Halifax County Schools
Second Grade ELA Pacing Guide
Unit1 / Building Bridges for Unlikely Friends
August 26 – October 3, 2014
Reading
Note: The following standards will be taught and assessed throughout the school year :
· RL2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
· RI2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text / Note: The following standards will be assessed at the end of the year but teachers should provide consistent instruction throughout the school year and practice preparing students for the end of year assessment.
· RL2.10 - 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.
· RI2.10 - By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently with scaffolding as needed at the high end of the range.
Literature / Informational Text / Foundational Skills / Writing / Speaking and Listening / Language
Week 1
Aug. 25- 29 / 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 2.7 – Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot / RI 2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI 2.7 - Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text / RF2.3 – Know and apply grade-level phonics and word analysis in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. ( short vowels)
RF 2.4a – Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. / 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 sense of closure. / SL 2.1 A, B, C- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon rules for discussions
B. Build on others’ talk in conversations by linking their comments to the remarks of others
C. Ask for clarification and further explanation as needed about the topics and texts under discussion
SL 2.6 - Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. / L2.1a –Create readable documents with legible print.
L 2.2a - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize holidays, product names, and geographical names.
L 2.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use commas in greetings and closing of letters.
Week 2
Sept. 1 -5 / RL 2.1
RL 2.7 / RI 2.1
RI 2.7 / RF2.3(short vowels)
RF 2.4 a
RF 2.4 b – Read on-level text orally with accuracy, appropriate rate,, expression on successive readings. / W 2.3 / SL 2.1 a, b, c
SL 2.6 / L2.1a
L 2.2a
L 2.2b
L 2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Compare formal and informal uses of English.
L 2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, etc.)
Week 3
Sept. 8 -12 / RL 2.1
RL 2.7 / RI 2.1
RI 2.7 / RF2.3 – (long vowels)
RF 2.4a / W 2.3 / SL 2.1 a, b, c
SL 2.2 – Recount or describe key ideas of details from a text read aloud or information presented orally or through other media / L2.1a
L 2.2a
L 2.2b
L2.3
Week 4
Sept. 15 – 19 / RL 2.1
RL 2.7 / RI 2.1
RI 2.7 / RF2.3(long vowels)
RF 2.4 a, b / W 2.3 / SL 2.1 a, b, c
SL 2.2 / L2.1a
L 2.1d - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use reflexive pronouns (e.g., myself, ourselves).
L 2.2a
L 2.2b
L 2.3
Week 5
Sept. 22-26 / RL 2.1
RL 2.7 / RI 2.1
RI 2.7 / RF2.3 (vowel teams) / W 2.3 / SL 2.1 a, b, c
SL 2.2 / L2.1a
L 2.1d
L 2.2a
L 2.2b
L 2.3
Week 6
Sept. 29– Oct. 3 / RL 2.1
RL 2.7 / RI 2.1
RI 2.7 / RF2.3(vowel teams) / W 2.3 / SL 2.1 a, b, c
L 2.6 / L2.1a
L 2.1d
L 2.2a
L 2.2b
L 2.3
Resources: (Websites can be utilized throughout the different six weeks as needed.) www.fcrr.org www.readworks.org www.readtennessee.org www.readwritethink.org www.readinga-z.com (Building Bridges) www.busyteacherscafe.com/literacy/comprehension_strategies.html www.flocabulary.com www.readingresource.net
www.spellingcity.com www.wordville.com www.tumblebooks.com www.discoveryeducation.com www.storylineonline.net www.starfall.com www.tlsbooks.com www.ixl.com/ela/grade-2
The Mixed up Chameleon by Eric Carle(author study) Henry and Mudge by Cynthia Rylant (author study)
A Bad Case of the Stripes by David Shannon Days with Frog and Toad by Arnold Lobel,
How I spent my Summer Vacation by Mark Teague Hi, Fly Guy! By Tedd Arnold
Lego Friends (Series) Junie b. Jones is a Party Animal by Barbara Parks
Get Ready for Second Grade, Amber Brown by P. Danziger Make Way for Ducklings by Robert McCloskey
Cam Jansen (Series) by David Adler Frog and Toad are Friends by Arnold Lobel
The Water Horse by Dick King-Smith Alexander and the Wind-up Mouse by Leo Lionni
Vocabulary: question, answer, demonstrate, key details, understanding, text, information, illustrations, character, setting, plot, text, passage, images, diagram, charts, graphs, example, conclusion, fluently, expression, paragraph, selection, strategy, events, details, experience, problem, collaboration, conversation, discussion, comments, compound words
Unit
2 / A Season of Chapters
October 6 – November 14, 2014
Reading / Writing / Speaking and Listening / Language
Literature / Informational Text / Foundational Skills
Week 7
Oct. 6– 10 / 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. / RI 2.4 – Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
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. / RF 2.3b Know spelling-sound correspondences for additional common vowel teams.
RF 2.4a,b
RF 2.4c – Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / W 2.2– Write explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W 2.4 – With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W 2.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W 2.8 – Recall information from experiences or gather information from provided sources to answer a question. / SL 2.1 a, b, c
SL2.4 – Tell a story or recount an experience with appropriate facts and relevant descriptive details, speaking audibly in coherent sentences. / L2.1a –Create readable documents with legible print.
L 2.2d - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Generalize learned spelling patterns when writing words (e.g., cage – badge; boy – boil).
L 2.2e - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L 2.4 e- Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words, phrases in al content areas.
Week 8
Oct. 13 - 17 / RL 2.4
RL 2.5 / RI 2.4
RI 2.5 / RF 2.4a, b, c
RF 2.3b / W 2.2
W. 2.4
W 2.5
W 2.8 / SL 2.1 a, b, c
SL2.4 / L2.1a
L 2.2e
L 2.4 a - Use sentence level context as a clue to the meaning of a word or phrase.
L 2.4 e
Week 9
Oct. 20– 24 / RL 2.4
RL 2.5 / RI 2.4
RI 2.5 / RF 2.4a
RF 2.3b / W 2.2
W. 2.4
W 2.5
W 2.8 / SL 2.1 a, b, c
SL2.4 / L 2.2 e
L 2.4 a
L 2.4 e
L2.5a – Demonstrates understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Week 10
Oct. 27 –31 / RL 2.2 – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral / RI 2.2 – Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. / RF 2.4a
RF 2.3b / W 2.2
W 2.4
W 2.5
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.
W 2.8 / SL 2.1 a, b, c / L 2.2 e
L 2.4 e
L2.5a
Week 11
Nov. 3 – 7 / RL 2.2 – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral / RI 2.2 – Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. / RF 2.4a
RF 2.3b / W 2.2
W 2.4
W 2.5
W 2.6
W 2.8 / SL 2.1 a, b, c / L 2.1 f – Use adjectives and adverbs, and choose between them depending on what is being modified.
L 2.2 e
L 2.4 e
L2.5b - Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Week 12
Nov. 10 -14 / RL 2.2 – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral / RI 2.2 – Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. / RF 2.4a
RF 2.3b / W 2.4
W 2.5
W 2.6
W. 2.8SchoolNet assessments / SL 2.1 a, b, c / L 2.1 f
L 2.2 e
L 2.4 e
L2.5b
Resources: (Refer to websites in the first unit)
A Letter to Amy by Ezra Jack Keats Poppelton in Winter by Cynthia Rylant
Poppelton in Fall by Cynthia Rylant Poppelton in Spring by Cynthia Rylant
Red Leaf, Yellow Leaf by Lois Ehlert The Days of Summer by Eve Bunting
Cloudy with a Chance of Meatballs by Judith and Ron Barrett Thunder Cake by Patricia Polacco
Chicken Soup with Rice: A Book of Months by Maurice Sendak Stone Soup by Ann McGovern
Poetry “Autumn” by Emily Dickinson
“Bed in Summer” by Robert Louis Stevenson
http://www.k12.hi.us/~shasincl/poems_prop_cycle_weather.html
Vocabulary: rhyme, rhythm, poem, poetry, beat, adjectives, analyze, text, section, chapter, dictionary, fluency, paragraph, inform, explain,
Setting, descriptive words, entertain, recount, theme, relevant, recall, spelling patterns, glossary, context, connections,
Unit
3 / The Wild World (Folktales, Fables)
November 17, 2014 - January 16, 2015
Reading / Writing / Speaking and Listening / Language
Literature / Informational Text / Foundational Skills
Week 13
Nov. 17– 21 / 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 2.7 – Use information gained from 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. / RI 2.2 – Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI 2.3 – Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
(Informational text for this six weeks will be tied to Social Studies and Science standards) / RF 2.4a - Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. / W 2.2– Write explanatory texts in which they introduce a topic, use facts and definitions to develop points, 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 words to signal event order, and provide a sense of closure.
W. 2.4
W 2.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.