Stage One Pacing Guide

8/12/2019 Stage One Pacing Guide

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Unit 1: The Changing Seasons (Weeks 1-6)

Established Goals

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.

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.RL.2.5- Describe the overall structure of a story, including describing how the beginning

introduces the story and the ending concludes the action.RF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.

RF.2.3.A-Distinguish long and short vowels when reading regularly spelled one-syllablewords.

RF.2.3.F- Recognize and read grade-appropriate irregularly spelled words.RF.2.4- Read with sufficient accuracy and fluency to support comprehension.

RF.2.4.A- Read grade-level text with purpose and understanding.RF.2.4.B- Read grade-level text orally with accuracy, appropriate rate, and expression on

successive readings.RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

Big Idea:Beauty of Language

Overarching Essential Question:When is language beautiful?Topical Essential Questions: Who decides the meaning of a poem?

How is poetry different than stories?

Enduring Understandings:

TSWUTlanguage is more than just reading the words, it is reading with purpose andunderstanding.

TSWUTto fully understand the text they are reading, they must ask questions such aswho, what, where, when, why, and how.

Learning Objectives:

TSWBAT demonstrate their understanding of key details in a text by asking questionssuch as who, what, where, when, why, and how.

TSWBATconsider the statement, When is language beautiful?

TSWBATconstruct a paragraph answering the question, When is language beautiful?

TSWBATproduce an answer to Who decides the meaning of a poem? in a groupdiscussion.

TSWBAT distinguish between poetry and stories.

TSWBAT demonstrate their understanding of key details in a text by answering

questions such as who, what, where, when, why, and how.TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,

and repeated lines supply rhythm in a story, poem, or song.TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,

and repeated lines supply meaning in a story, poem, or song.


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TSWBATdescribe the overall structure of a story, including describing how thebeginning introduces the story

TSWBATdescribe the overall structure of a story, including how the ending concludesthe action.

TSWBATrecognize and apply grade-level phonics skills in decoding words.

TSWBATrecognize and apply word analysis skills in decoding words.TSWBATdistinguish long vowels when reading regularly spelled one-syllable wordsTSWBATdistinguish short vowels when reading regularly spelled one-syllable words.

TSWBATrecognize grade-appropriate irregularly spelled words.

TSWBATread grade-appropriate irregularly spelled words.

TSWBATread with sufficient accuracy to support comprehension.TSWBATread with sufficient fluency to support comprehension.

TSWBATread grade-level text with purpose and understanding.TSWBATread grade-level text orally with accuracy on successive readings.

TSWBATread grade-level text at an appropriate rate on successive readings.TSWBATread with expression on successive readings.

TSWBATuse context to confirm word recognition and understanding, rereading asnecessary.

TSWBATuse context to self-correct word recognition and understanding, rereading asnecessary.

Unit 2: Stories, Fables, Folktales, and Fairy Tales (Weeks 6-12)

Established Goals

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.RL.2.2-Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.

RL.2.3- Describe how characters in a story respond to major events and challenges.

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.

RL.2.5- Describe the overall structure of a story, including describing how the beginningintroduces the story and the ending concludes the action.

RL.2.7- Use information gained from the illustrations and words in a print or digital textto demonstrate understanding of its characters, setting, or plot.

RL.2.9-Compare and contrast two or more versions of the same story (e.g., Cinderellastories) by different authors or from different cultures.

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

RF.2.3.A-Distinguish long and short vowels when reading regularly spelled one-syllable

words.RF.2.3.B-Know spelling-sound correspondences for additional common vowel teams.

RF.2.3.F-Recognize and read grade-appropriate irregularly spelled words.RF.2.4-Read with sufficient accuracy and fluency to support comprehension.

RF.2.4.A-Read grade-level text with purpose and understanding.

RF.2.4.B-Read grade-level text orally with accuracy, appropriate rate, and expression on


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L.2.5.A-Identify real-life connections between words and their use (e.g., describe foodsthat are spicy or juicy).

L.2.5.B-Distinguish shades of meaning among closely related verbs (e.g., toss, throw,hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

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., Whenother kids are happy that makes me happy).

Big Idea: Culture

Overarching Essential Question:How do fables and folktales impact culture?Topical Essential Questions: How does the setting affect a story?

How do you identify the message or moral of a story?


TSWUTfables and folktales impact culture in many ways.

TSWUTit is important to identify the message or moral of a story to fully grasp itspurpose.


TSWBATdevelop an answer to the question How do fables and folktales impactculture? through writing in a reading response journal.

TSWBAT construct an answer to, How does the setting affect a story in a groupdiscussion.

TSWBATdecide what the message or moral of a story is and construct a journalresponse about it in their reading response journal.

TSWBAT demonstrate their understanding of key details in a text by asking questionssuch as who, what, where, when, why, and how.

TSWBAT demonstrate their understanding of key details in a text by answeringquestions such as who, what, where, when, why, and how.

TSWBATrecount stories, including fables and folktales from diverse cultures.TSWBATdetermine the central message of stories, including fables and folktales from

diverse cultures.TSWBATdetermine the lesson or moral of stories, including fables and folktales from

diverse cultures.

TSWBATdescribe how characters in a story respond to major events and challenges.

TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,and repeated lines supply rhythm in a story, poem, or song.

TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,and repeated lines supply meaning in a story, poem, or song.

TSWBATdescribe the overall structure of a story, including describing how thebeginning introduces the story

TSWBATdescribe the overall structure of a story, including how the ending concludesthe action.

TSWBATuse information gained from the illustrations and words in a print or digitaltext to demonstrate understanding of its characters, setting, or plot.


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TSWBATcompare and contrast two or more versions of the same story by differentauthors of from different cultures.

TSWBATrecognize and apply grade-level phonics skills in decoding words.TSWBATrecognize and apply word analysis skills in decoding words.

TSWBATdistinguish long vowels when reading regularly spelled one-syllable words

TSWBATdistinguish short vowels when reading regularly spelled one-syllable words.TSWBATrecognize spelling-sound correspondences for additional common vowelteams.

TSWBATrecognize grade-appropriate irregularly spelled words.







TSWBATwrite informative texts in which they introduce a topic, use facts anddefinitions to develop points, and provide a concluding statement or section.

TSWBATwrite explanatory texts in which they introduce a topic, use facts anddefinitions to develop points, and provide a concluding statement or section.

TSWBATfocus on a topic and strengthen writing as needed by revising and editing,with guidance and support from adults and peers.

TSWBATparticipate in shared research and writing projects.TSWBATrecall information from experiences to answer a question.

TSWBATgather information from provided sources to answer a question.

TSWBATparticipate in collaborative conversations with diverse partners about grade 2

topics and texts with peers and adults in small and larger groups.TSWBATfollow agreed-upon rules for discussions.

TSWBATbuild on others talk in conversations by linking their comments to theremarks of others.

TSWBATask for clarification and further explanation as needed about the topics andtexts under discussion.

TSWBATtell a story with appropriate facts and relevant, descriptive details, speakingaudibly in coherent sentences.

TSWBATrecount an experience with appropriate facts and relevant, descriptive details,speaking audibly in coherent sentences.

TSWBATproduce complete sentences when appropriate to task and situation in order toprovide requested detail or clarification.

TSWBATdemonstrate command of the conventions of Standard English grammar andusage when writing.

TSWBATdemonstrate command of the conventions of Standard English grammar andusage when speaking.


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TSWBATuse collective nouns.TSWBATuse adjective and adverbs, and choose between them depending on what is to

be modified.TSWBATproduce, expand, and rearrange complete simple sentences.

TSWBATproduce, expand, and rearrange complete compound sentences.

TSWBATdemonstrate command of the conventions of Standard English capitalizationwhen writing.TSWBATdemonstrate command of the conventions of Standard English punctuation

when writing.

TSWBATdemonstrate command of the conventions of Standard English spelling when

writing.TSWBATcapitalize holidays.

TSWBATcapitalize product names.TSWBATcapitalize geographic names.

TSWBATuse commas in greetings and closings of letters.TSWBATgeneralize learned spelling patterns when writing words.

TSWBATconsult reference materials, including beginning dictionaries, as need to checkand correct spellings.

TSWBATcompare formal and informal uses of English.

TSWBATdemonstrate understanding of word relationships in word meanings.

TSWBATdemonstrate understanding of nuances in word meanings.TSWBATidentify real-life connections between words and their use.

TSWBATdistinguish shades of meaning among closely related verbs.TSWBATdistinguish shades of meaning among closely related adjectives.

TSWBATuse words and phrases acquired through conversations, reading and being readto, and responding to texts, including using adjectives and adverbs to describe.

Unit 3: Building Bridges with Others (Week 13-18)

Established Goals

RL.2.2-Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.

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.

RL.2.7- Use information gained from the illustrations and words in a print or digital textto demonstrate understanding of its characters, setting, or plot.

RL.2.9-Compare and contrast two or more versions of the same story (e.g., Cinderellastories) by different authors or from different cultures.

RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3.B- Know spelling-sound correspondences for additional common vowel teams.

RF.2.3.F- Recognize and read grade-appropriate irregularly spelled words.RF.2.4- Read with sufficient accuracy and fluency to support comprehension.

RF.2.4.A- Read grade-level text with purpose and understanding.



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successive readings.RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.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.2.5- With guidance and support from adults and peers, focus on a topic and strengthenwriting as needed by revising and editing.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.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.SL.2.1.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 textsunder discussion).

SL.2.1.B- Build on others' talk in conversations by linking their comments to the remarksof others.

SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,descriptive details, speaking audibly in coherent sentences.

SL.2.6- Produce complete sentences when appropriate to task and situation in order toprovide requested detail or clarification.

L.2.1-Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.

L.2.1.E-Use adjectives and adverbs, and choose between them depending on what is tobe modified.

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

L.2.2.A- Capitalize holidays, product names, and geographic names.

L.2.2.B- Use commas in greetings and closings of letters.

L.2.2.D-Generalize learned spelling patterns when writing words (e.g., cage!badge;boy!boil).

L.2.2.E-Consult reference materials, including beginning dictionaries, as needed tocheck and correct spellings.

L.2.4-Determine or clarify the meaning of unknown and multiple-meaning words andphrases based on grade 2 reading and content, choosing flexibly from an array of

strategies.L.2.4.A-Use sentence-level context as a clue to the meaning of a word or phrase.

L.2.4.B-Determine the meaning of the new word formed when a known prefix is addedto a known word (e.g., happy/unhappy, tell/retell).

L.2.4.C-Use a known root word as a clue to the meaning of an unknown word with thesame root (e.g., addition, additional).

L.2.4.D-Use knowledge of the meaning of individual words to predict the meaning ofcompound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

L.2.4.E-Use glossaries and beginning dictionaries, both print and digital, to determine orclarify the meaning of words and phrases.


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TSWBATuse context to confirm word recognition and understanding, rereading as

necessary.TSWBATuse context to self-correct word recognition and understanding, rereading asnecessary.

TSWBATwrite informative texts in which they introduce a topic, use facts anddefinitions to develop points, and provide a concluding statement or section.

TSWBATwrite explanatory texts in which they introduce a topic, use facts anddefinitions to develop points, and provide a concluding statement or section.



TSWBATgather information from provided sources to answer a question.TSWBATparticipate in collaborative conversations with diverse partners about grade 2

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

TSWBATfollow agreed-upon rules for discussions.

TSWBATbuild on others talk in conversations by linking their comments to theremarks of others.


TSWBATrecount an experience with appropriate facts and relevant, descriptive details,speaking audibly in coherent sentences.


TSWBATuse adjective and adverbs, and choose between them depending on what is tobe modified.

TSWBATdemonstrate command of the conventions of Standard English capitalizationwhen writing.

TSWBATdemonstrate command of the conventions of Standard English punctuationwhen writing.

TSWBATdemonstrate command of the conventions of Standard English spelling whenwriting.

TSWBATcapitalize holidays.TSWBATcapitalize product names.

TSWBATcapitalize geographic names.

TSWBATuse commas in greetings and closings of letters.

TSWBATgeneralize learned spelling patterns when writing words.TSWBATconsult reference materials, including beginning dictionaries, as need to check

and correct spellings.TSWBATdetermine or clarify the meaning of unknown and multiple-meaning words

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


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TSWBATuse sentence-level context as a clue to the meaning of a word or phrase.TSWBATdetermine the meaning of the new word formed when a known prefix is added

to a known word.TSWBATuse a known root word as a clue to the meaning of an unknown word with the

same root.

TSWBATuse knowledge of the meaning of individual words to predict the meaning ofcompound words.TSWBATuse glossaries and beginning dictionaries, both print and digital, to determine

or clarify the meaning of words and phrases.

TSWBATdemonstrate understanding of word relationships in word meanings.




Unit 4: Fighting for Freedom (Week 19-24)

Established Goals

RL.2.2- Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.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.

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.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.


RF.2.3.B-Know spelling-sound correspondences for additional common vowel teams.RF.2.3.D-Decode words with common prefixes and suffixes.

RF.2.3.F-Recognize and read grade-appropriate irregularly spelled words.RF.2.4-Read with sufficient accuracy and fluency to support comprehension.

RF.2.4.A-Read grade-level text with purpose and understanding.


successive readings.RF.2.4.C-Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

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


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

W.2.7-Participate in shared research and writing projects (e.g., read a number of bookson 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.SL.2.2-Recount or describe key ideas or details from a text read aloud or informationpresented orally or through other media.

SL.2.3-Ask and answer questions about what a speaker says in order to clarifycomprehension, gather additional information, or deepen understanding of a topic or

issue.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences.SL.2.5-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.

SL.2.6-Produce complete sentences when appropriate to task and situation in order toprovide requested detail or clarification.

L.2.1.B-Form and use frequently occurring irregular plural nouns (e.g., feet, children,teeth, mice, fish).

L.2.1.D-Form and use the past tense of frequently occurring irregular verbs (e.g., sat,hid, told).

L.2.2.C-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2.D-Generalize learned spelling patterns when writing words (e.g., cage!badge;

boy!boil).

L.2.2.E-Consult reference materials, including beginning dictionaries, as needed to

check and correct spellings.L.2.3-Use knowledge of language and its conventions when writing, speaking, reading,

or listening.

L.2.3.A-Compare formal and informal uses of English

L.2.4-Determine or clarify the meaning of unknown and multiple-meaning words andphrases based on grade 2 reading and content, choosing flexibly from an array of

strategies.L.2.4.A-Use sentence-level context as a clue to the meaning of a word or phrase.

L.2.4.B-Determine the meaning of the new word formed when a known prefix is addedto a known word (e.g., happy/unhappy, tell/retell).

L.2.4.C-Use a known root word as a clue to the meaning of an unknown word with thesame root (e.g., addition, additional).

L.2.4.D-Use knowledge of the meaning of individual words to predict the meaning ofcompound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

L.2.4.E-Use glossaries and beginning dictionaries, both print and digital, to determine orclarify the meaning of words and phrases.

L.2.5- Demonstrate understanding of word relationships and nuances in word meanings.L.2.5.A-Identify real-life connections between words and their use (e.g., describe foods

that are spicy or juicy).

L.2.5.B-Distinguish shades of meaning among closely related verbs (e.g., toss, throw,


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hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).L.2.6-Use words and phrases acquired through conversations, reading and being read to,


Big Idea:Freedom

Overarching Essential Question: Why is it important to read about events in history?

Topical Essential Questions: Is it ever acceptable for a person to break the law?What is challenging about writing a narrative?


TSWUTreading about events in history can help shape the future.TSWUT acknowledging differences in points of view between them and the characters

can help them learn more about the character and the events they are reading about.

Learning Objectives:TSWBATconstruct an answer to the question, Why is it important to read about events

in history? in their reading response journals at the end of the unit.

TSWBATdecide if it is ever acceptable for a person to break the law by considering the

situations in the stories we read and constructing an answer in their reading responsejournal.

TSWBATto develop an answer to What is challenging about writing a narrative? intheir reading response journal.

TSWBATrecount stories, including fables and folktales from diverse cultures.

TSWBATdetermine the central message of stories, including fables and folktales from

diverse cultures.TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,

and repeated lines supply rhythm in a story, poem, or song.

TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,

and repeated lines supply meaning in a story, poem, or song.TSWBATacknowledge differences in the points of view of characters, including by

speaking in a different voice for each character when reading dialogue aloud.TSWBATcompare and contrast two or more versions of the same story by different

authors from different cultures.

TSWBATrecognize and apply grade-level phonics skills in decoding words.

TSWBATrecognize and apply word analysis skills in decoding words.TSWBATrecognize spelling-sound correspondences for additional common vowel

teams.

TSWBATdecode words with common prefixes.

TSWBATdecode words with common suffixes.TSWBATrecognize grade-appropriate irregularly spelled words.

TSWBATread grade-appropriate irregularly spelled words.TSWBATread with sufficient accuracy to support comprehension.

TSWBAT read with sufficient fluency to support comprehension.

TSWBATread grade-level text with purpose and understanding.


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TSWBATuse an apostrophe to form contractions.TSWBATuse an apostrophe to form frequently occurring possessives.

TSWBATgeneralize learned spelling patterns when writing words.TSWBATconsult reference materials, including beginning dictionaries, as needed to

check and correct spellings.

TSWBATuse knowledge of language and its conventions when writing.TSWBATuse knowledge of language and its conventions when speaking.TSWBATuse knowledge of language and its conventions when reading.

TSWBATuse knowledge of language and its conventions when listening.


TSWBATdetermine or clarify the meaning of unknown words and phrases based ongrade 2 reading and content, choosing flexibly from an array of strategies.

TSWBATdetermine or clarify the meaning of multiple-meaning words and phrasesbased on grade 2 reading and content, choosing flexibly from an array of strategies.

TSWBATuse sentence-level context as a clue to the meaning of a word or phrase.TSWBATdetermine the meaning of the new word formed when a known prefix is added


same root.

TSWBATuse knowledge of the meaning of individual words to predict the meaning of

compound words.TSWBATuse glossaries and beginning dictionaries, both print and digital, to determine

or clarify the meaning of words and phrases.TSWBATdemonstrate understanding of word relationships in word meanings.

TSWBATdemonstrate understanding of nuances in word meanings.

TSWBATidentify real-life connections between words and their use.



Unit 5: Stories from Around the World (Week 25-30)

Established Goals

RL.2.2-Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes,


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.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.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.



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RF.2.3.B-Know spelling-sound correspondences for additional common vowel teams.RF.2.3.C-Decode regularly spelled two-syllable words with long vowels.

RF.2.3.D-Decode words with common prefixes and suffixes.RF.2.3.E-Identify words with inconsistent but common spelling-sound correspondences.

RF.2.3.F-Recognize and read grade-appropriate irregularly spelled words.

RF.2.4-Read with sufficient accuracy and fluency to support comprehension.RF.2.4.A-Read grade-level text with purpose and understandingRF.2.4.B-Read grade-level text orally with accuracy, appropriate rate, and expression on

successive readings.

RF.2.4.C- Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.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 wordsto signal event order, and provide a sense of closure.



W.2.8-Recall information from experiences or gather information from provided sourcesto answer a question.

SL.2.2-Recount or describe key ideas or details from a text read aloud or informationpresented orally or through other media.


issue.

SL.2.4-Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences.SL.2.5-Create audio recordings of stories or poems; add drawings or other visual


SL.2.6-Produce complete sentences when appropriate to task and situation in order toprovide requested detail or clarification.

L.2.1- Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.

L.2.1.B-Form and use frequently occurring irregular plural nouns (e.g., feet, children,teeth, mice, fish).

L.2.1.C-Use reflexive pronouns (e.g., myself, ourselves).L.2.1.D-Form and use the past tense of frequently occurring irregular verbs (e.g., sat,

hid, told).

L.2.2.C-Use an apostrophe to form contractions and frequently occurring possessives.

L.2.2.D-Generalize learned spelling patterns when writing words (e.g., cage!badge;boy!boil).

L.2.2.E-Consult reference materials, including beginning dictionaries, as needed tocheck and correct spellings.

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


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L.2.3.A-Compare formal and informal uses of EnglishL.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 an array ofstrategies.

L.2.4.A-Use sentence-level context as a clue to the meaning of a word or phrase.

L.2.4.B-Determine the meaning of the new word formed when a known prefix is addedto a known word (e.g., happy/unhappy, tell/retell).L.2.4.C-Use a known root word as a clue to the meaning of an unknown word with the

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

L.2.4.D-Use knowledge of the meaning of individual words to predict the meaning of

compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.4.E-Use glossaries and beginning dictionaries, both print and digital, to determine or

clarify the meaning of words and phrases.L.2.5.A-Identify real-life connections between words and their use (e.g., describe foods

that are spicy or juicy).L.2.5.B-Distinguish shades of meaning among closely related verbs (e.g., toss, throw,

hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).L.2.6-Use words and phrases acquired through conversations, reading and being read to,


Big Idea: Diversity

Overarching Essential Question: Why should we read stories from other cultures?

Topical Essential Questions: Why do we pass down stories?How are stories and poems alike? How are they different?


TSWUTreading about different cultures helps them expand their thinking.

TSWUTfables were passed down from generation to generation for a variety of

purposes.


TSWBATdevelop a definition for diversity in their reading response journal.

TSWBATproduce an answer to the question, Why should we read stories from othercultures? by the end of the unit and write it in their reading response journal.

TSWBATconsider the question, Why do we pass down stories? in a group discussion.TSWBATproduce a Venn Diagram for stories and poems.

TSWBATrecount stories, including fables and folktales from diverse cultures.

TSWBATdetermine the central message of stories, including fables and folktales from

diverse cultures.TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,

and repeated lines supply rhythm in a story, poem, or song.TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,

and repeated lines supply meaning in a story, poem, or song.


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TSWBATacknowledge differences in the points of view of characters, including byspeaking in a different voice for each character when reading dialogue aloud.

TSWBATuse information gained from the illustrations and words in a print or digitaltext to demonstrate understanding of its characters.

TSWBATuse information gained from the illustrations and words in a print or digital

text to demonstrate understand of its characters.TSWBATuse information gained from the illustrations and words in a print or digitaltext to demonstrate understanding of its plot.

TSWBATcompare and contrast two or more versions of the same story by differentauthors of from different cultures.

TSWBATrecognize and apply grade-level phonics skills in decoding words.TSWBATrecognize and apply word analysis skills in decoding words

TSWBATrecognize spelling-sound correspondences for additional common vowelteams.

TSWBATdecode regularly spelled two-syllable words with long values.TSWBAT decode words with common prefixes.

TSWBATdecode words with common prefixes.TSWBATidentify words with inconsistent but common spelling-sound correspondences.

TSWBAT recognize grade-appropriate irregularly spelled words.



TSWBATread grade-level text with purpose.TSWBATread grade-level text with understanding.

TSWBATread grade-level text orally with accuracy on successive readings.

TSWBATread grade-level text orally with an appropriate rate on successive readings.

TSWBATread grade-level text orally with expression on successive readings.use context to confirm word recognition and understanding, rereading as necessary.


TSWBATwrite narratives in which they include details to describe actions, thoughts,and feelings.

TSWBAT write narratives in which they use temporal words to signal event order.TSWBATwrite narratives in which they provide a sense of closure.



TSWBATgather information from provided sources to answer a question.

TSWBAT recount key ideas or details from a text read aloud or information presented

orally or through other media.TSWBATdescribe key ideas or details from a text read aloud or information presented

orally or through other media.TSWBATask questions about what a speaker says in order to clarify comprehension,

gather additional information, or deepen understanding of a topic or issue.


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TSWBATanswer questions about what a speaker says in order to clarify comprehension,gather additional information, or deepen understanding of a topic or issue.


TSWBATrecount an experience with appropriate facts and relevant, descriptive details,

speaking audibly in coherent sentences.TSWBATcreate audio recordings of stories or poems.TSWBATadd drawings or other visual displays to stories or recounts of experiences

when appropriate to clarify ideas, thoughts, and feelings.

TSWBATproduce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification.TSWBATdemonstrate command of the conventions of Standard English grammar and

usage when writing.TSWBATdemonstrate command of the conventions of Standard English grammar and

usage when speaking.TSWBATform frequently occurring irregular plural nouns.

TSWBATuse frequently occurring irregular plural nouns.TSWBATuse reflexive pronouns.

TSWBAT form the past tense of frequently occurring irregular verbs.

TSWBATuse the past tense of frequently occurring irregular verbs.

TSWBATuse an apostrophe to form contractions.TSWBATuse an apostrophe to form frequently occurring possessives.

TSWBATgeneralize learned spelling patterns when writing words.TSWBAT consult reference materials, including beginning dictionaries, as needed to

check and correct spellings.

TSWBATuse knowledge of language and its conventions when writing.

TSWBATuse knowledge of language and its conventions when speaking.TSWBATuse knowledge of language and its conventions when reading.

TSWBATuse knowledge of language and its conventions when listening.


TSWBATdetermine or clarify the meaning of unknown words and phrases based ongrade 2 reading and content, choosing flexibly from an array of strategies.

TSWBATdetermine or clarify the meaning of multiple-meaning words and phrasesbased on grade 2 reading and content, choosing flexibly from an array of strategies.

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

TSWBATdetermine the meaning of the new word formed when a known prefix is added


same root.

TSWBATuse knowledge of the meaning of individual words to predict the meaning of


or clarify the meaning of words and phrases.TSWBAT identify real-life connections between words and their use.

TSWBATdistinguish shades of meaning among closely related verbs.


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Unit 6: How to Be Healthy (Week 31-36)

Established Goals

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


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.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.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 atthe high end of the range.

RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3.C-Decode regularly spelled two-syllable words with long vowels.

RF.2.3.E-Identify words with inconsistent but common spelling-sound correspondences.

RF.2.3.F-Recognize and read grade-appropriate irregularly spelled words.

RF.2.4-Read with sufficient accuracy and fluency to support comprehension.RF.2.4.A-Read grade-level text with purpose and understanding.

RF.2.4.B-Read grade-level text orally with accuracy, appropriate rate, and expression onsuccessive readings.

RF.2.4.C-Use context to confirm or self-correct word recognition and understanding,rereading as necessary.

W.2.1-Write opinion pieces in which they introduce the topic or book they are writingabout, 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 orsection.


W.2.6-With guidance and support from adults, use a variety of digital tools to produceand publish writing, including in collaboration with peers.


W.2.8-Recall information from experiences or gather information from provided sourcesto answer a question.

SL.2.2-Recount or describe key ideas or details from a text read aloud or informationpresented orally or through other media.


issue.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences.

SL.2.5-Create audio recordings of stories or poems; add drawings or other visual


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SL.2.6-Produce complete sentences when appropriate to task and situation in order toprovide requested detail or clarification. (See grade 2 Language standards 1 and 3 here

for specific expectations.)

L.2.1-Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.L.2.1.C-Use reflexive pronouns (e.g., myself, ourselves).

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

L.2.2.C-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2.D-Generalize learned spelling patterns when writing words (e.g., cage!badge;

boy!boil).L.2.2.E-Consult reference materials, including beginning dictionaries, as needed to

check and correct spellings.L.2.3-Use knowledge of language and its conventions when writing, speaking, reading,

or listening.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 an array ofstrategies.

L.2.4.A-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4.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).L.2.4.C-Use a known root word as a clue to the meaning of an unknown word with the

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

L.2.4.D-Use knowledge of the meaning of individual words to predict the meaning of

compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.4.E-Use glossaries and beginning dictionaries, both print and digital, to determine or

clarify the meaning of words and phrases.

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

L.2.5.A-Identify real-life connections between words and their use (e.g., describe foodsthat are spicy or juicy).

L.2.5.B-Distinguish shades of meaning among closely related verbs (e.g., toss, throw,hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

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).

Big Idea:Health

Overarching Essential Question: What does it mean to be healthy?Topical Essential Questions: Why should we make healthy choices for ourselves?

Why should we support our opinions with reasons?How would you compare and contrast healthy vs. unhealthy?



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TSWUTwriting an opinion piece with reasons about what it means to be healthy willhelp them better understand the topic.

TSWUTyou can use resources such as glossaries and beginning dictionaries to look upor clarify unfamiliar words.


TSWBATplan a response to the question, What does it mean to be healthy? byconstructing an I-plan.TSWBATconstruct a response to the question, What does it mean to be healthy? by

the end of the unit in their reading response journal.TSWBAT compare and contrast healthy vs. unhealthy.

TSWBATdecide why we should make healthy choices for ourselves by considering allthe resources we read during the unit and responding in their reading response journal.

TSWBATproduce an answer to the question, Why should we support our opinions withreasons? in a small group discussion.

TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,and repeated lines supply rhythm in a story, poem, or song.

TSWBATdescribe how words and phrases such as regular beats, alliteration, rhymes,and repeated lines supply meaning in a story, poem, or song.

TSWBATacknowledge differences in the points of view of characters, including byspeaking in a different voice for each character when reading dialogue aloud.

TSWBATuse information gained from the illustrations and words in a print or digitaltext to demonstrate understanding of its characters.

TSWBATuse information gained from the illustrations and words in a print or digitaltext to demonstrate understand of its characters.

TSWBATuse information gained from the illustrations and words in a print or digitaltext to demonstrate understanding of its plot.

TSWBATread and comprehend literature, including stories and poetry, in the grades 2-3complexity band proficiently by the end of the year, with scaffolding as needed at the

high end of the range.

TSWBATrecognize grade-level phonics and word analysis skills in decoding words.

TSWBATapply grade-level phonics and word analysis skills in decoding words.TSWBAT decode regularly spelled two-syllable words with long vowels.

TSWBATidentify words with inconsistent but common spelling-sound correspondences.TSWBATrecognize grade-appropriate irregularly spelled world.


TSWBATread with sufficient accuracy to support comprehension.

TSWBATread with sufficient fluency to support comprehension.TSWBATread grade-level text with purpose.

TSWBATread grade-level text with understanding.

TSWBATread grade-level text orally with accuracy on successive readings.

TSWBATread grade-level text orally with an appropriate rate on successive readings.TSWBATread grade-level text orally with expression on successive readings.




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TSWBATwrite opinion pieces in which they introduce the topic or book they are writingabout.

TSWBATwrite opinion pieces in which they state an opinion.TSWBATwrite opinion pieces in which they supply reasons that support the opinion.

TSWBATuse linking words to connect opinion and reasons when writing an opinion

piece.TSWBATprovide a concluding statement or section when writing an opinion piece.TSWBATfocus on a topic and strengthen writing as needed by revising and editing,

with guidance and support from adults and peers.

TSWBATuse a variety of digital tools to produce and publish writing, including in

collaboration with peers and with guidance and support from adults.TSWBATparticipate in shared research and writing projects.

TSWBATrecall information from experiences to answer a question.TSWBATgather information from provided sources to answer a question.

TSWBATrecount or describe key ideas or details from a text read aloud.TSWBATrecount or describe key ideas from information presented orally or through

other media.TSWBATask questions about what a speaker says in order to clarify comprehension,

gather additional information, or deepen understanding of a topic or issue.

TSWBATanswer questions about what a speaker says in order to clarify comprehension,

gather additional information, or deepen understanding of a topic or issue.TSWBATtell a story with appropriate facts and relevant, descriptive details, speaking

audibly in coherent sentences.TSWBATrecount an experience with appropriate facts and relevant, descriptive details,

speaking audibly in coherent sentences.

TSWBATcreate audio recordings of stories or poems.

TSWBATproduce drawings or other visual displays and add them to stories or recountsof experiences when appropriate to clarify ideas, thoughts, and feelings.


TSWBATdemonstrate command of the conventions of Standard English grammar andusage when writing.

TSWBATdemonstrate command of the conventions of Standard English grammar andusage when speaking.

TSWBATuse reflexive pronouns.

TSWBATdemonstrate command of the conventions of Standard English capitalization

when writing.TSWBATdemonstrate command of the conventions of Standard English punctuation

when writing.

TSWBATdemonstrate command of the conventions of Standard English spelling when

writing.TSWBATuse an apostrophe to form contractions.

TSWBATuse an apostrophe to form frequently occurring possessives.TSBWATgeneralize learned spelling patterns when writing words.

TSWBATconsult reference materials, including beginning dictionaries, as needed tocheck and correct spellings.


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TSWBATuse knowledge of language and its conventions when writing.TSWBATuse knowledge of language and its conventions when speaking.

TSWBATuse knowledge of language and its conventions when reading.TSWBATuse knowledge of language and its conventions when listening.

TSWBATdetermine or clarify the meaning of multiple-meaning words and phrases

based on grade 2 reading and content, choosing flexibly from an array of strategies.TSWBATuse sentence-level context as a clue to the meaning of a word or phrase.TSWBATdetermine the meaning of the new word formed when a known prefix is added

to a known word.

TSWBATuse a known root word as a clue to the meaning of an unknown word with the

same root.TSWBATuse knowledge of the meaning of individual words to predict the meaning of


or clarify the meaning of words and phrases.TSWBATdemonstrate understanding of word relationships in word meanings.


TSWBATdistinguish shades of meaning among closely related verbs.

TSWBATdistinguish shades of meaning among closely related adjectives.


Documents

Stage One Pacing Guide