SharpSchoolp2cdn2static.sharpschool.com/UserFiles/Servers... · Web viewVance County Schools Second Grade ELA Pacing Guide 2013-2014 First Nine Weeks DIBELS goals – Scores Status

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



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


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



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



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


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


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



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


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


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.

http://rinkworks.com/

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


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.

http://www.pitt.edu/~dash/folktexts.html


12Revised 06/12

Third Nine Weeks Continued


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



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

http://www.readwritethink.org/


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.


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

http://tinyurl.com/339585z

16Revised 06/12



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



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


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



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



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


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.


• 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


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


• 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



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

http://tinyurl.com/339585z

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

http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/k-2.pdf



http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/k-2.pdf

http://comiclife.com/education

http://manybooks.net/

http://www.poetryarchive.org/poetryarchive/teachersHome.do


http://www.fun4brain.com/

http://np.harlan.k12.ia.us/reading_center.htm

http://msrossbec.com/links.shtml

http://www.nyphilkids.org/lockerroom/main.phtml

http://thevirtualvine.com/

http://dovewhisper.com/computercenter.htm

http://theteachersguide.com/

http://www.westallegheny.k12.pa.us/donaldson/reading_activities/grade%202/harcourt_grade2.html

http://primarygradesclasspage.com/Harcourt%20for%20Teachers%20second.htm

http://np.harlan.k12.ia.us/reading_center.htm

http://comiclife.com/education

http://manybooks.net/

http://www.poetryarchive.org/poetryarchive/teachersHome.do


http://listbuilder.scholastic.com/webapp/wcs/stores/servlet/StandardsBrowseView?did=1179901&gc=CC

http://elementarytests.com/common-core-standards/common-core-suggested-reading-list/

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