independently.2. Readers smooth out the rough parts by rereading and rehearsing so it makes

Reading WritingAuthors as

Mentors


Language

RL1.1 – Ask and answer questions about key details in a text.RL 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RL1.10 – With prompting and support, read prose and poetry of appropriate complexity for grade 1.RI1.5 – Know and use various text features (e.g., headings, tables of contents, glossaries, electronic

W1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.W1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and

SL1.1b – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Build on others’ talk in conversations by responding to the comments of others through multiple

L1.1c - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).L1.2a - Demonstrate command of the



sense.3. Readers show off their reading and share how they problem-solved by themselves.4. Readers celebrate the joy of trying by themselves.Students explore changes in feelings of characters through fantasy, and changes in their own writing through revisions.

menus, icons) to locate key facts or information in a text.

FS1.3g – Know and apply grade-level phonics and word analysis skills in decoding words. Recognize and read grade-appropriate irregularly spelled words.FS1.4b – Read with sufficient accuracy and fluency to support comprehension. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.FS1.4c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

add details to strengthen writing as needed.

exchanges.SL1.1c – Ask questions to clear up any confusion about the topics and texts under discussion.

conventions of standard English capitalization, punctuation, and spelling when writing.Capitalize dates and names of people.L1.2c - Use commas in dates and to separate single words in a series.L1.4a – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence –level context as a clue to the meaning of a word or phrase.L1.4b – Use frequently occurring affixes as a clue to the meaning of a word.L1.4c – Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Cross Curricular: Science: Patterns and features of the earth, moon and sunSocial Studies 1C&GCivics and Government

Unit 6American Contributi

onsPacing: 5

WeeksWeek 23-

Exploring Genres to Learn about a Topic1. Readers work with a partner to read about a topic across narrative and informational text.2. Readers expand

Reading WritingReview Writing

Genres


Language

RL1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.RL1.9– Compare and contrast the

W1.2 – Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

SL1.3 – Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not

L1.1b - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use



26 their understanding of a topic and record it.3. Readers pull all the pieces together and rehearse in order to present.4. Readers celebrate their cross-genre study.

Students meet Americans who shaped our Nation’s History.

adventures and experiences of characters in stories.RI 1.3- Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI1.8 – Identify the reasons an author gives to support points in a text.RI1.9 – Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

FS1.3d – Know and apply grade-level phonics and word analysis skills in decoding words. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.FS1.3e - Decode two-syllable words following basic patterns by breaking the words into syllables.FS1.3g –Recognize and read grade-appropriate irregularly spelled words.FS1.4a – Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding.FS1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers.W1.7 – Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).W1.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

understood.SL1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

common, proper, and possessive nouns.L1.1g - Use frequently occurring conjunctions (e.g., and, but, or, so, because).L1.1h - Use determiners (e.g., articles, demonstratives).L1.1j - Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentence in response to prompts.L1.2d - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Cross Curricular:Science: 1E1 Patterns of the Earth, Moon and SunSocial Studies: Civics and Government (cont)

Unit Dramatizing Reading Writing Speaking and Language



7Around the World with a Glass Slipper

Pacing – 5 WeeksWeek 27- 31

Characters in Small Groups/Reading Clubs1. Readers read and reread to pay close attention to characters and get inside their heads.2. Readers select important moments to think more deeply and talk about them with partners.3. Readers read and reread more challenging books in small groups/reading clubs.4. Readers read between the lines.4. Readers celebrate by performing.

Compare and contrast multiple versions of Cinderella while learning about continents and cultures.

Opinion Writing ListeningRL1.2 – Retell stories, including key details, and demonstrates understanding of their central message or lesson.RI1.3 – Describe the connection between two individuals, events, ideas, or pieces of information in a text.RL1. 6 – Identify who is telling the story at various points in a text.RL1.9 – Compare and contrast the adventures and experiences of characters in stories.

FS1.3c -Know and apply grade-level phonics and word analysis skills in decoding words. Know final –e and common vowel team conventions for representing long vowel sounds.FS1.4b - Read with sufficient accuracy and fluency to support comprehension.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.FS1.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W1.1 - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.W1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

SL1.1b - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.SL1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

L1.1i - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use frequently occurring prepositions (e.g., during, beyond, toward).

Curricular Connections: Science: 1E2 Earth Materials (rocks, minerals, soil and water)Social Studies 1.C.1 Understanding diversity. Review : 1.G.1 Geography

Unit 8Around

the World

Becoming Science and/or Social Studies Experts

Reading WritingScience and

Social Studies


Language



with a Glass

Slipper

Pacing: 5 Weeks

Week 32- 36

1. Science/social studies readers build up a strong base of knowledge on a topic by reading deeply about a topic.2. Readers compare/contrast different texts on the same topic.3. Readers learn more by asking power questions.4. Readers celebrate with a science/social studies fair.

Compare and contrast multiple versions of Cinderella while learning about continents and cultures.

WritingRL1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.RI1.3 – Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI1.9 – Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).RI1.10 – With prompting and support, read informational texts appropriately complex for grade 1.

FS1.3g -Know and apply grade-level phonics and word analysis skills in decoding words. Recognize and read grade-appropriate irregularly spelled words.FS1.4a - Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding.FS1.4b - Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.FS1.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W1.1 - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.W1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers.

SL1.1c - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask questions to clear up any confusion about the topics and texts under discussion.SL1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.S.L1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

L1.1j - Produce and expand complete simple and compounddeclarative, interrogative, imperative, and exclamatory sentence in response to prompts.L1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

L1.5a – With guidance and support from adults, explore word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L1.5d – Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the



meanings.

Curricular Connections: Science: 1E2 Earth Materials (rocks, minerals, soil and water)Social Studies 1.C.1 Understanding diversity. Review : 1.G.1 Geography

*Note: The following standards will be assessed at the end of the year but teachers should provide consistent instruction and practice preparing students for the end of year assessment.

RL1.10 - With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI1.10 - With prompting and support, read informational texts appropriately complex for grade 1.


Documents

Second Grade Pacing Guide Drafthcsresources.wikispaces.com/file/view/ELA+1st... · Web viewAsk and answer questions about key details and events in a text. RI1.1: Ask and answer