Second Grade ELA Pacing Guide 2013-2014
First Nine Weeks
DIBELS goals – / Scores / Status
Beginning of Year
Composite / 141+ / At or Above Benchmark
109-140 / Below Benchmark
Score / 0-108 / Well Below Benchmark
Measure / 54+ / At or Above Benchmark
NWF-CLS / 35-53 / Below Benchmark
0-34 / Well Below Benchmark
13+ / At or Above Benchmark
NWF-WWR / 6-12 / Below Benchmark
DIBELS
0-5 / Well Below Benchmark
DORF Words / 52+ / At or Above Benchmark
37-51 / Below Benchmark
Correct / 0-36 / Well Below Benchmark
DORF / 90%+ / At or Above Benchmark
81%-89% / Below Benchmark
Accuracy
0%-80% / Well Below Benchmark
Common / Cluster / Standard / Essential / Learning Targets / Vocabulary / Resources/Integration
Core / Questions
Strand
Reading StandardsforLiterature / RL.2.1. Ask and answer such / How can asking and / • Explain the Five W’s / details, recall, / • / The Mixed Up
questions as who, what, where, / answering questions / • / Justify answers using / character, story, / Chameleon/ Eric Carle
Key IdeasandDetails / when, why, and how to / help me to better / text / setting, plot, / Author Study
demonstrate understanding of / understand a text? / • / Formulate an answer / beginning, middle, / • / Henry and
key details in a text. / using a complete / end, author / Mudge/Cynthia Rylant
How can I use / sentence and using / Author Study
graphic organizers / details from text / • / Science: .E.1.32, E.1.4
to recall key details? / • / Diagram information / (weather/seasons)
from text
This content was adapted from Brunswick County Schools
First Nine Weeks Continued
Common / Cluster / Standard / Essential / Learning Targets / Vocabulary / Resources/IntegrationCore / Questions
Strand
RL.2.5. Describe the overall / Why is the order of / • / Illustrate main event / illustrate, beginning, / • / Days with Frog and
for / structure of a story, including / events in a story / of beginning, middle / middle, end, plot, / Toad
Craft and Structure / describing how the beginning / important? / and end / compare, contrast, / • / Wilson Sat Alone
Reading StandardsLiterature / introduces the story and the / • / Diagram beginning, / conclusion / • / Enormous Turnip
ending concludes the action. / middle and end / • / Johnny Appleseed
• / Compare beginning / • Get Up and Go (also
and end of stories / w/RL2.6)
• A Bad Case of Stripes
(read aloud – Text
• / Talk)
Picnic at Mudsock
Meadow (read aloud -
Text Talk, Halloween)
RF.2.3. Know and apply / How do I use long / • / Distinguish one and / short vowel, long / • / Various FCRR
Foundation Skills / Phonics and WordRecognition / grade-level phonics and word / and short vowels to / two syllable words, / vowel, syllable, / Activities
analysis skills in decoding / decode words? / long and short vowels / vowel team / • / Blast Off Fluency
words. / Practice
a). Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
for
RF.2.4. Read with sufficient / How do I decode / • / Read with accuracy / fluency, decoding,
Reading Standards
accuracy and fluency to / and use expression / and fluency / accuracy,
support comprehension. / to read fluently? / expression, purpose
Fluency / a). Read grade-level text with
purpose and understanding.
b). Read grade-level text orally
with accuracy, appropriate
rate, and expression.
2
Revised 06/12
First Nine Weeks Continued
Common / Cluster / Standard / Essential / Learning Targets / Vocabulary / Resources/IntegrationCore / Questions
Strand
Production and / W.2.5. With guidance and / How do I revise and / • / Compose a writing / revise, edit, topic,
Distribution ofWriting / support from adults and peers, / edit to strengthen / focused on one topic. / compose, focus, peer
focus on a topic and strengthen / my writing? / • / Revise and edit / edit
Standards / writing as needed by revising / writings with teacher
and editing. / guidance.
W.2.8. Recall information / How can I relate my / • / Use personal / retell, connections, / • How I Spent My
Writing / Research to Build
and PresentKnowledge / from experiences or gather / personal experiences / experiences to answer / text to self, text to / Summer Vacation (read
information from provided / through writing? / • / a question. / text, text to world, / aloud)
sources to answer a question / Examine information / resources
from text to answer
questions
SL.2.1. Participate in / How can I listen and / • / Collaborate / collaborate, rules of
collaborative conversations / contribute to / appropriately when / engagement,
Speaking and Listening Standards / with diverse partners about / meaningful / participating in / discussion,
grade 2 topics and texts with / discussions? / group/peer / connections
peers and adults in small and / conversations
larger groups. / • / Make personal
Comprehension and / Follow agreed-upon rules for / connections to other
Collaboration / discussions (e.g., gaining the / readings.
floor in respectful ways, / • / Apply rules of
listening to others with care, / engagement in
speaking one at a time about / speaking and listening.
the topics and texts under / • / Build understanding
discussion). / by discussing and
Build on others’ talk in
asking.
conversations by linking their
comments to the remarks of
others.Ask for clarification and
further explanation as needed
about the topics and texts
under discussion.
3
Revised 06/12
First Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/Integration
Core Questions
Strand
Comprehension / Collaboration / SL.2.2. Recount or describe / How can I speak / • / Formulate a verbal / key ideas / • / Guest Speakerskey ideas or details from a text / using complete / response using a complete / and details, / • / United Streaming
and / read aloud or information / sentences using key / sentence and using details / complete / • / Teacher Tube
presented orally or through / ideas and details? / from text. / sentence, / • / Webcasts
• / Justify answers using text.
other media. / justify / • / Scholastic Connections
• / Voice Thread
SL.2.4. Tell a story or recount / How can I speak / • / Formulate verbal responses / facts, details, / • / Story Telling
Standards / an experience with appropriate / using complete / complete sentences using / organize, / • / PBS Kids – stories read
facts and relevant, descriptive / sentences using key / facts and details based on / coherent, / online
details, speaking audibly in / ideas and details in a / experiences. / logical, / • / Reading Rainbow
• / Organize thoughts into
coherent sentences. / logical order? / logical and coherent order. / sequence
Speaking and Listening
SL.2.5. Create audio / How can I design a / • / Design a group or / story, poem, / • / Voice Thread
Knowledge and Ideas / recordings of stories or poems; / multimedia / individual multi-media / presentation, / • / Flip Camera
Presentation of / add drawings or other visual / presentation? / presentations using / visual display / • / Digital Books
displays to stories or recounts / drawings, recordings,
of experiences when / images, digital media, etc.
appropriate to clarify ideas,
thoughts, and feelings.
SL.2.6. Produce complete / Why is it important / • / Respond appropriately / complete
sentences when appropriate to / to respond / when participating in group / sentence,
task and situation in order to / appropriately in / or peer discourse. / discussion,
provide requested detail or / group discussion? / clarification,
clarification / coherent
sentence,
comment,
explanation
4
Revised 06/12
First Nine Weeks Continued
Common Cluster
Core
Strand
Standards / Conventions of Standard EnglishLanguage / Knowledge of / Language
Acquisition and / Use
Vocabulary
Standard / Essential / Learning Targets / Vocabulary / Resources/Integration
Questions
L.2.1. Demonstrate command / How do I form and / • / Form and use irregular / irregular, plural / • / FCRR Activities
of the conventions of standard / use irregular plural / plural nouns / nouns, / • A Mink, A Fink, A
English grammar and usage / nouns? / conventions / Skating Rink What is a
when writing or speaking. / noun?
b). Form and use frequently / • Cloudy with a Chance
occurring irregular plural / of Meatballs
nouns (e.g., feet, children,
teeth, mice, fish).
L.2.2.Demonstrate command / What are the rules / • / Demonstrate consistent / capitalization,
of the conventions of standard / for capitalization of / use of conventions / punctuation,
English capitalization, / proper nouns? / (capitalization, / spelling, proper
punctuation, and spelling when / punctuation and spelling) / nouns
when writing.
writing.
• / Capitalize proper nouns
a). Capitalize holidays, product / (holidays, product names,
and geographic names.)
names, and geographic names.
L.2.3. Use knowledge of / What is the / • / Use formal / formal, informal / • / Junie B. Jones
language and its conventions / difference between / language/conventions / language, / • / Fancy Nancy
when writing, speaking, / formal and informal / when writing, speaking, / compare,
reading, or listening. / language? / reading or listening. / conventions,
• / Compare formal and
slang, dialect
a). Compare formal and / informal uses of English.
informal uses of English.
L.2.5. Demonstrate / How do I use / • / Use figurative language, / figurative / • It’s Raining Cats and
understanding of figurative / synonyms to enrich / word relationships and / language, / Dogs
language, word relationships / my writing? / • / nuances (synonyms) . / synonyms, / • My Momma Likes to
and nuances in word / Connect words with real / nuances, real life / Say
life use / • My Teacher Likes to
meanings. / connection,
Say
thesaurus
a). Identify real-life
connections between words
and their use (e.g., describe
foods that are spicy or juicy).
5
Revised 06/12
First Nine Weeks Continued
Common / Cluster / Standard / Essential / Learning Targets / Vocabulary / Resources/IntegrationCore / Questions
Strand
L.2.5. Demonstrate / How do I use / • / Use figurative language, / figurative / • It’s Raining Cats and
Use / understanding of figurative / synonyms to enrich / word relationships and / language, / Dogs
language, word relationships / my writing? / nuances (synonyms) . / synonyms, / • My Momma Likes to
and / •
and nuances in word / Connect words with real / nuances, real life / Say
Acquisition / life use / • My Teacher Likes to
meanings. / connection,
Say
thesaurus
a). Identify real-life
connections between words
Vocabulary
and their use (e.g., describe
foods that are spicy or juicy).
6
Revised 06/12
Second Grade ELA Pacing Guide 2012-2013Second Nine Weeks
DIBELS goals – / Scores / Status
Middle of Year
Composite / 190+ / At or Above Benchmark
145-189 / Below Benchmark
Score / 0-144 / Well Below Benchmark
Measure / DORF / 72+ / At or Above Benchmark
Words / 55-71 / Below Benchmark
Correct / 0-54 / Well Below Benchmark
DORF / 96% / At or Above Benchmark
91%-95% / Below Benchmark
DIBELS / Accuracy
0%-90% / Well Below Benchmark
21+ / At or Above Benchmark
Retell / 13-20 / Below Benchmark
0-12 / Well Below Benchmark
Retell / 2+ / At or Above Benchmark
Quality of / 1 / Below Benchmark
Response / Well Below Benchmark
Common / Cluster / Standard / Essential Questions / Learning Target / Vocabulary / Resources/Integration
Core
Strand
RL.2.1. Ask and answer / How can asking and / • Explain the Five W’s / details, recall, / • Mr. Putter and Tabby
for / such questions as who, / answering questions / • / Justify answers using / character, story, / • Wilson Sat Alone
what, where, when, why, / help me to better / text / setting, plot, / • The Patchwork Quilt (read
Reading StandardsLiterature
Key IdeasandDetails / and how to demonstrate / understand a text? / • / Formulate an answer / beginning, / aloud – Text Talk)
understanding of key / using a complete / middle, end,
How can I use graphic / sentence and using
details in a text. / author
organizers to recall key / details from text
details? / • / Diagram information
from text
7
Revised 06/12
Second Nine Weeks Continued
Common Cluster Standard Essential Learning Targets Vocabulary Resources/Integration
Core Questions
Strand
RL.2.2. Recount stories, / How can I use the 5Ws / • / Discuss culture and / retell, culture, / • / Legend of the Blue Bonnetincluding fables and / to retell a fable or / diversity / diversity, events, / • / Legend of the Indian
folktales from diverse / folktale and determine / • / Connecting text to / details, fables, / Paintbrush
cultures, and determine / a message, lesson, or / self, text and world / folktales, lesson,
moral? / • / Name important
their central message, / moral, message
Key Ideas / and Details / events and details
lesson, or moral.
• / Compare various
versions of fables and
folktales
• / Make a judgment
based on the important
events to determine
lesson, moral or
for / message.
RL.2.4. Describe how / How does an author’s / • / Create mental images / mental images, / • / Science 2.P.2 (matter)
Reading StandardsLiterature / Craft and Structure / words and phrases (e.g., / choice of words add / while reading. / tone, poem, story, / • / Bartholomew and the
regular beats, alliteration, / meaning to a story, / • / Visualize how / song, word / Oobleck
rhymes, repeated lines) / poem, or song? / wording creates / choice,
meaning. / alliteration,
supply rhythm and
• / Express feelings / rhyme, rhythm,
meaning in a story, poem,
(tone) related to the / repeated lines
or song. / • / poem/story/song
Examine author’s
decision in word
choice
and / RL.2.7. Use information / How can illustrations / • / Infer from / infer, illustrations, / • / The Day Jimmy’s Boa Ate
gained from the / and words help me to / illustrations / story elements, / the Wash (cause and effect)
illustrations and words in a / better understand a / • / Diagram story / character traits, / • / Hedgehog Bakes a Cake
of Knowledge
print or digital text to / text? / elements / details, setting, / compare to Mr. Putter and
• / Demonstrate / plot / Tabby Bake a Cake/Little
demonstrate understanding
Ideas / understanding of / Red Hen
of its characters, setting, or
character traits / • / Pine Park Mystery/integrate
plot.
• / Predict story elements / with
S.S.2.C &G.1
Integration / based on illustrations / • / Grandpa’s Teeth (mystery,
• / Give details about / problem/solution – Text Talk)
setting (when and / • / Election Process
S.S. 2.C&G.2(government)
where, time and place)
8