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Second Grade ELA Pacing Guide 2012-13
1st 9 weeks Aug. 7 to Oct. 5Lesson Standard Learning Targets Student Friendly
StatementsEssential Question Tennessee Academic
VocabularyAdditional Resources Assessments
Iris and Walter Aug. 20-24
RL.2.3 Describe how characters in a story respond to major events and challenges
Students must know the major events are described by key details in a text.
Students must know that a challenge is an act that requires special effort.
Students must know that characters react to major events and challenges in different ways based on their personality traits and their experiences in a story.
Students must identify major events in a story.
Students must identify challenges in a story.
Students must
I know the major events in the story are described by key details in the text.
I know a challenge is an act that requires special effort.
I know characters will react to major events and challenges in different ways based on their personality traits and their experiences in a story.
I can identify major events in a story.
I can identify challenges in a story.
I can describe how a character responds to major events in a story.
I can describe how a character responds to challenges in a story.
How does understanding a character's response to events in a story help you to better understand the story?
Understanding a character's responses and motivations helps the reader to make connections to the text, and those connections help aid comprehension.
challenge
responds
*Country Mouse, City Mouse (urban, rural, suburbs)The Little House by Virginia Lee Burton
ONGOING RESOURCES: Waltke’s Web
Welcome to Reading Street
Brainpop Jr.
Safari Montage
Learn 360
My Big Universe
A+
RL.2.3 Test Plan Final 12-3-11.doc (33k)
RL.2.3 Test Final 12-3-11.docx (17k)
RL.2.3 Answer Key Final 12-3-11.docx (18k)
Second Grade ELA Pacing Guide 2012-13
describe how a character responds to major events in a story.
Students must describe how a character responds to challenges in a story.
Phonics/ Spelling
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
Knowledge Targets Students must
know all short vowel sounds.
Students must know all long vowel sounds.
Students must recognize short vowel patterns in words.
Students must recognize various long vowel patterns in words.
Reasoning Targets Students must
distinguish between short and long vowel patterns.
Students must apply their knowledge of short vowel patterns to decode words.
Student-Friendly Knowledge Targets I know all short vowel
sounds. I know all long vowel
sounds.
I can recognize a short vowel pattern in a word.
I can recognize a long vowel pattern in a word.
Student-Friendly Reasoning Targets I can tell the
difference between short and long vowel patterns.
I can use short vowel patterns to read words.
I can use long vowel patterns to read words.
Student-Friendly Performance Targets I can orally read a
word with a short or long vowel pattern
How does knowledge of short and long vowel patterns impact the ability to read words? How will knowledge of vowel patterns help when reading longer words?
Readers use their knowledge of vowel patterns to successfully decode and read unfamiliar words
difference
distinguish
RF.2.3a Test Plan Final 12-3-11.docx (16k)
RF.2.3a Test Final 12-3-11.docx (23k)
RF.2.3a Answer Key Final 12-3-11.docx (23k)
Second Grade ELA Pacing Guide 2012-13
Students must apply their knowledge of long vowel patterns to decode words.
Performance Targets Students must
orally read one-syllable words containing short and long vowel graphemes
GrammarL.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Knowledge Targets Students must
know how to write a complete simple sentence.
Students must know how to rearrange a sentence to clarify meaning.
Student-Friendly Knowledge Targets I can write a complete
simple sentence. I can rearrange a
sentence to clarify meaning.
I can expand a sentence to increase detail.
.
How can sentences be rearranged or expanded to clarify meaning? How can simple sentences be combined to create compound sentences?
Effective communicators utilize their knowledge of standard English grammar and usage to clearly communicate their thoughts and ideas.
simple sentence Sentence Clubhouse Write a simple sentence correctly.
Exploring Space8/27 to 8/31
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Knowledge Targets Students
must know authors write for various purposes (e.g., inform, persuade, entertain).
Students must know text written to inform
Student-Friendly Knowledge Targets I know authors write
for different reasons (e.g., inform, entertain, persuade).
I know text written to inform explains or gives information on a topic.
What is author's purpose? How do readers determine the author's purpose?
Authors may write to entertain, inform, or persuade. Efficient readers use clues from the text to determine the author's purpose.
entertain
explain
describe
inform
persuade
purpose
RI.2.6 Test Plan Final 12-3-11.doc
RI.2.6 Test Final 12-3-11.docx (19k)
RI.2.6 Answer Key Final 12-3-11.docx (18k)
Second Grade ELA Pacing Guide 2012-13
explains or gives information on a topic.
Students must know text written to persuade presents the author's opinions or beliefs and attempts to convince the reader to take action or agree with the author's view.
Students must know text written to entertain is for the reader's enjoyment and makes the reader feel emotions (e.g., happy, sad, excited).
Students must know the main purpose of a text is the author's reason for writing it.
Reasoning Targets Students
must determine
I know text written to entertain is for the reader's enjoyment and makes the reader feel emotions (e.g., happy, sad, scared).
I know text written to persuade tells the author's feelings or beliefs on a topic and attempts to convince the reader to do something or agree with the author's view.
I know the main purpose of a text is the author's reason for writing it.
Student-Friendly Reasoning Targets I can determine what
the author wants to answer, explain, or describe.
I can determine the main purpose of a text and give examples from the text to support my answer.
I can give examples of words, phrases or sentences which show the reader what the author is trying to answer, explain, or describe.
support
Second Grade ELA Pacing Guide 2012-13
what the author wants to answer, explain, and describe within the text.
Students must determine the main purpose of a text.
Students must give examples of words, phrases, or sentences which indicate what the author wants to answer, explain, or describe.
Phonics/ Spelling
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
Knowledge Targets Students
must know all short vowel sounds.
Students must know all long vowel sounds.
Students must recognize short vowel patterns in words.
Students must recognize various long vowel patterns in words.
Student-Friendly Knowledge Targets I know all short vowel
sounds. I know all long vowel
sounds.
I can recognize a short vowel pattern in a word.
I can recognize a long vowel pattern in a word.
Student-Friendly Reasoning Targets I can tell the
difference between short and long vowel patterns.
How does knowledge of short and long vowel patterns impact the ability to read words? How will knowledge of vowel patterns help when reading longer words?
Readers use their knowledge of vowel patterns to successfully decode and read unfamiliar words.
difference
distinguish
Walkes Web RF.2.3a Test Plan Final 12-3-11.docx (16k)
RF.2.3a Test Final 12-3-11.docx (23k)
RF.2.3a Answer Key Final 12-3-11.docx (23k)
Second Grade ELA Pacing Guide 2012-13
Reasoning Targets Students
must distinguish between short and long vowel patterns.
Students must apply their knowledge of short vowel patterns to decode words.
Students must apply their knowledge of long vowel patterns to decode words.
Performance Targets Students
must orally read one-syllable words containing short and long vowel graphemes
I can use short vowel patterns to read words.
I can use long vowel patterns to read words.
Student-Friendly Performance Targets I can orally read a
word with a short or long vowel pattern.
GrammarL.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched
Knowledge Targets Students
must know how to write a complete simple sentence.
Students must know how to rearrange a sentence to clarify meaning.
Student-Friendly Knowledge Targets I can write a complete
simple sentence. I can rearrange a
sentence to clarify meaning.
I can expand a sentence to increase detail.
How can sentences be rearranged or expanded to clarify meaning? How can simple sentences be combined to create compound sentences?Effective communicators utilize their knowledge of standard English grammar and usage to clearly communicate their
simple sentence Identify the subject of a simple sentence.
Second Grade ELA Pacing Guide 2012-13
by the little boy). thoughts and ideas.
Henry and Mudge 9/4 to 9/7
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.
Knowledge Targets Students
must identify and describe characters based on evidence from a text and its illustrations.
Students must identify and describe the setting based on evidence from a text and its illustrations.
Students must identify the plot as the sequence of events, including the problem and solution.
Student-Friendly Knowledge Targets I can identify and
describe characters based on evidence from a text and its illustrations.
I can identify and describe the setting based on evidence from a text and its illustrations.
I can identify the plot as the sequence of events, including the problem and solution.
Student-Friendly Reasoning Targets I can explain how an
illustration supports the text.
I can describe characters based on evidence from a text and its illustrations.
I can determine how the characters' actions influence the plot.
I can describe the setting based on evidence from a text and its
How do illustrations and words work together to develop a reader's understanding of the story elements?
Illustrations work with the text of a story to develop the characters, setting, and plot.
characters
plot
problem & solution (resolution)
sequence of events
setting
text
Make smoresStudy Astrology
RL.2.7 Test Plan Final 3-27-12.docx (16k)
RL.2.7 Test Final 3-27-12.docx (17k)
RL.2.7 Answer Key Final 3-27-12.docx (18k
Second Grade ELA Pacing Guide 2012-13
illustrations.
I can determine how the plot develops through the sequence of events.
Phonics/ Spelling
RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.
Knowledge Targets Students
must identify common spellings (graphemes).
Students must know the sound(s) of common graphemes.
Students must know a grapheme may have alternate pronunciations (e.g., ea can be pronounced as the long e sound or the short e sound).
Students must know surrounding letters can affect the pronunciation of a grapheme (e.g., when e follows c in a word, it indicates the c makes the /s/ sound).
Student-Friendly Knowledge Targets I can identify common
spellings in words. I know the sounds of
common spellings.
I know some spellings can be pronounced in different ways.
I know letters that come before or after a spelling can affect their pronunciation.
How does knowledge of alternate pronunciation patterns help us read words?
Knowledge of sound-spelling correspondences provides students with an alternate approach to pronunciation.
grapheme
pronounce
RF.2.3e Test Plan Final 12-3-11.docx (16k)
RF.2.3e Test Final 12-3-11.docx (17k)
RF.2.3e Answer Key Final 12-3-11.docx (17k
Second Grade ELA Pacing Guide 2012-13
GrammarL.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Knowledge Targets Students
must know how to write a complete simple sentence.
Students must know how to rearrange a sentence to clarify meaning.
Student-Friendly Knowledge Targets I can write a complete
simple sentence. I can rearrange a
sentence to clarify meaning.
I can expand a sentence to increase detail.
How can sentences be rearranged or expanded to clarify meaning? How can simple sentences be combined to create compound sentences?
Effective communicators utilize their knowledge of standard English grammar and usage to clearly communicate their thoughts and ideas.
simple sentence Identify the subject of a simple sentence.
A Walk in the Desert 9/10 to 9/14
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Knowledge Targets Students mus
t know a main topic is what an informational text is about.
Students must know a paragraph is a section within a text, dealing with a specific key detail of that text, and is indicated by a new, indented line.
Students must define indent as leaving a blank space at the beginning of a paragraph.
Student-Friendly Knowledge Targets I know a main topic is
what an informational text is about.
I know a paragraph is an indented section in a text that deals with a specific key detail of that text.
I know to indent means to leave a blank space at the beginning of a new paragraph.
I know each paragraph in a text has its own focus that helps to support the main topic of the entire text.
Why is it important to know the main topic of an informational text? How do the paragraphs within an informational text contribute to the main topic?
It is important for readers to know the main topic of the text so that they understand the author’s message. Paragraphs in a text discuss different key details that will help to contribute to the reader’s overall understanding of the main topic.
focus
indent
main topic
multiparagraph
paragraph
specific
RI.2.2 Test Plan Final 12-3-11.doc (36k)
RI.2.2 Test Final 12-3-11.docx (28k)
RI.2.2 Answer Key Final 12-3-11.docx (33k
Second Grade ELA Pacing Guide 2012-13
Students must understand each paragraph in a text can have a focus that contributes to the main topic of the entire text.
Reasoning Targets Students
must determine the main topic of an informational text.
Students must determine the topic of each paragraph within the text.
Students must explain how the various paragraphs support the main topic of the text.
Student-Friendly Reasoning Targets I can identify the main
topic of an informational text.
I can identify the topic of each paragraph within the text.
I can explain how different paragraphs support the main topic of an informational text.
Phonics/ Spelling
RF.2.3d Decode words with common prefixes and suffixes.
Knowledge Targets Students
must identify common prefixes and suffixes (affixes) as a unit.
Students must know how to pronounce common prefixes
Student-Friendly Knowledge Targets I can identify common
prefixes and suffixes. I know how to
pronounce common prefixes and suffixes.
Student-Friendly Reasoning
How does knowledge of prefixes and suffixes (affixes) impact the ability to read? How does knowledge of prefixes and suffixes (affixes) help break multisyllabic words into logical parts?
Knowledge of prefixes and suffixes (affixes) as units of
affix
prefix
suffix
RF.2.3d Test Plan Final 12-3-11.docx (16k)
RF.2.3d Test Final 12-3-11.docx (17k)
RF.2.3d Test Answer Key Final 12-3-11.docx
Second Grade ELA Pacing Guide 2012-13
and suffixes (affixes).
Reasoning Targets Students
must blend words containing prefixes and suffixes (affixes).
Performance Targets Students
must orally read words containing prefixes and suffixes (affixes).
Targets I can blend words
containing a prefix and/or a suffix.
Student-Friendly Performance Targets I can orally read words
with a prefix and/or a suffix.
pronunciation in multisyllabic words helps students become proficient readers.
Grammar L.2.1fThe Strongest One 9/17 to 9/20
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Knowledge Targets Students
must know to recount a story is to retell it.
Students must know a fable is a short story that conveys a moral.
Students must know a folktale is a story that has been handed down over a long period of time.
Students must know a moral
Student-Friendly Knowledge Targets I know to recount a
story means to retell it. I know a fable is a
short story that has a moral.
I know a folktale is a story that has been told for a long time.
I know a moral is a lesson that a story can teach you.
I know before I start reading a story I need to have a purpose for reading.
Why is it important for cultures to continue to share their stores, fables, and folktales? What can we learn from these stories?
Different cultures use stories, fables, and folktales to teach younger members of the group about the values, beliefs, and culture of the group.
culture
fable
folktale
moral
purpose
recount
RL.2.2 Test Plan Final 12-3-11.docx (17k)
RL.2.2 Test Final 12-03-11.docx (17k)
RL.2.2 Answer Key Final 12-3-11.docx (18k
Second Grade ELA Pacing Guide 2012-13
is a lesson that can be derived from a story.
Students must understand we have a purpose for reading stories.
Students must understand stories can teach a lesson or convey a message.
Reasoning Targets Students
must determine the central message, lesson, or moral of a story.
Students must identify cultural details which help convey a central I, lesson, or moral.
Students must determine how the stories, fables, and/or folktales help to teach a lesson, moral, or central message.
I know that stories can teach a lesson or convey a message.
Student-Friendly Reasoning Targets I know how to listen
to a story and figure out the message, lesson, or moral.
I can identify cultural details which help send a central message, lesson, or moral.
I can determine how the stories, fables, and/or folktales help to teach a lesson, moral, or central message.
Phonics/ RF.2.3e
Second Grade ELA Pacing Guide 2012-13
SpellingGrammar L.2.1fTara and Tiree 9/24 to 9/28
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Knowledge Targets Students
must know text features are used to locate key facts and information.
Students must know authors use text features to emphasize key ideas or provide additional information to enhance the text.
Students must know captions are short explanations under a picture or visual which give the reader additional information about the picture or visual.
Students must know bold print is a word or phrase written in darker print to emphasize importance in a passage.
Student-Friendly Knowledge Targets I know text features
are used to locate important facts and information.
I know authors use text features to point out important ideas or give aditional information, which helps the reader understand the text.
I know captions are short explanations under a picture or visual which give more information about the picture or visual.
I know bold print is words or phrases from the text written in darker print.
I know subheadings are words or groups of words under a heading which tell what a section of text is about.
I know glossaries are alphabetical lists of words and their meanings, found at the back of a text.
I know indexes are alphabetical lists of
How do text features affect the reader's understanding of a text?
Readers use all of the content in a text to increase their understanding of a text. Authors include content besides the words in a text to support and enhance the reader's understanding of the text.
bold print
captions
efficiently
glossary
icon
index
subheadings
text features
Second Grade ELA Pacing Guide 2012-13
Students must know subheadings are words or groups of words under a heading which tell the reader the content of a specific portion of text.
Students must know glossaries are alphabetical lists of important words and their meanings, found at the back of a text.
Students must know indexes are alphabetical lists of important topics and their page numbers located in the back of the text.
Students must know electronic menus are navigation tools which guide the reader to specific topics within an electronic text.
important topics and their page numbers located in the back of the book.
I know electronic menus are tools that guide the reader to specific topics within an electronic text.
I know icons are pictures representing specific files or software applications.
Student-Friendly Reasoning Targets I can use text features
to locate specific facts and information in a text.
I can explain how various text features help readers gain information from a text (e.g., bold print is used to give emphasis to text).
I can select the best text feature to find a piece of information.
I can explain how text features relate to the overall passage.
Second Grade ELA Pacing Guide 2012-13
Students must know icons are pictures representing specific files or software applications.
Reasoning Targets Students
must use text features to locate specific facts and information in a text.
Students must explain how various text features help readers gain information from a text (e.g., bold print is used to give emphasis to text).
Students must select the most appropriate text feature to locate a specific piece of information.
Students must evaluate how text features connect to the
Second Grade ELA Pacing Guide 2012-13
greater text.
Phonics/ Spelling
RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
Knowledge Targets Students
must know words can contain unique or infrequent spelling patterns.
Students must know some words have spelling patterns that do not follow normal pronunciation rules (e.g., country).
Students must recognize words with irregular spellings by sight.
Performance Targets Students
must orally read grade-appropriate irregularly spelled words.
Student-Friendly Knowledge Targets I know some spelling
patterns do not occur often in words.
I know some spelling patterns are not pronounced the way they appear.
I can recognize words with unusual spelling patterns.
Student-Friendly Performance Targets I can orally read words
with unusual spelling patterns.
How does knowledge of irregularly spelled words help us become proficient readers?
Readers apply their knowledge of irregularly spelled words to successfully read and comprehend text.
pronounce
pronunciation
unusual
RF.2.3f Test Plan Final 3-3-12.docx (16k)
RF.2.3f Test Final 3-3-12.docx (22k)
RF.2.3f Answer Key Final 3-3-12.docx (19k
Grammar L.2.1a Use collective nouns (e.g., group).
Knowledge Targets Students
must know a collective noun names a group of
Student-Friendly Performance Targets I can use the accurate
collective noun that describes more than one
What is a collective noun? When can its use communicate meaning effectively?
Effective communicators
collective noun
Second Grade ELA Pacing Guide 2012-13
two or more persons, places, things, or ideas (e.g., class, people, team, forest, flock).
Students must know when referring to more than one noun, the noun must be used in its collective form, if one is available.
Performance Targets Students
must use the accurate collective noun that describes more than one person, place, thing, or idea in speaking.
Product Targets Students
must use the accurate collective noun that describes more than one person, place, thing, or idea in writing.
person, place, thing, or idea in speaking.
Student-Friendly Product Targets
I can use the accurate collective noun that describes more than one person, place, thing, or idea in writing.
understand the functions of language in different contexts, use it to fully comprehend when reading or listening, and clearly address ideas when speaking or writing.
Ronald Morgan Goes to Bat
RL.2.3 Describe how characters in a story respond to
Knowledge Targets Students
must know the
Student-Friendly Knowledge Targets I know the major
How does understanding a character's response to events in a story help you
challenge RL.2.3 Test Plan Final 12-3-11.doc (33k)
Second Grade ELA Pacing Guide 2012-13
10-1 to 10-5 major events and challenges.
major events are described by key details in a text.
Students must know that a challenge is an act that requires special effort.
Students must know that characters react to major events and challenges in different ways based on their personality traits and their experiences in a story.
Students must identify major events in a story.
Students must identify challenges in a story.
Reasoning Targets Students
must describe how a character responds to major events in a story.
Students
events in the story are described by key details in the text.
I know a challenge is an act that requires special effort.
I know characters will react to major events and challenges in different ways based on their personality traits and their experiences in a story.
I can identify major events in a story.
I can identify challenges in a story.
Student-Friendly Reasoning Targets I can describe how a
character responds to major events in a story.
I can describe how a character responds to challenges in a story.
to better understand the story?
Understanding a character's responses and motivations helps the reader to make connections to the text, and those connections help aid comprehension
responds
RL.2.3 Test Final 12-3-11.docx (17k)
RL.2.3 Answer Key Final 12-3-11.docx (18k)
Second Grade ELA Pacing Guide 2012-13
must describe how a character responds to challenges in a story.
Phonics/ Spelling L.2.2c
Use an apostrophe to form contractions and frequently occurring possessives.
Knowledge Targets Students must
know a contraction is a shortened form of a word or group of words, with the missing letters usually marked by an apostrophe.
Students must know an apostrophe is used in a contraction.
Students must know an apostrophe is used in a contraction to show where letters have been omitted.
I know a contraction is a shortened form of a word or group of words, with the missing letters usually marked by an apostrophe.
I know an apostrophe is used in a contraction.
I know an apostrophe is used in a contraction shows where letters have been omitted
What does the use of an apostrophe in a word indicate? Why is it important to use an apostrophe when using contractions and possessives?
Effective writers utilize their knowledge of standard English punctuation to clearly communicate their thoughts and ideas.
apostrophe
possessives
contractions
Elementary School ELA RPDP Resources
L.2.2c Test Plan Final 12-3-11.docx (14k)
L.2.2c Test Final 12-3-11.docx (17k)
L.2.2c Answer Key Final 12-3-11.docx (17k)
Grammar L.2.2a
Capitalize holidays, product names, and geographic names.
Knowledge Targets Students must
capitalize holidays (e.g., Labor Day, Thanksgiving).
Students must capitalize product names (e.g., Kleenex, Gogurt).
Student-Friendly Knowledge Targets I can capitalize
holidays (e.g., Labor Day, Thanksgiving).
I can capitalize product names (e.g., Kleenex, Gogurt).
I can capitalize
Why is it important to capitalize proper nouns when writing? How can it help a reader read with ease?
Effective writers utilize their knowledge of standard English capitalization to clearly communicate their thoughts and ideas.
geographic name
holiday
product name
proper noun
Elementary School ELA RPDP Resources
Second Grade ELA Pacing Guide 2012-13
Students must capitalize geographic names (e.g., Las Vegas, Mt. Charleston).
geographic names (e.g., Las Vegas, Mt. Charleston).
2nd 9 weeksOct. 8 to Dec. 19
Turtle’s Race with Beaver 10-8 to 10-12
RI.2.8
Describe how reasons support specific points the author makes in a text.
Knowledge Targets Students must
identify the points the author made in the text.
Students must identify the reasons an author gives to support specific points in a text.
Reasoning Targets Students must
explain what information from the text helps a reader understand the author's message.
Students must explain why the author would include certain information in the text.
Student-Friendly Knowledge Targets I can identify the
points the author made in the text.
I can identify the reasons an author gives to support specific points in a text.
Student-Friendly Reasoning Targets I can explain what
information from the text helps me understand the author's message.
I can explain why the author would include certain information in the text.
What do authors consider when supporting their points? Why is it important for authors to provide evidence to support their points? When authors make points in informational text they choose specific details to include to convey a particular message or demonstrate validity of the information.
points
reasons
Elementary School ELA RPDP Resources
Phonics/ Spelling RF.2.3f
Second Grade ELA Pacing Guide 2012-13
Grammar L.2.1aLife Cycle of a Pumpkin 10-22 to 10-26
RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Students must know text features are used to locate key facts and information.
Students must know authors use text features to emphasize key ideas or provide additional information to enhance the text.
Students must know captions are short explanations under a picture or visual which give the reader additional information about the picture or visual.
Students must know bold print is a word or phrase written in darker print to emphasize importance in a passage.
Students must know subheadings are words or groups of words under a heading which tell the reader the content of a specific portion of text.
I know text features are used to locate important facts and information.
I know authors use text features to point out important ideas or give additional information, which helps the reader understand the text.
I know captions are short explanations under a picture or visual which give more information about the picture or visual.
I know bold print is words or phrases from the text written in darker print.
I know subheadings are words or groups of words under a heading which tell what a section of text is about.
I can use text features to locate specific facts and information in a text.
I can explain how
How do text features affect the reader’s understanding of a text?
Readers use all of the content in a text to increase their understanding of a text. Authors include content besides the words in a text to support and enhance the reader’s understanding of the text.
bold print
captions
efficiently
electronic menu
glossary
icon
index
subheadings
text features
Second Grade ELA Pacing Guide 2012-13
Reasoning Targets
Students must use text features to locate specific facts and information in a text.
Students must explain how various text features help readers gain information from a text (e.g., bold print is used to give emphasis to text).
Students must select the most appropriate text feature to locate a specific piece of information.
Students must evaluate how text features connect to the greater text.
various text features help readers gain information from a text (e.g., bold print is used to give emphasis to text).
I can select the best text feature to find a piece of information.
I can explain how text features relate to the overall passage.
Phonics/ Spelling RF.2.3b
Know spelling-sound correspondences for additional common vowel teams.
Knowledge Targets Students
must know vowel teams are a combination of two, three, or four letters which represent a vowel sound.
Students must know vowel teams.
Student-Friendly Knowledge Targets I know vowel teams
are a group of two, three, or four letters which make a vowel sound.
I can identify common vowel teams.
I know vowel teams can make a short or long vowel sound.
How does knowledge of vowel teams impact the ability to read words? How will knowledge of vowel teams help when reading multisyllabic words?
Readers use their knowledge of vowel patterns to successfully decode and read unfamiliar words.
vowel team RF.2.3b Test Plan Final 12-3-11.docx (16k)
RF.2.3b Test Final 12-3-11.docx (17k)
RF.2.3b Answer Key Final 12-3-11.docx (18k)
Second Grade ELA Pacing Guide 2012-13
Students must know that a vowel team can correspond to a short or a long vowel sound.
Students must identify the sound(s) of common vowel teams.
I can identify the sound(s) of different vowel teams.
Grammar L.2.1aBremen Town Musicians 10-29 to 11-2
RL.2.2
Phonics/ Spelling RF.2.3d
Decode words with common prefixes and suffixes.
Knowledge Targets Students must
identify common prefixes and suffixes (affixes) as a unit.
Students must know how to pronounce common prefixes and suffixes (affixes).
Reasoning Targets Students must
blend words
Student-Friendly Knowledge Targets I can identify common
prefixes and suffixes. I know how to
pronounce common prefixes and suffixes.
Student-Friendly Reasoning Targets I can blend words
containing a prefix and/or a suffix.
Student-Friendly Performance Targets I can orally read words
with a prefix and/or a
How does knowledge of prefixes and suffixes (affixes) impact the ability to read? How does knowledge of prefixes and suffixes (affixes) help break multisyllabic words into logical parts?
Knowledge of prefixes and suffixes (affixes) as units of pronunciation in multisyllabic words helps students become proficient readers.
affix
prefix
suffix
RF.2.3d Test Plan Final 12-3-11.docx (16k)
RF.2.3d Test Final 12-3-11.docx (17k)
RF.2.3d Test Answer Key Final 12-3-11.docx (17k)
Second Grade ELA Pacing Guide 2012-13
containing prefixes and suffixes (affixes).
Performance Targets Students must
orally read words containing prefixes and suffixes (affixes).
suffix.
Grammar L.2.1b
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Knowledge Targets Students must
know that some irregular plural nouns change a vowel sound when they become plural (e.g., goose/geese, mouse/mice, tooth/teeth, man/men, woman/women).
Students must know some nouns/collective nouns do not change when they become plural (e.g., deer, fish, sheep, species).
Students must know that some nouns/collective nouns are plural but do not end in -s. (e.g., people, police, cattle, feet).
Student-Friendly Knowledge Targets I know that some
irregular plural nouns change a vowel sound when they become plural (e.g., goose/geese, mouse/mice, tooth/teeth, man/men, woman/women).
I know some nouns/collective nouns don't change when they become plural (e.g., deer, fish, sheep, species).
I know that some nouns/collective nouns are plural but do not end in -s. (e.g., people, police, cattle, feet).
How do irregular plural nouns impact communication? How are they different than regular plural nouns?
Effective communicators understand the functions of language in different contexts, use it to fully comprehend when reading or listening, and clearly address ideas when speaking or writing.
collective noun
irregular plural noun
Second Grade ELA Pacing Guide 2012-13
A Turkey for Thanksgiving 11/5 to 11/9
RL.2.6
Acknowledge differences in the points of view of characters, including speaking in a different voice for each character when reading dialogue aloud.
Knowledge Targets Students must
know point of view is the perspective from which the story is being told.
Students must know a story may be told from a character's or narrator's point of view.
Students must know dialogue is a conversation between two or more characters.
Students must know dialogue is typically punctuated with quotation marks.
Students must know that point of view changes as the dialogue is elaborated back and forth between characters.
Students must know speaking in different voices for each character will help distinguish
Student-Friendly Knowledge Targets I know point of view
comes from who is telling the story.
I know a story can be told from a character's or narrator's point of view.
I know dialogue is when two or more people are talking to each other.
I know dialogue is typically punctuated with quotation marks.
I know that point of view changes as the dialogue is passed back and forth between characters.
I know using different voices when each character speaks helps me visualize who is talking.
Student-Friendly Reasoning Targets I can identify if the
story has a first person or third person narrator.
I can identify where and when the point of view changes between characters in the story.
Student-Friendly Performance Targets
What strategies do authors use to demonstrate changes in point of view in literary text? How does acknowledging different points of view influence a reader's understanding of the story?
Authors may choose to write through the eyes of different characters in order to better explain the plot of a story. Authors use dialogue to change the lens through which the reader is viewing the events in the story to offer an alternate perspective the primary narration.
dialogue
point of view
quotation marks
RL.2.6 Test Plan Final 3-3-12.docx (18k)
RL.2.6 Test Final 3-3-12.docx (20k)
RL.2.6 Answer Key Final 3-3-12.docx (18k
Second Grade ELA Pacing Guide 2012-13
who is speaking.
Reasoning Targets Students must
identify the point of view from which the story is told and provide evidence.
Students must identify where and when the point of view changes between characters in the story.
Performance Targets Students must
read a story aloud, speaking in different voices for each of the characters during dialogue.
I can read a story aloud, speaking in different voices for each of the characters during dialogue.
Phonics/ Spelling RF.2.3bGrammar
L.2.2cPearl and Wagner11/12 to 11/16
RI.2.6Phonics/ Spelling RF.2.3b
Second Grade ELA Pacing Guide 2012-13
Grammar L.2.1d
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Knowledge Targets Students must
know regular verbs follow a consistent pattern when forming the past, present, and future tenses.
Students must know in order to form the past tense of regular verbs you add –ed to the verb (e.g. create/created; work/worked).
Students must know helping verbs are not used with the past tense of the verb.
Students must know some verbs are irregularly formed in the past tense (e.g., sat, hit, told).
Performance Targets Students must
use the past tense of frequently occurring irregular verbs in speaking.
Product Targets Students must
Student-Friendly Knowledge Targets I know regular verbs
follow a consistent pattern when forming the past, present, and future tenses.
I know in order to form the past tense of regular verbs you add –ed to the verb (e.g., create/created; work, worked).
I know helping verbs are not used with the past tense of the verb.
I know some verbs are irregularly formed in the past tense and may have irregular spellings in the present tense.
Student-Friendly Performance Targets I can use the past tense
of frequently occurring irregular verbs in speaking.
Student-Friendly Product Targets Students must use the
past tense of frequently occurring irregular verbs in writing.
How do we express the past in a sentence? How are verbs that do not follow the rule of adding –d or –ed formed in the past tense?
Effective communicators utilize their knowledge of standard English grammar and usage to clearly communicate their thoughts and ideas.
irregular
tense
verb
Second Grade ELA Pacing Guide 2012-13
use the past tense of frequently occurring irregular verbs in writing.
Dear Juno 11/26 to 11/30
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.
Knowledge Targets Students must
know a key detail is a piece of information that enhances their comprehension of a literary text.
Students must know key words in a question give the reader clues about what information is being sought.
Students must know that “who” questions refer to characters within a literary text.
Students must know that “what” questions refer to things or ideas within a literary text.
Students must know that “where” questions refer to locations within a literary text.
Students must know that “when”
Student-Friendly Knowledge Targets I know key details are
pieces of information that help me understand a literary text.
I know key words give me clues about what to look for in a literary text to answer a question.
I know that “who” questions are asking me about characters.
I know that “what” questions are asking me about ideas or things.
I know that “where” questions are asking me about locations.
I know that “when” questions are asking me about a time.
I know that “why” questions are asking me about a cause of something.
I know that “how” questions are asking me about events in the plot.
I can identify the key
What steps do I follow in order to answer questions about a literary text? How can I use the information in the question to help me locate the answer?
Proficient readers ask and answer questions to support their understanding of the literary texts they have read.
key words
what
when
where
who
why
RL.2.1 Test Plan Final 12-3-11.docx (15k)
RL.2.1 Test Final 12-3-11.docx (16k)
RL.2.1 Answer Key Final 12-3-11.docx (17k)
Second Grade ELA Pacing Guide 2012-13
questions refer to the time of the events within a literary text.
Students must know that “why” questions refer to the cause of events within a literary text.
Students must know that “how” questions refer to events within a literary text.
Students must identify key words within a question.
Reasoning Targets Students must
use key words to determine what information is being sought in a question.
Students must use key words to locate information in a literary text to answer questions.
Students must answer who, what, where, when, why,
words in questions to figure out what the question is asking.
Student-Friendly Reasoning Targets I can use key words to
help me find information in literary text.
I can answer who, what, where, when, why, and how questions.
I can determine if I need to look for information in more than one sentence.
I can ask who, what, where, when, why, and how questions.
Second Grade ELA Pacing Guide 2012-13
and how questions.
Students must determine if they need information from more than one sentence to answer a question.
Students must formulate who, what, where, when, why, and how questions.
Phonics/ Spelling RF.2.3bGrammar
L.2.1fAnansi Goes Fishing 12/3 to 12/7 RL.2.2Phonics/ Spelling L.2.4d
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse,
Knowledge Targets Students
know a compound word is composed of two or more words that create a single meaning.
Students can use structural analysis to identify compound words in text.
Reasoning Targets
Student-Friendly Knowledge Targets I know a compound
word is composed of two or more words that create a single meaning.
I can use structural analysis to identify compound words in text.
Student-Friendly Reasoning Targets I can determine the
meaning of a compound
How is a compound word created from individual words? How does context help the reader understand the meaning?
Effective readers determine the meaning of unknown words by analyzing word parts.
compound word
context clues
structural analysis
Second Grade ELA Pacing Guide 2012-13
housefly; bookshelf, notebook, bookmark).
Students must determine the meaning of a compound word from context clues.
word from context clues.
Grammar L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Knowledge Targets Students must
know regular verbs follow a consistent pattern when forming the past, present, and future tenses.
Students must know in order to form the past tense of regular verbs you add -ed to the verb (e.g. create/created; work/worked).
Students must know helping verbs are not used with the past tense of the verb.
Students must know some verbs are irregularly formed in the past tense (e.g., sat, hit, told).
Student-Friendly Knowledge Targets I know regular verbs
follow a consistent pattern when forming the past, present, and future tenses.
I know in order to form the past tense of regular verbs you add -ed to the verb (e.g., create/created; work, worked).
I know helping verbs are not used with the past tense of the verb.
I know some verbs are irregularly formed in the past tense and may have irregular spellings in the present tense.
Student-Friendly Performance Targets I can use the past tense
of frequently occurring irregular verbs in speaking.
Student-Friendly Product
How do we express the past in a sentence? How are verbs that do not follow the rule of adding -d or -ed formed in the past tense?
Effective communicators utilize their knowledge of standard English grammar and usage to clearly communicate their thoughts and ideas.
irregular
tense
verb
Second Grade ELA Pacing Guide 2012-13
Performance Targets Students must
use the past tense of frequently occurring irregular verbs in speaking.
Product Targets Students must
use the past tense of frequently occurring irregular verbs in writing.
Targets Students must use the
past tense of frequently occurring irregular verbs in writing.
Rosa and Blanca 12/10 to 12/14 RL.2.5Phonics/ Spelling RF.2.3aGrammar
L.2.1d3rd 9 weeks
Jan. 7 to Mar. 6A Weed is a Flower 1/7 to 1/11
RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or
Knowledge Targets Students must
know that historical events are significant occurrences from the past.
Students must know that scientific ideas/concepts are important understandings
Student-Friendly Knowledge Targets I know that historical
events are significant occurrences from the past.
I know that scientific ideas/concepts are important understandings discovered and/or developed by the scientific community.
How does understanding the structure of an informational text, including the connections between events, ideas/concepts, or steps, help a reader?
Good readers understand the connections between events, ideas/concepts or steps and use those
historical events
scientific ideas/concepts
technical procedures
text structures
transition/linking words
RI.2.3 Test Plan Final 3-3-12.doc (37k)
RI.2.3 Test Final 3-3-12.doc (34k)
RI.2.3 Answer Key Final 3-3-12.doc (35k)
Second Grade ELA Pacing Guide 2012-13
steps in technical procedures in a text.
discovered and/or developed by the scientific community.
Students must know that technical procedures elaborate the steps in a specialized process.
Students must know the key features of content-specific texts (e.g., science and historical texts) based on text structures (e.g., events, steps, procedures).
Students must know simple transition/linking words that show connections (e.g., first, because, then, on the other hand, as a result) in informational texts.
Reasoning Targets Students must
identify the events, key ideas/concepts, or steps in informational texts.
I know that technical procedures elaborate the steps in a specialized process.
I know the key features of content-specific texts (e.g., science and historical texts) based on text structures (e.g., events, steps, procedures).
know simple transition/linking words that show connections (e.g., first, because, then, on the other hand, as a result) in informational texts. .
Student-Friendly Reasoning Targets I can identify the
events, key ideas/concepts, or steps in informational texts.
I can identify words that signal connections in informational texts.
I can describe how a series of historical events, scientific ideas/concepts, or steps in technical procedures are connected.
connections to better understand informational text.
Second Grade ELA Pacing Guide 2012-13
Students must identify words that signal connections in informational texts.
Students must describe how a series of historical events, scientific ideas/concepts, or steps in technical procedures are connected.
Phonics/ Spelling RF.2.3dGrammar
L.2.1dMartin Luther King, Jr.1/14 to 1/ 18
RI.2.3Phonics/ Spelling L.2.5b
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related
Knowledge Targets Students must
understand that words can express feelings of varying intensity.
Students must understand that words can express different levels of strength.
Students must identify and define
Student-Friendly Knowledge Targets I know that words can
express feelings of varying intensity.
I know that words can express different levels of strength.
I can identify and define synonyms.
What is "shade of meaning"? How can using different descriptive words change the affect of a reader?
Effective communicators understand and use figurative language, nuances in word meanings, and word relationships to clarify and express meaning.
adjective
connotation
denotation
describe/descriptive
intensity
synonym
verb
L.2.5b Test Plan Final 12-3-11.doc (34k)
L.2.5b Test Final 12-3-11.docx (17k)
L.2.5b Answer Key Final 12-3-11.docx (17k)
Second Grade ELA Pacing Guide 2012-13
adjectives (e.g., thin, slender, skinny, scrawny).
synonyms.
The Quilt Story 1/22 to 1/24
RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Knowledge Targets Students must
know compare means to find similarities between two or more things.
Students must know contrast means to find differences between two or more things.
Students must know informational text uses text features (e.g., pictures, maps, titles) to convey important information.
Students must identify the most important points in an informational text.
Reasoning Targets Students must
compare and
Student-Friendly Knowledge Targets I know that compare
means to find similarities between two or more things.
I know that contrast means to find differences between two or more things
I know that informational text uses text features (e.g., pictures, maps, titles) to convey important information.
I can identify the most important points in an informational text.
Student-Friendly Reasoning Targets I can compare
how two informational texts on the same topic present the most important points.
I can contrast how two informational texts on the same topic present the most important points.
How can comparing and contrasting informational texts on the same topic deepen a reader's understanding? Why might authors present information on the same topic in different ways?
Comparing and contrasting informational texts on the same topic helps a reader see patterns and make connections to previous experiences and knowledge in order to deepen their understanding.
compare
contrast
difference (different)
facts
important points
informational text
similarity (similar)
topic
valuable information
The Josefina Story Quilt by Eleanor Coerr Wagon Wheels by Don Bolognese
RI.2.9 Test Plan Final 12-3-11.doc (33k)
RI.2.9 Test Final 12-3-11.docx (17k)
RI.2.9 Answer Key Final 12-3-11.docx (119k
Second Grade ELA Pacing Guide 2012-13
explain how two informational texts on the same topic present the most important points.
Students must contrast and explain how two informational texts on the same topic present the most important points.
Phonics/ Spelling RF.2.3eGrammar
L.2.6Knowledge Targets Students must
know adjectives describe nouns.
Students must know adverbs describe verbs.
Students must acquire and accurately use grade-appropriate general academic words and phrases.
Students must acquire and accurately use grade-appropriate domain specific words and phrases.
Students must
Student-Friendly Knowledge Targets I know adjectives
describe nouns. I know adverbs
describe verbs.
I can use grade-appropriate general academic words and phrases.
I can use grade-appropriate domain specific words and phrases.
I can use words and phrases acquired through conversations and reading that use adjectives and adverbs to describe.
I can respond to text
How are adjectives and adverbs used in speech and writing? How do communicators describe when speaking and writing?
Effective communicators acquire and use a range of general academic and domain-specific words and phrases by independently using strategies to gain vocabulary important to comprehension or expression.
adjective
adverb
acquire/acquired
conversation
phrases
Second Grade ELA Pacing Guide 2012-13
use words and phrases acquired through conversations and reading that use adjectives and adverbs to describe.
Students must respond to text using adjectives and adverbs to describe.
using adjectives and adverbs to describe.
Frogs1/29 to 2/1
RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Knowledge Targets Students must
identify images in a text, including diagrams, drawings, illustrations, and photographs.
Reasoning Targets Students must
explain the purpose of diagrams, drawings, illustrations, and photographs in informational text.
Students must explain what specific information (e.g., how it works, parts
Student-Friendly Knowledge Targets I can identify images
in a text, including diagrams, drawings, illustrations, and photographs.
Student-Friendly Reasoning Targets I can explain the
purpose of diagrams, drawings, illustrations, and photographs in informational text.
I can explain what specific information (e.g., how it works, parts of, processes) is provided by diagrams, drawings, illustrations, and photographs.
What types of images can be found in informational text? How do images help build understanding of the topic or subject of the text?
Images found in informational texts such as diagrams, drawings, illustrations, and photographs provide additional information and clarity about the text in a concise manner.
clarify diagrams
drawings
illustrations
images
informational text
photographs
RI.2.7 Test Plan 12-3-11.doc (35k)
RI.2.7 Test Final 12-3-11.docx (18k)
RI.2.7 Answer Key Final 1-3-11.docx (19k)
Second Grade ELA Pacing Guide 2012-13
of, processes) is provided by diagrams, drawings, illustrations, and photographs.
Phonics/ Spelling RF.2.3eGrammar
L.2.6I Like Where I Am 2/4 to 2/8
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.
Knowledge Targets Students must
know rhythm is a strong, repeated pattern or sound which is evident when reading orally.
Students must know alliteration is the repetition of the same sound, usually a consonant at the beginning of consecutive words or words that are in close proximity.
Students must know word choice helps to create an overall mood or feeling of a story, poem, or song.
Students must know repeated
Student-Friendly Knowledge Targets I know rhythm is a
strong, repeated pattern or sound which is evident when reading orally.
I know alliteration is the repetition of the same sound, usually a consonant at the beginning of consecutive words or words that are in close proximity.
I know word choice helps to create an overall mood or feeling of a story, poem, or song.
I know repeated lines are used to create rhythm and meaning.
Student-Friendly Reasoning Targets I can identify regular
beats, alliteration, rhymes, and repeated lines.
How do word choice and rhythm bring meaning and fluency to a piece?
Authors arrange specific words and phrases to evoke a feeling or response. Through this emotional reaction, the reader can understand the meaning of the piece of writing.
alliteration
phrases
regular beat
rhyme
rhythm
rhythmic words
syllable
RL.2.4 Test Plan Final 12-3-11.doc (33k)
RL.2.4 Test Final 12-3-11.docx (18k)
RL.2.4 Answer Key Final 12-3-11.docx (18k)
Second Grade ELA Pacing Guide 2012-13
lines are used to create rhythm and meaning.
Reasoning Targets Students must
identify regular beats, alliteration, rhymes, and repeated lines.
Students must explain how rhythmic words and phrases add meaning to a story, poem, or song.
I can explain how rhythmic words and phrases add meaning to a story, poem, or song.
Phonics/ Spelling RF.2.3bGrammar
L.2.6Presidents 2/11 to 2/14 RI.2.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band
Second Grade ELA Pacing Guide 2012-13
proficiently, with scaffolding as needed at the high end of the range.
Grammar W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Knowledge TargetsWith guidance and support from adults: Students must
know digital tools are used to produce and publish writing (e.g., computers, printers, cameras, audio and digital recordings).
Reasoning TargetsWith guidance and support from adults: Students must
determine which digital tools to use to produce or publish writing.
Students must determine how to use support from others to complete their writing.
Product TargetsWith guidance and support from adults: Students must
compose and
Student-Friendly Knowledge TargetsWith guidance and support from adults: I know digital tools
are used to produce and publish writing (e.g., computers, printers, cameras, audio and digital recordings).
Student-Friendly Reasoning TargetsWith guidance and support from adults: I can determine which
digital tools to use to produce or publish writing.
I can determine how to use support from others to complete my writing.
Student-Friendly Product TargetsWith guidance and support from adults: I can compose and
publish a writing product using a variety of digital tools with or without the help from my peers.
Why would a writer prefer one digital tool over another? How does the tool best convey the writer's message?
A writer uses digital tools to enhance their work. A writer determines the digital tools according to the task, audience, or purpose (e.g., slide show, blog, audio track).
audio
digital
digital tools (e.g., digital photography, clip art, blogging, internet, texting, multimedia movies, word processing, etc.)
edit
multi-media
peer collaboration
publish
Second Grade ELA Pacing Guide 2012-13
publish a writing product using a variety of digital tools with or without peer collaboration.
Red, White, and Blue 2/19 to 2/22
W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Knowledge Targets Students must
recognize that past experiences can be relevant.
Students must know how to ask and answer questions.
Students must know how to gather information from different sources.
Students must know that a source is where they locate information.
Reasoning Targets Students must
determine what information is being asked in a question.
Students must determine what information can help answer a
Student-Friendly Knowledge Targets I know that my past
experiences can be relevant to answer a question.
I know how to ask and answer questions.
I know how to gather information from different sources.
I know that a source is where I locate information.
Student-Friendly Reasoning Targets I can determine what
information is being asked in a question.
I can determine what information can help answer a question.
Student-Friendly Product Targets I can answer a
question by using past experiences or gathering
What can help you find an answer to a question? How can sources be used to lead you to an answer?
A source is the location of information. Writers use and cite multiple sources to write convincingly.
experiences
gather
recall
relevant
sources
A Flag for Our Country by Eve Spencer
Second Grade ELA Pacing Guide 2012-13
question.
Product Targets Students must
answer a question by recalling information or gathering new information.
new information.
Phonics/ Spelling RF.2.3dGrammar
L.2.6Helen Keller and the Big Storm 2/25 to 3/1
W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a
Knowledge Targets Students must
know a narrative is a story about an event or sequence of events.
Students must know an event is an activity or action that happens in a certain place during a specific period of time.
Students must know details are the elements that make a story unique.
Students must know temporal words are phrases
Student-Friendly Knowledge Targets I know a narrative is a
story about an event or sequence of events.
I know an event is an activity or action that happens in a certain place during a specific period of time.
I know details are the elements that make a story unique.
I know temporal words are phrases that show the passage of time (e.g., later, in the evening, before I went to school).
I know closure is a sentence or statement that
What is a narrative story? How does an author develop a narrative story including relevant details?
Narrative stories entertain and inform the reader with real or imagined events. Writers use a sequence of events with details to help the reader understand the story.
closure
details
event
narrative
sequence of events
temporal words
Second Grade ELA Pacing Guide 2012-13
sense of closure.
that show the passage of time (e.g., later, in the evening, before I went to school).
Students must know closure is a sentence or statement that summarizes the thoughts and feelings presented in a narrative story.
Reasoning Targets Students must
distinguish between events and details.
Students must determine which temporal words enhance the flow of a story.
Students must determine which details to elaborate on to best describe actions, thoughts, and feelings in a narrative piece,
Product Targets Students must
write a narrative that includes details, transitions from one event to
summarizes the thoughts and feelings presented in a narrative story.
Student-Friendly Reasoning Targets I can distinguish
between events and details. I can determine which
temporal words enhance the flow of a story.
I can determine which details to elaborate on to best describe actions, thoughts, and feelings in a narrative piece.
Student-Friendly Product Targets I can write a narrative
that includes details, transitions from one event to another, and provides a sense of closure.
Second Grade ELA Pacing Guide 2012-13
another, and provides a sense of closure.
Phonics/ Spelling RF.2.3bGrammar
L.2.6Fire Fighter! 3/ 4 to 3/8 RI.2.2Phonics/ Spelling RF.2.3dGrammar L.2.1c
Use reflexive pronouns (e.g., myself, ourselves).
Knowledge Targets Students must
know reflexive pronouns refer back to the subject.
Students must know reflexive pronouns are formed by adding "self" or "selves" to the personal pronoun.
Students must know the reflexive pronoun must have an antecedent.
Performance Targets
Student-Friendly Knowledge Targets I know reflexive
pronouns refer back to the subject.
I know reflexive pronouns are formed by adding "self" or "selves" to the personal pronoun.
I know the reflexive pronoun must have an antecedent.
Student-Friendly Performance Targets I can use reflexive
pronouns when speaking.
How do reflexive pronouns refer back to the subject of a sentence? How can using reflexive pronouns create clarity in a sentence?
Effective communicators utilize their knowledge of standard English grammar and useage to clearly communicate their thoughts and ideas.
antecedent
reflexive
I and You and Don’t Forget Who by Brian Cleary and If You Were a Pronoun by the Loewens
Second Grade ELA Pacing Guide 2012-13
Students must use reflexive pronouns in speaking.
Product Targets Students must
use reflexive pronouns in writing.
Student-Friendly Product Targets I can use reflexive
pronouns when writing.
4th 9 weeksMar. 7 to May 22
One Dark Night 3/11 to 3/15 RL.2.5Phonics/ Spelling RF.2.3dGrammar
L.2.1cBad Dog, Dodger! 3/19 to 3/22 W.2.8Phonics/ Spelling RF.2.3f
Recognize and read grade-appropriate irregularly spelled words.
Knowledge Targets Students must
know words can contain unique or infrequent spelling patterns.
Students must know some words have spelling patterns that do not
Student-Friendly Knowledge Targets I know some spelling
patterns do not occur often in words.
I know some spelling patterns are not pronounced the way they appear.
I can recognize words
How does knowledge of irregularly spelled words help us become proficient readers?
Readers apply their knowledge of irregularly spelled words to successfully read and comprehend text.
pronounce/pronunciation
unusual
RF.2.3f Test Plan Final 3-3-12.docx (16k)
RF.2.3f Test Final 3-3-12.docx (22k)
RF.2.3f Answer Key Final 3-3-12.docx (19k)
Second Grade ELA Pacing Guide 2012-13
follow normal pronunciation rules (e.g., country).
Students must recognize words with irregular spellings by sight.
Performance Targets Students must
orally read grade-appropriate irregularly spelled words.
with unusual spelling patterns.
Student-Friendly Performance Targets I can orally read words
with unusual spelling patterns.
Grammar
L.2.1cPoetry 4/1 to 4/5 RL.2.4
Jack Prelutsky and Brainpop Jr. and My Big Universe
Cinderella, Three Little Pigs, Little Red Riding Hood, etc. 4/8 to 4/12
RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Knowledge Targets Students must
know compare means to find similarities between two or more things.
Students must know contrast means to find differences between two or more things.
Students must know informational text
Student-Friendly Knowledge Targets I know that compare
means to find similarities between two or more things.
I know that contrast means to find differences between two or more things
I know that informational text uses text features (e.g., pictures, maps, titles) to convey important information.
I can identify the most
How can comparing and contrasting informational texts on the same topic deepen a reader's understanding? Why might authors present information on the same topic in different ways?
Comparing and contrasting informational texts on the same topic helps a reader see patterns and make connections to previous experiences and knowledge in order to deepen their understanding.
compare
contrast
difference (different)
facts
important points
informational text
similarity (similar)
topic
valuable
Yeh-Shen by Ai-Ling Louie, The True Story of the Three Little Pigs by Jon Scieszka, Lon Po Po by Ed Young
RI.2.9 Test Plan Final 12-3-11.doc (33k)
RI.2.9 Test Final 12-3-11.docx (17k)
RI.2.9 Answer Key Final 12-3-11.docx (119k)
Second Grade ELA Pacing Guide 2012-13
uses text features (e.g., pictures, maps, titles) to convey important information.
Students must identify the most important points in an informational text.
Reasoning Targets Students must
compare and explain how two informational texts on the same topic present the most important points.
Students must contrast and explain how two informational texts on the same topic present the most important points.
important points in an informational text.
Student-Friendly Reasoning Targets I can compare
how two informational texts on the same topic present the most important points.
I can contrast how two informational texts on the same topic present the most important points.
information
Phonics/ Spelling RF.2.3bGrammar
L.2.2cJust Like Josh Gibson 4/15 to 4/19
W.2.2
Write informative/ex
Knowledge Targets Students must
know informative/explan
Student-Friendly Knowledge Targets I know
informative/explanatory
What pieces are essential to an informative/explanatory text? How does a writer use facts and definitions to develop points?
category
conclusion
Second Grade ELA Pacing Guide 2012-13
planatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
atory writing conveys information.
Students must know a topic is a group of ideas, usually stated in a word or phrase.
Students must know a fact is information that can be proven.
Students must know definitions are explanations of terms or words.
Students must know an introduction is a sentence or group of sentences that begins a piece of writing and gives the reader an overview of the topic.
Students must know a concluding statement reinforces the ideas presented in the text.
Reasoning Targets Students must
introduce a topic in
writing conveys information.
I know a topic is a group of ideas, usually stated in a word or phrase.
I know a fact is information that can be proven.
I know definitions are explanations of terms or words.
I know an introduction is a sentence or group of sentences that begins a piece of writing and gives the reader an overview of the topic.
I know a concluding statement reinforces the ideas presented in the text.
Student-Friendly Reasoning Targets I can introduce a topic
in my writing. I can determine what
facts and explanations are relevant to a topic.
I can determine when to define terms to aid the reader's comprehension.
I can reinforce ideas from my writing in my
A writer chooses which facts and definitions are need to develop points in informative and explanatory texts.
definitions
explanatory text
facts
informative text
introduction
topic
Second Grade ELA Pacing Guide 2012-13
their writing. Students must
determine what facts and explanations are relevant to a topic.
Students must determine when to define terms to aid the reader's comprehension.
Students must reinforce ideas from their writing in the conclusion.
Product Targets Students must
compose an informative/explanatory paper about a single topic including an introduction, facts, definitions, and a conclusion.
conclusion.
Student-Friendly Product Targets I can compose an
informative/explanatory paper about a single topic with an introduction, facts, definitions, and a conclusion.
Phonics/ Spelling L.2.2cGrammar
L.2.2aA Birthday Basket for Tia 4/22 to RI.2.6
Second Grade ELA Pacing Guide 2012-13
4/26Phonics/ Spelling RF.2.3eGrammar L.2.2b
Use commas in greetings and closings of letters.
Knowledge Targets Students must
know the greeting and closing are two different parts of a letter.
Students must know the greeting is a means of expressing "hello".
Students must know the closing is a means of expressing "goodbye".
Students must place a comma at the end of a greeting.
Students must place a comma at the end of a closing.
Students must know a comma, when used at the end of a greeting, indicate a pause.
Students must know a comma,
Student-Friendly Knowledge Targets I know the greeting
and closing are two parts of a letter.
I know the greeting is a means of expressing "hello".
I know the closing is a means of expressing "goodbye".
I can use a comma at the end of a greeting.
I can use a comma at the end of a closing.
I know a comma, when used at the end of a greeting, indicate a pause.
I know a comma, when used at the end of a closing, indicate a pause.
How and when are commas used in greetings and closings?
Effective writers utilize their knowledge of standard English punctuation to clearly communicate their thoughts and ideas.
comma
closing
greeting
letter
Second Grade ELA Pacing Guide 2012-13
when used at the end of a closing, indicate a pause.
Cowboys 5/6 to 5/10 RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Phonics/ Spelling RF.2.3dGrammar L.2.1f
Produce, expand, and rearrange complete simple and
Knowledge Targets Students must
know how to write a complete simple sentence.
Students must know how to rearrange a
Student-Friendly Knowledge Targets I can write a complete
simple sentence. I can rearrange a
sentence to clarify meaning.
I can expand a
How can sentences be rearranged or expanded to clarify meaning? How can simple sentences be combined to create compound sentences?
Effective communicators utilize their knowledge of
comma
compound sentence
conjunctive adverb
independent clause
Second Grade ELA Pacing Guide 2012-13
compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
sentence to clarify meaning.
Students must know how to expand a sentence to increase detail.
Students must know how to combine two simple sentences to form a compound sentence.
Students must know that a compound sentence consists of two or more simple sentences joined together.
Students must know that independent clauses can be joined by a comma and a coordinating conjunction, a semicolon, or a semicolon and a comma and a conjunctive adverb.
Product Targets Students must
produce, expand, and rearrange complete simple
sentence to increase detail.
I can combine two simple sentences to form a compound sentence.
I know that a compound sentence consists of two or more independent clauses joined together.
I know that independent clauses can be joined by a comma and a coordinating conjunction, a semicolon, or a semicolon and a comma and a conjunctive adverb.
Student-Friendly Product Targets I can produce, expand,
and rearrange complete simple and compound sentences in written form.
standard English grammar and usage to clearly communicate their thoughts and ideas.
semicolon
simple sentence
Second Grade ELA Pacing Guide 2012-13
and compound sentences in written form.
Jingle Dancer 5/13 to 5/17 RL.2.7Phonics/ Spelling RF.2.3dGrammar
W.2.3 Ongoing Reading Standards
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
Second Grade ELA Pacing Guide 2012-13
Ongoing Writing Standards 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.2.5
With guidance and support from adults and peers,
Second Grade ELA Pacing Guide 2012-13
focus on a topic and strengthen writing as needed by revising and editing.
Ongoing Speaking and Listening Standards
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.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Second Grade ELA Pacing Guide 2012-13
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 to provide requested detail or clarification.
Ongoing Language standards
L.2.4e
Use glossaries and beginning dictionaries, both print and digital, to
Knowledge Targets Students must
locate glossaries or dictionaries in both print and digital format.
Students must alphabetize
Student-Friendly Knowledge Targets I can locate glossaries
or dictionaries in both print and digital format.
I can alphabetize words.
How can reference materials help to understand words and phrases? How do I know which source is most useful in helping to understand these words and phrases?
Effective readers determine
Alphabetize
alphabetical order
clarify
definition
Second Grade ELA Pacing Guide 2012-13
determine or clarify the meaning of words and phrases
words.
Students must determine the definition of a word using a glossary or beginning dictionary.
Reasoning Targets Students must
determine the best definition for a word when more than one definition is listed.
Students must determine affixes and root words to locate in a resource.
I can determine the definition of a word using a glossary or beginning dictionary.
Student-Friendly Reasoning Targets I can determine the
best definition for a word when more than one definition is listed.
I can determine the root word and affixes to help me find a word in a resource.
the meaning of unknown words by using appropriate reference materials.
dictionary
glossary
phrase
L.2.5
Demonstrate understanding of word relationships and nuances in word meanings.
