ELA Second Grade Pacing Guide 2013-2014

ELA Second Grade Pacing Guide 2013-2014 First-Six Weeks Second-Six Weeks Third-Six Weeks Fourth-Six Weeks Fifth-Six Weeks Six-Six Weeks (August 27- October 8) (October 9-November 21) (November 22-January 17) (January 22-March 6) (March 7-April 28) (April 29-June 11) Embedded Standards: RL.2.10, RI.2.10, SL.2.1, L.2.1, L.2.2, L.2.3 Reading Foundational Reading Foundational Reading Foundational Reading Foundational Reading Foundational Reading Foundational RF.2.3 RF.2.3 RF.2.3 RF.2.3 RF.2.3 RF.2.3 RF.2.4 a RF.2.4 a, b RF.2.4 a, b, c RF.2.4 a, b, c RF.2.4 a, b, c

Reading Literature Reading Literature Reading Literature Reading Literature Reading Literature Reading Literature RL.2.1 RL.2.1 RL.2.3 RL.2.2 RL.2.1 RL.2.1 RL.2.2 RL.2.2 RL.2.4 RL.2.9 RL.2.3 RL.2.2 RL.2.7 RL.2.3 RL.2.5 RL.2.4 RL.2.6 RL.2.5 RL.2.6 RL.2.7 RL.2.6 RL.2.9 Reading Informational Reading Informational Reading Informational Reading Informational Reading Informational RI.2.1 RI.2.4 RI.2.3 RI.2.2 RI.2.1 Reading Informational RI.2.2 RI.2.1 RI.2.6 RI.2.7 RI.2.3 RI.2.1 RI.2.5 RI.2.6 RI.2.7 RI.2.9 RI.2.4 RI.2.4 RI.2.8 RI.2.5 RI.2.4 RI.2.8 RI.2.5 RI.2.9

Writing Writing Writing Writing Writing Writing W.2.3 W.2.1 W.2.2 W.2.1 W.2.2 W.2.3 W.2.5 W.2.5 W.2.7 W.2.5 W.2.6 W.2.6 W.2.8 W.2.6 W.2.8 W.2.7 W.2.8

Language L.2.5 Language Language Language Language L.2.6 L.2.4 L.2.4 L.2.4 Language L.2.4 L.2.6 L.2.6 L.2.5 L.2.5

ELA Second Grade Pacing Guide 2013-2014 L.2.6

Speaking & Listening Speaking & Listening Speaking & Listening Speaking & Listening Speaking & Listening Speaking & Listening SL.2.2 SL.2.4 SL.2.2 SL.2.3 SL.2.3 SL.2.2 SL.2.3 SL.2.5 SL.2.3 SL.2.4 SL.2.4 SL.2.3 SL.2.6 SL.2.2 SL.2.4 Embedded Standards: These standards are embedded in each six-week period. RL.2.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.

RI.2.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.

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.

a. Follow agreed-upon rules for discussion.

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.

L.2.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

ELA Second Grade Pacing Guide 2013-2014 e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. 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).

L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage → _badge; boy → _b_o_i_l_). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.2.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English.

Common Core Standard- Reading Foundational 1st 6 Weeks Supporting Standards RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

ELA Second Grade Pacing Guide 2013-2014 Unpacking: RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhances decoding, spelling ability, and vocabulary development

Concepts (What students need to Skills (What students Essential Vocabulary Essential Questions know) must be able to do) Decoding  Know and apply syllable, vowel team, -How do I apply phonics and word analysis skills to Long & Short Vowels decoding skills short vowel, long vowel decode words? Prefixes Suffixes Irregular Spelled Words Text Resources Other Resources Suggested Thinking Maps Story Hour, Starring Megan Chapter Books: Double Bubble Map Tomas and the Library Lady Stories That Julian Tells Bubble Map Nate the Great Flow Map Alexander… No Good, Very Bad Day Author Locked in the Library

Common Core Standard- 1st 6 Weeks Reading Literature Priority Standards Supporting Standards RL.2.1- Ask and answer such RL.2.7- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of questions as who, what, where, when, its characters, setting, or plot. why, and how to demonstrate understanding of key details in a text.

ELA Second Grade Pacing Guide 2013-2014

RL.2.2- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Unpacking: RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details. RL.2.2-Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables. RL.2.7-Students are required to use information from pictures, print, or digital text to show they understand characters, setting and plot. Concepts (What students need to Skills (What students must be Essential Essential Questions know) able to do) Vocabulary Key Details  Ask & answer questions illustrations -How can I use the 5Ws to retell a fable or folktale and Message/Theme  Recount stories character determine a message, lesson, or moral? Illustrations setting -How can illustrations and words help me to better  Use information to Print or Digital Text plot understand a text? demonstrate understanding message lesson moral Text Resources Other Resources Suggested Thinking Maps Unit 1 Sharing Stories (Open Chapter Books: Double Bubble Map Court): Stories That Julian Tells Bubble Map Ant and the Three Figs Nate the Great Flow Map Come Back Jack Alexander… No Good, Very Bad Day The Library Author Locked in the Library Story Hour, Starring Megan Tomas and the Library Lady

Common Core Standard- Reading Informational 1st 6 Weeks Priority Standards Supporting Standards RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to RI.2.2-Identify the main topic of a multiparagraph text as well as the focus demonstrate understanding of key details in a text. of specific paragraphs within the text.

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. Unpacking: RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how. RI.2.2-They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to understand the overall focus of a text with several paragraphs. RI.2.5-They need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information. Concepts (What students need to Skills (What students Essential Vocabulary Essential Questions know) must be able to do) Text Features  Ask and answer text features, captions, -How do I use text features to locate information? Main Topic questions bold print, heading, Key Details  Know and use subheadings, glossaries, Text Features various text indexes, electronic features menus, icons  Identify the main topic  Locate information or facts Text Resources Other Resources Suggested Thinking Maps

ELA Second Grade Pacing Guide 2013-2014 Unit 1 Sharing Stories (Open Court): Chapter Books: Double Bubble Map Ant and the Three Figs Stories That Julian Tells Bubble Map Come Back Jack Nate the Great Flow Map The Library Alexander… No Good, Very Bad Day Story Hour, Starring Megan Author Locked in the Library Tomas and the Library Lady Common Core Standard- Writing 1st 6 Weeks Priority Standards Supporting Standards W.2.3-Write narratives in which they recount a well-elaborated event or short W.2.5-With guidance and support from adults and peers, focus on a sequence of events, include details to describe actions, thoughts, and feelings, topic and strengthen writing as needed by revising and editing. use temporal words to signal event order, and provide a sense of closure. W.2.8-Recall information from experiences or gather information from provided sources to answer a question. Unpacking: W.2.3-Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written presentation). Narrative writing must describe the order of events as they occurred using temporal words (first, next, then, last, etc). W.2.5-With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills. W.2.8-They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge to find the key information they need to answer research questions and take notes. Concepts (What students need to Skills (What students Essential Vocabulary Essential Questions know) must be able to do) Revising  Focus & strengthen revise, edit, topic, -How do I revise and edit to strengthen my writing? Editing writing compose, focus, peer edit, -How can I relate my personal experiences through Temporal Words  Recall/gather closure writing? Conclusion information to -How do I write a narrative? answer a question  Write a narrative

ELA Second Grade Pacing Guide 2013-2014 Text Resources Other Resources Suggested Thinking Maps Unit 1 Sharing Stories (Open Court): Chapter Books: Double Bubble Map, Bubble Map, Flow Map Ant and the Three Figs Stories That Julian Tells Come Back Jack Nate the Great WRITING: The Library Alexander… No Good, Very Bad Day Write another version of a Jack story. Story Hour, Starring Megan Author Locked in the Library Make a brochure for your own library. Tomas and the Library Lady

Common Core Standard- Language 1st 6 Weeks Supporting Standards L.2.5-Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Unpacking: L.2.5 & L.2.6-Learning words at this stage consists in part of exploring different shades of the same verb (run/sprint) and closely related adjectives, growing vocabulary by using known word parts (prefix, root or compound part) to acquire unknown words, and developing print and digital reference use (glossary and dictionary). Concepts (What students need Skills (What students must Essential Vocabulary Essential Questions to know) be able to do) Verbs  Demonstrate adjectives -How do we distinguish between closely related words? Adjectives understanding of word adverbs -How can I use descriptive language in my writing? Adverbs relationships verbs

ELA Second Grade Pacing Guide 2013-2014  Use words and phrases in conversations

Text Resources Other Resources Suggested Thinking Maps Unit 1 Sharing Stories (Open Chapter Books: Double Bubble Map Court): Stories That Julian Tells Bubble Map Ant and the Three Figs Nate the Great Flow Map Come Back Jack Alexander… No Good, Very Bad Day The Library Author Locked in the Library tory Hour, Starring Megan Tomas and the Library Lady

Common Core Standard- Speaking & Listening 1st 6 Weeks Supporting Standards SL.2.2- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.3- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Unpacking: SL.2.2- Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard. SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information. Concepts (What students Skills (What students must be Essential Vocabulary Essential Questions need to know) able to do) Key Ideas  Recount or describe key key ideas, details, justify, -How can I speak using sentences using key ideas and Speaker information from texts clarify, topic details?

ELA Second Grade Pacing Guide 2013-2014 Topic/Issue  Ask and answer questions to -How do I ask and answer questions to deepen clarify and gather information understanding?

Text Resources Other Resources Suggested Thinking Maps Unit 1 Sharing Stories (Open Chapter Books: Double Bubble Map Court): Stories That Julian Tells Bubble Map Ant and the Three Figs Nate the Great Flow Map Come Back Jack Alexander… No Good, Very Bad Day The Library Author Locked in the Library Story Hour, Starring Megan Tomas and the Library Lady

Common Core Standard- 2nd 6 Weeks Reading Foundational Supporting Standards RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences.

ELA Second Grade Pacing Guide 2013-2014 f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 a-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. Unpacking: RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling ability, and vocabulary development. RF.2.4 a-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. Concepts (What students need to Skills (What students must be able Essential Essential Questions know) to do) Vocabulary Phonics  Read with accuracy and fluency prefixes, suffixes, -How do I apply phonics and word analysis skills to Prefixes  Know and apply grade level vowel teams decode words? Suffixes phonics &word analysis skills -How do I decode and use expression to read fluently? Vowel Teams Text Resources Other Resources Suggested Thinking Maps Unit 6 (Open Court): Chapter Books: Tree Map The First Americans Molly’s Pilgrim, The Courage of Sarah Noble Multi-Flow Map New Hope Dust for Dinner, The Adventures of Laura/ Jack Brace Map The Story of the Statue of Liberty Pioneer Sisters, Animal Adventures Bubble Map A Piece of Home School Days, Sarah Plain and Tall Jalapeno Bagels Ellis Island Websites

Common Core Standard- 2nd 6 Weeks Reading Literature Priority Standards Supporting Standards

ELA Second Grade Pacing Guide 2013-2014 RL.2.1- Ask and answer such RL.2.3-Describe how characters in a story respond to major events and challenges. questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.6- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Unpacking: RL.2.1- Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details. RL.2.2- Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables. RL.2.3- Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’ reaction to what is taking place in the story. RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for different characters. Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Fables  Ask and answer details, recall, character, -How can asking and answering questions help me to Folktales questions on texts story, setting, plot, better understand the text? Challenges  Recount texts author, retell, culture, -How can I use graphic organizers to recall key details? Dialogue indicating the central diversity, folktales, fables -How can I use the 5Ws to retell a fable or folktale and

ELA Second Grade Pacing Guide 2013-2014 Culture message, lesson, or determine a message, lesson, or moral? Message moral -How can you learn from the way a character acts? Lesson  Acknowledge -What is the difference between the characters’ Moral differences in points of view of characters  Describe how characters respond in texts Text Resources Other Resources Suggested Thinking Maps Unit 6 (Open Court): Chapter Books: Tree Map The First Americans Molly’s Pilgrim, The Courage of Sarah Noble Multi Flow Map New Hope Dust for Dinner, The Adventures of Laura/ Jack Brace Map The Story of the Statue of Liberty Pioneer Sisters, Animal Adventures Bubble Map A Piece of Home School Days Jalapeno Bagels Sarah Plain and Tall Ellis Island Websites

Common Core Standard- 2nd 6 Weeks Reading Informational Priority Standards Supporting Standards RI.2.4-Determine the meaning of RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe. words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.8- Describe how reasons support specific points the author makes in a text.

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. Unpacking: RI.2.1- Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how. RI.2.4- Students are required to find out word meanings and phrases that are specific to grade 2. RI.2.6- Students are required to tell the main purpose of a text according to what the author wants the reader to know. RI.2.8- At this level, students should also be able describe the author’s reasoning by finding support within the text. Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Key Details  Determine the meaning key details -What reasons support an author’s ideas? Words and Phrases of words and phrases main idea -How can asking and answering questions help me to Specific Points (in text)  Ask and answer better understand a text? questions -What is the author’s purpose  Identify the main

ELA Second Grade Pacing Guide 2013-2014 purpose  Describe how reasons supports the text Text Resources Other Resources Suggested Thinking Maps Unit 6: Chapter Books: Tree Map The First Americans Molly’s Pilgrim, The Courage of Sarah Noble Multi-Flow Map New Hope Dust for Dinner, The Adventures of Laura/ Jack Brace Map The Story of the Statue of Liberty Pioneer Sisters, Animal Adventures, School Days, Sarah Bubble Map A Piece of Home Plain and Tall, Ellis Island Websites Jalapeno Bagels

Common Core Standard- 2nd 6 Weeks Writing Priority Standards Supporting Standards W.2.1-Write opinion pieces in which W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising they introduce the topic or book they and editing. 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.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

ELA Second Grade Pacing Guide 2013-2014 Unpacking: W.2.1- Second grade students should be able to express their opinion and demonstrate the ability to share their opinion and reasoning with others. W.2.5- With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills. W.2.6- With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology). Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Concluding statement  Write opinion pieces opinion pieces, linking -How can I use digital tools to publish and produce Linking words  Use digital tools to words, reasons, writing? Digital Tools produce and publish concluding statements, -How do I write opinion pieces using reasons to support? writing revising, editing -How do I revise and edit to strengthen my writing?  Strengthen writing Text Resources Other Resources Suggested Thinking Maps Unit 6 (Open Court): Chapter Books: Tree Map, Multi Flow Map, Brace Map, Bubble Map The First Americans Molly’s Pilgrim, The Courage of Sarah Noble WRITING: New Hope Dust for Dinner, The Adventures of Laura/ Jack  Make a totem pole. Write about what they learned The Story of the Statue of Liberty Pioneer Sisters, Animal Adventures, School Days about totem poles or the symbols they used. A Piece of Home Sarah Plain and Tall, Ellis Island Websites  Choose one of the Indian tribes to write a Jalapeno Bagels summary.  Create a Lap Book of facts learned about Native Americans or Statue of Liberty. (See Pinterest)

Common Core Standard- Language 2nd 6 Weeks Supporting Standards L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

ELA Second Grade Pacing Guide 2013-2014 a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Unpacking: L.2.4 & L.2.6-As students at this level focus on word acquisition and use, the intent of the CCSS is to introduce grammatical knowledge in basic ways that will be relearned in more sophisticated contexts in the upper grades. Concepts (What students need Skills (What students must Essential Vocabulary Essential Questions to know) be able to do) Compound Words  Determine/clarify the prefix, root word, -How can I determine/clarify the meaning of unknown and Prefix meaning of unknown and compound words, multiple meaning words? Root Word multiple meaning words glossaries, dictionaries -How can I use descriptive language in responding? Adjectives  Use words and phrases Adverbs when responding to texts Text Resources Other Resources Suggested Thinking Maps Unit 6 (Open Court): Chapter Books: Tree Map The First Americans Molly’s Pilgrim, The Courage of Sarah Noble Multi-Flow Map New Hope Dust for Dinner, The Adventures of Laura/ Jack Brace Map The Story of the Statue of Pioneer Sisters, Animal Adventures Bubble Map Liberty School Days, Sarah Plain and Tall A Piece of Home Ellis Island Websites Jalapeno Bagels

ELA Second Grade Pacing Guide 2013-2014 Common Core Standard- 2nd 6 Weeks Speaking & Listening Priority Standards Supporting Standards SL.2.4- Tell a story or recount an SL.2.5-Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experience with appropriate facts and experiences when appropriate to clarify ideas, thoughts, and feelings. relevant, descriptive details, speaking audibly in coherent sentences. SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Unpacking: SL.2.4-Second grade students should be able to engage in storytelling and report facts and relevant details about an experience. SL.2.5-They should be able to utilize digital media (Garage Band, personal computers) to make audio recordings of stories or poems and add visual displays to illuminate chosen facts or details. SL.2.6-Students will need to engage in behaviors that lead to the expression of complete ideas both verbally and in writing: turn and talk, small group discussion, computer use, and writing and speaking learning activities. Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) visual displays  Tell stories audio recordings, -How can I speak using complete sentences using key audio recordings  Recount experiences descriptive details, visual ideas and details in a logical order? complete sentences displays -How can I design a multimedia presentation?  Create audio relevant descriptive details -Why is it important to respond appropriately in group recordings, visual discussion? displays  Produce complete sentences Text Resources Other Resources Suggested Thinking Maps

ELA Second Grade Pacing Guide 2013-2014 Unit 6 (Open Court): Chapter Books: Tree Map The First Americans Molly’s Pilgrim, The Courage of Sarah Noble Multi Flow Map New Hope Dust for Dinner, The Adventures of Laura/ Jack Brace Map The Story of the Statue of Liberty Pioneer Sisters, Animal Adventures Bubble Map A Piece of Home School Days, Sarah Plain and Tall Jalapeno Bagels Ellis Island Websites

Common Core Standard- Reading Foundational 3rd 6 Weeks Supporting Standards RF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 a, b-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. Unpacking: RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling ability, and vocabulary development. RF.2.4 a, b-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. Concepts (What students need to know) Skills (What students must Essential Vocabulary Essential Questions be able to do)

ELA Second Grade Pacing Guide 2013-2014 Phonics • Read with accuracy and prefixes, suffixes, vowel -How do I apply phonics and word analysis Prefixes fluency teams skills to decode words? Suffixes • Know and apply grade level -How do I decode and use expression to read Vowel Teams phonics &word analysis skills fluently? Text Resources Other Resources Suggested Thinking Maps Unit 2: Kindness (Open Court) ( Use this unit to teach Economics Standards.) Flow Map Mushroom in the Rain Bubble Map/ Double Bubble Map The Paper Crane Flow Map Corduroy, Cinderella The Story of the Three Whales The Elves and the Shoe Maker

Common Core Standard- Reading Literature 3rd 6 Weeks Priority Standards Supporting Standards RL.2.5- Describe the overall structure of a story, including describing how the RL.2.3- Describe how characters in a story respond to major events and beginning introduces the story and the ending concludes the action. challenges. RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.7- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Unpacking: RL.2.3- Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’ reaction to what is taking place in the story. RL.2.4-Students are required to tell how words and phrases provide meaning to a story, poem, or song. RL.2.5-They begin to understand story structure by explaining how the introduction is the beginning and the conclusion is where the action ends. RL.2.7-Students are required to use information from pictures, print, or digital text to show they understand characters, setting and plot.

ELA Second Grade Pacing Guide 2013-2014 Concepts (What students Skills (What students must be Essential Vocabulary Essential Questions need to know) able to do) Story Structure  Describe the structure of the characters, alliteration, -Why is the order of events in a story important? Alliteration story rhymes, illustration, setting, -How do words and phrases add meaning to a story, Rhymes  Describe how characters plot, digital text, introduction, poem, or song? Illustrations respond conclusion -How can illustrations and words help me to better Characters understand a text?  Describe how words and Setting -What can you learn from the way a character acts? phrases add to the text Plot  Use information from various sources to understand text Text Resources Other Resources Suggested Thinking Maps Unit 2: Kindness (Open Court) Other versions of Cinderella Flow Map Mushroom in the Rain, The Paper Crane ( Use this unit to teach Economics Standards.) Bubble Map/ Double Bubble Map Corduroy, Cinderella Flow Map The Story of the Three Whales The Elves and the Shoe Maker

Common Core Standard-Reading Informational 3rd 6 Weeks Priority Standards Supporting Standards RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, RI.2.3-Describe the connection between a series of historical events, glossaries, indexes, electronic menus, icons) to locate key facts or information in a scientific ideas or concepts, or steps in technical procedures in a text. text efficiently. RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

ELA Second Grade Pacing Guide 2013-2014 Unpacking: RI.2.3-Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text. RI.2.5-As students continue to build the skill of using text features to find information with proficiency; they need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information. RI.2.6-Students are required to tell the main purpose of a text according to what the author wants the reader to know. RI.2.7-Students are required to integrate visual and print information to clarify understanding. Concepts (What students need Skills (What students must be Essential Essential Questions to know) able to do) Vocabulary Text Features (captions, bold  Know and use text features historical events -How can I compare events, scientific ideas, or steps in print, subheadings, glossaries,  Identify the main purpose scientific ideas technical procedures? technical procedures -How do I use text features to locate information? indexes, electronic menus, icons)  Describe the connection -How can using diagrams help me comprehend between informational text informational text?  Explain textual uses of -What is the author’s purpose? images Text Resources Other Resources Suggested Thinking Maps Unit 2: Kindness (Open Court) Other versions of Cinderella Flow Map Mushroom in the Rain ( Use this unit to teach Economics Standards.) Bubble Map/ Double Bubble Map The Paper Crane Flow Map Corduroy The Story of the Three Whales The Elves and the Shoe Maker Cinderella

Common Core Standard- 3rd 6 Weeks Writing Priority Standards Supporting Standards

ELA Second Grade Pacing Guide 2013-2014 W.2.2- Write informative/explanatory W.2.8- Recall information from experiences or gather information from provided sources to answer a question. texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7- Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Unpacking: W.2.2-Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions as part of informative/explanatory writing. W.2.7-Second grade students are required to participate in shared research projects. Students will need to understand their role (job on the team) and how they will contribute (work they will do) on the project from beginning to end. W.2.8- At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge to find the key information they need to answer research questions and take notes. Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Research  Write informative texts informative/explanatory -How can I contribute and collaborate to a group writing  Participate in shared texts, concluding project? research and projects statements -How do I compose a factual writing to explain a topic? -How can I relate my personal experiences through  Recall/gather writing? information to answer questions Text Resources Other Resources Suggested Thinking Maps Unit 2: Kindness Other versions of Cinderella Flow Map (Open Court) ( Use this unit to teach Economics Standards.) Bubble Map/ Double Bubble Map

ELA Second Grade Pacing Guide 2013-2014 Mushroom in the Rain WRITING: Flow Map The Paper Crane Write about a time you showed kindness. Corduroy Write about a time someone showed you kindness. The Story of the Three Whales Write about a way we can create a kinder world. The Elves and the Shoe Maker Write an opinion piece about how they feel about saving the Cinderella whales. Support with details from our story.

Common Core Standard- 3rd 6 Weeks Language Supporting Standards L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Unpacking: L.2.4- The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Prefixes  Determine/clarify the context clues, prefixes, -How does knowing root words and prefixes help me to Context Clues meaning of unknown root words, glossary, determine meaning? Root Words and multiple-meaning dictionary, thesaurus, -What resources can I use to determine and clarify words and phrases multiple meaning words, meaning?

ELA Second Grade Pacing Guide 2013-2014 root/base word, clarify

Text Resources Other Resources Suggested Thinking Maps Unit 2: Kindness (Open Court) Other versions of Cinderella Flow Map Mushroom in the Rain ( Use this unit to teach Economics Standards.) Bubble Map/ Double Bubble Map The Paper Crane Flow Map Corduroy Double Bubble The Story of the Three Whales The Elves and the Shoe Maker Cinderella

Common Core Standard-Speaking & Listening 3rd 6 Weeks Supporting Standards SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Unpacking: SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard. SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information. Concepts (What students need Skills (What students must Essential Vocabulary Essential Questions to know) be able to do) *Asking appropriate questions  Recount or describe key analyze information, -How do I ask and answer questions to deepen ideas clarify, topic, question understanding?  Ask and answer -How can I speak using complete sentences using key ideas and details?

ELA Second Grade Pacing Guide 2013-2014 questions

Text Resources Other Resources Suggested Thinking Maps Unit 2: Kindness (Open Court) Other versions of Cinderella Flow Map Mushroom in the Rain ( Use this unit to teach Economics Standards.) Bubble Map/ Double Bubble Map The Paper Crane Flow Map Corduroy Double Bubble The Story of the Three Whales The Elves and the Shoe Maker Cinderella

Common Core Standard-Reading Foundational 4th 6 Weeks Supporting Standards RF.2.3- Know and apply grade-level phonics and word analysis skills in f. Recognize and read grade-appropriate irregularly spelled words. decoding words. a. Distinguish long and short vowels when reading regularly spelled one- RF.2.4 a, b, c- Read with sufficient accuracy and fluency to support syllable words. comprehension. b. Know spelling-sound correspondences for additional common vowel teams. a. Read grade-level text with purpose and understanding. c. Decode regularly spelled two-syllable words with long vowels. b. Read grade-level text orally with accuracy, appropriate rate, and expression. d. Decode words with common prefixes and suffixes. c. Use context to confirm or self-correct word recognition and understanding, e. Identify words with inconsistent but common spelling-sound rereading as necessary. correspondences.

ELA Second Grade Pacing Guide 2013-2014 Unpacking: RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling ability, and vocabulary development. RF.2.4 a, b, c- Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. Concepts (What students need Skills (What students must Essential Vocabulary Essential Questions to know) be able to do) Long & Short Vowels  Know and apply grade decode, syllable, long and -How do I decode words with short and long vowels? Vowel Teams level phonics and word short vowel, root word/base -How do I use prefixes and suffixes to decode words? Prefixes analysis skills word, prefix, suffix, vowel Suffixes  Read with accuracy and teams, high frequency/word fluency wall words, Text Resources Other Resources Suggested Thinking Maps Unit 5: Courage (Open Court) Chapter Books: Bubble Map Molly the Brave and Me Black History Texts Double Bubble Dragons and Giants The True Story of Balto Double Bubble-Compare/Contrast The Hole in the Dike Stone Fox Bubble A Picture Book of Martin Luther Stories of Courage: Flow Map King Jr. Amelia Earhart Bridge Maps The Empty Pot Sally Ride Brave As a Mountain Lion George Washington Carver

Common Core Standard-Reading Literature 4th 6 Weeks Priority Standards Supporting Standards RL.2.2-Recount stories, including fables and folktales from diverse cultures, and RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, determine their central message, lesson, or moral. rhymes, repeated lines) supply rhythm and meaning in a story, poem, or RL.2.9-Compare and contrast two or more versions of the same story (e.g., song.

ELA Second Grade Pacing Guide 2013-2014 Cinderella stories) by different authors or from different cultures. Unpacking: RL.2.2- Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables. RL.2.4- Students are required to tell how words and phrases provide meaning to a story, poem, or song. RL.2.9- They read versions of the same story and find similarities and differences. Concepts (What students need to Skills (What students Essential Vocabulary Essential Questions know) must be able to do) Moral, Lesson, or Message  Recount stories to compare , contrast, -How are stories alike and different? Compare and Contrast determine message characters, setting, -How does an author’s choice of words add meaning to a Alliteration  Compare and contrast events, problems, story, poem, or song? version of the same resolution, plot, word -How can I use the 5Ws to retell a fable or folktale and text choice determine a message, lesson, or moral?  Describe how words and phrases contribute to the text’s meaning Text Resources Other Resources Suggested Thinking Maps Unit 5: Courage (Open Court) Chapter Books: Bubble Map, Double Bubble Molly the Brave and Me Black History Texts Flow Map Dragons and Giants The True Story of Balto Bridge Maps The Hole in the Dike Stone Fox A Picture Book of Martin Luther King Stories of Courage: Jr. Amelia Earhart The Empty Pot Sally Ride Brave As a Mountain Lion George Washington Carver

ELA Second Grade Pacing Guide 2013-2014 Common Core Standard- 4th 6 Weeks Reading Informational Priority Standards Supporting Standards RI.2.4-Determine the meaning of words RI.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. and phrases in a text relevant to a grade 2 RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text topic or subject area. RI.2.9-Compare and contrast the most important points presented by two texts on the same topic.

Unpacking: RI.2.2- They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to understand the overall focus of a text with several paragraphs. RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2. RI.2.7- Students are required to integrate visual and print information to clarify understanding. RI.2.9- They should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic. Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Compare & Contrast  Identify the main idea of diagrams, images, graphs, -How do I make inferences to identify main idea? Text Features & Images texts interpret, nonfiction, -How can I use a graphic organizer to diagram main idea and  Explain how images informational key details? -How can using diagrams help me comprehend informational contribute to text text?  Compare and contrast - How can I analyze two texts on the same topic? texts  Determine the meaning of grade appropriate vocabulary Text Resources Other Resources Suggested Thinking Maps Unit 5: Courage (Open Court) Stories of Courage: Bubble Map Molly the Brave and Me Amelia Earhart Double Bubble

ELA Second Grade Pacing Guide 2013-2014 Dragons and Giants Sally Ride Flow Map The Hole in the Dike George Washington Carver Bridge Maps A Picture Book of Martin Luther King Jr. Chapter Books: The Empty Pot Black History Texts Brave As a Mountain Lion The True Story of Balto Stone Fox

Common Core Standard-Writing 4th 6 Weeks Priority Standards Supporting Standards W.2.1-Write opinion pieces in which they introduce the topic or book they are writing W.2.5-With guidance and support from adults and peers, focus on a topic and about, state an opinion, supply reasons that support the opinion, use linking words (e.g., strengthen writing as needed by revising and editing. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.7-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Unpacking: W.2.1- Second grade students should be able to express their opinion and demonstrate the ability to share their opinion and reasoning with others. W.2.5- With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills. W.2.7- Second grade students are required to participate in shared research projects. Concepts (What students need Skills (What students must Essential Vocabulary Essential Questions to know) be able to do) Opinion Pieces  Write opinion pieces revise, edit, topic, -How can I contribute and collaborate to a group writing Linking Words  Participate in shared compose, focus, peer edit project? Revising research research, collaborate, -How do I revise and edit to strengthen my writing? Editing reports, observations,  Strengthen writng - How do I write an opinion piece using reasons to Planning record, contribute, support? scientific observations

ELA Second Grade Pacing Guide 2013-2014 Text Resources Other Resources Suggested Thinking Maps Unit 5: Courage (Open Court) Stories of Courage: Bubble Map Molly the Brave and Me Amelia Earhart Double Bubble Dragons and Giants Sally Ride Flow Map The Hole in the Dike George Washington Carver Bridge Maps with Similes A Picture Book of Martin Luther Chapter Books: King Jr. Black History Texts WRITING: The Empty Pot The True Story of Balto Write about a person who is an everyday hero. Brave As a Mountain Lion Stone Fox Research a famous hero/American.

Common Core Standard-Language 4th 6 Weeks Supporting Standards L.2.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a). Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). b). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). c). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Unpacking: L.2.4-With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and are beginning to use reference materials. L.2.6-Students in grade 2 will use what they know about HOW language works when they write, speak, read, and listen. Concepts (What students Skills (What students must be able Essential Vocabulary Essential Questions need to know) to do)

ELA Second Grade Pacing Guide 2013-2014 Prefix  Determine the meaning of context clues, prefixes, -How does knowing root words and prefixes help me to Root Word unknown words root words, glossary, determine meaning? Adjectives  Use words and phrases in tasks. dictionary, thesaurus, -What resources can I use to determine and clarify Adverbs multiple meaning words, meaning? root/base word, clarify -How can I use descriptive language in my writing? Text Resources Other Resources Suggested Thinking Maps Unit 5: Courage (Open Court) Stories of Courage: Bubble Map Molly the Brave and Me Amelia Earhart Double Bubble Dragons and Giants Sally Ride Bubble The Hole in the Dike George Washington Carver Flow Map A Picture Book of Martin Chapter Books: Bridge Maps with Similies Luther King Jr. Black History Texts The Empty Pot The True Story of Balto Brave As a Mountain Lion Stone Fox

Common Core Standard-Speaking & Listening 4th 6 Weeks Priority Standards Supporting Standards SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, SL.2.3-Ask and answer questions about what a speaker says in order to descriptive details, speaking audibly in coherent sentences. clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Unpacking: SL.2.4-Second grade students should be able to engage in storytelling and report facts and relevant details about an experience. SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.

ELA Second Grade Pacing Guide 2013-2014 Concepts (What students need to Skills (What students Essential Vocabulary Essential Questions know) must be able to do) Descriptive Details  Ask and answer facts, details, organize, -How can I speak using complete sentences using key ideas and questions to gain coherent, logical, sequence details? information analyze information, clarify, -How do I ask and answer questions to deepen understanding? topic, question  Recount experiences or students Text Resources Other Resources Suggested Thinking Maps Unit 5: Courage (Open Court) Stories of Courage: Bubble Map Molly the Brave and Me Amelia Earhart Double Bubble Dragons and Giants Sally Ride Flow Map The Hole in the Dike George Washington Carver Bridge Maps A Picture Book of Martin Luther King Jr. The Empty Pot Chapter Books: Brave As a Mountain Lion Black History Texts The True Story of Balto Stone Fox

Common Core Standard- 5th 6 Weeks Reading Foundational Supporting Standards RF.2.3- Know and apply grade-level RF.2.4 a, b, c- Read with sufficient accuracy and fluency to support comprehension. phonics and word analysis skills in a. Read grade-level text with purpose and understanding. decoding words. b. Read grade-level text orally with accuracy, appropriate rate, and expression.

ELA Second Grade Pacing Guide 2013-2014 a. Distinguish long and short vowels c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. when reading regularly spelled one- syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two- syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade- appropriate irregularly spelled words. Unpacking: RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling ability, and vocabulary development. RF.2.4 a, b, c- Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Long & Short Vowels • Know and apply grade level decode, syllable, long and short -How do I decode words with short and long Vowel Teams phonics and word analysis vowel, root word/base word, vowels? Prefixes skills prefix, suffix, vowel teams, -How do I use prefixes and suffixes to decode Suffixes • Read with accuracy and high frequency/word wall words? fluency words, Text Resources Other Resources Suggested Thinking Maps

ELA Second Grade Pacing Guide 2013-2014 Unit 4: Fossils (Open Court) Chapter Books: Flow Map Dinosaur Fossils Cam Jansen and the Mystery of the Dinosaur Bones Multi Flow The Dinosaur Who Lived in my Ivey and Bean Break the Fossil Record Backyard, Why Did the Dinosaurs Dinosaurs Before Dark Disappear? (Dinosaur Research Projects) Monster Tracks Fossils Tell of Long Ago Common Core Standard- 5th 6 Weeks Reading Literature Priority Standards Supporting Standards RL.2.1-Ask and answer such RL.2.3-Describe how characters in a story respond to major events and challenges questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Unpacking: RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details. RL.2.3-Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’ reaction to what is taking place in the story. RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for different characters.

ELA Second Grade Pacing Guide 2013-2014 Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Point of View  Ask and answer details, recall, character, -How can asking and answering questions help me to Dialogue questions to story, setting, plot, better understand a text? Key Details demonstrate beginning, middle, end, -How can I use graphic organizers to recall key details? understanding author, point of view, -What is the difference between the characters’ points of  Acknowledge characters, dialogue, view? differences in texts volume, time, speed  Describe how characters respond to challenges Text Resources Other Resources Suggested Thinking Maps Unit 4: Fossils (Open Court) Chapter Books: Flow Map Dinosaur Fossils Cam Jansen and the Mystery of the Dinosaur Bones Multi Flow The Dinosaur Who Lived in my Ivey and Bean Break the Fossil Record Backyard Dinosaurs Before Dark Why Did the Dinosaurs Disappear? (Dinosaur Research Projects) Monster Tracks Fossils Tell of Long Ago Common Core Standard- 5th 6 Weeks Reading Informational Priority Standards Supporting Standards RI.2.1-Ask and answer such RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in questions as who, what, where, technical procedures in a text. when, why, and how to demonstrate understanding of key RI.2.8-Describe how reasons support specific points the author makes in a text.

ELA Second Grade Pacing Guide 2013-2014 details in a text.

RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Unpacking: RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how. RI.2.3-Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text. RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2. RI.2.8-At this level, students should also be able describe the author’s reasoning by finding support within the text. Concepts (What students need to Skills (What students must be Essential Essential Questions know) able to do) Vocabulary Question Stems  Ask and answer questions historical, scientific, -How can I compare events, scientific ideas, or steps in Technical Procedures about text technical, procedures, technical procedures? Author’s Purpose  Determine the meaning of sequence, purpose, -What strategies and resources are used to understand Words & Phrases words and phrases time line, context, unfamiliar words? glossary, dictionary, -How can asking and answering questions help me to  Describe connections internet, word bank better understand a text? between informational -How can I use graphic organizers to recall key details? texts  Describe how reasons supports the author’s purpose Text Resources Other Resources Suggested Thinking Maps Unit 4: Fossils (Open Court) Chapter Books: Flow Map Dinosaur Fossils Cam Jansen and the Mystery of the Dinosaur Bones Multi Flow The Dinosaur Who Lived in my Ivey and Bean Break the Fossil Record

ELA Second Grade Pacing Guide 2013-2014 Backyard Dinosaurs Before Dark Why Did the Dinosaurs Disappear? (Dinosaur Research Projects) Monster Tracks Fossils Tell of Long Ago

Common Core Standard- 5th 6 Weeks Writing Priority Standards W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Unpacking: W.2.2- Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written presentation). W.2.6- With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology). Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Digital Tools  Write compose, facts, How do I compose a factual writing to explain a topic? Informative/Explanatory Texts informative/explanator concluding statement, What digital tools can I use to publish writing? Concluding Statements y texts introduce, topic,  Produce and publish definition, writing with the use of explanatory/informative digital tools. text, research, source, publish

ELA Second Grade Pacing Guide 2013-2014 Text Resources Other Resources Suggested Thinking Maps Unit 4: Fossils (Open Court) Chapter Books: Flow Map Dinosaur Fossils Cam Jansen and the Mystery of the Dinosaur Bones Multi Flow The Dinosaur Who Lived in my Ivey and Bean Break the Fossil Record Backyard Dinosaurs Before Dark WRITING: Why Did the Dinosaurs Disappear? (Dinosaur Research Projects) Research a dinosaur. Monster Tracks Fossils Tell of Long Ago

Common Core Standard- 5th 6 Weeks Language Supporting Standards L.2.5-Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Unpacking: L.2.5 & L.2.6-Learning words at this stage consists in part of exploring different shades of the same verb (run/sprint) and closely related adjectives, growing vocabulary by using known word parts (prefix, root or compound part) to acquire unknown words, and developing print and digital reference use (glossary and dictionary). Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do)

ELA Second Grade Pacing Guide 2013-2014 Prefix  Use words and phrases read aloud, teacher -How do we distinguish between closely related words? Suffix to respond to tasks conversation, teacher - How can I use descriptive language in my writing? Adjectives  Demonstrate model, descriptive Verbs understanding of language, adjectives, Adverbs vocabulary adverbs, shades of meaning, verbs, adjectives, figurative language, nuances (synonyms) Text Resources Other Resources Suggested Thinking Maps Unit 4: Fossils (Open Court) Chapter Books: Flow Map Dinosaur Fossils Cam Jansen and the Mystery of the Dinosaur Bones Multi Flow The Dinosaur Who Lived in my Ivey and Bean Break the Fossil Record Backyard Dinosaurs Before Dark Why Did the Dinosaurs Disappear? (Dinosaur Research Projects) Monster Tracks Fossils Tell of Long Ago

Common Core Standard-Speaking & Listening 5th 6 Weeks Priority Standards Supporting Standards SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, SL.2.2-Recount or describe key ideas or details from a text read aloud or descriptive details, speaking audibly in coherent sentences. information presented orally or through other media.

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

ELA Second Grade Pacing Guide 2013-2014 Unpacking: SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard. SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information. SL.2.4- Second grade students should be able to engage in storytelling and report facts and relevant details about an experience. Concepts (What students need Skills (What students must Essential Vocabulary Essential Questions to know) be able to do) Descriptive Details  Ask and answer questions key ideas and details, -How can I speak using complete sentences using key Key Ideas to aid comprehension complete sentence, ideas and details? Media  Recount/describe key justify, facts, details, - How can I speak using complete sentences using key details from texts organize, coherent, ideas and details in a logical order? logical, sequence  Tell story or recount experiences with appropriate facts Text Resources Other Resources Suggested Thinking Maps Unit 4: Fossils (Open Court) Chapter Books: Flow Map Dinosaur Fossils Cam Jansen and the Mystery of the Dinosaur Bones Multi Flow The Dinosaur Who Lived in my Ivey and Bean Break the Fossil Record Backyard Dinosaurs Before Dark Why Did the Dinosaurs (Dinosaur Research Projects) Disappear? Monster Tracks Fossils Tell of Long Ago

Common Core Standard-Reading Foundational 6th 6 Weeks Supporting Standards

ELA Second Grade Pacing Guide 2013-2014 RF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 a, b, c- Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Unpacking: RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling ability, and vocabulary development. RF.2.4 a, b, c-Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. Concepts (What students need to know) Skills (What students Essential Vocabulary Essential Questions must be able to do) Long & Short Vowels • Know and apply grade decode, syllable, long and short -How do I decode words with short and long Vowel Teams level phonics and word vowel, root word/base word, vowels? Prefixes analysis skills prefix, suffix, vowel teams, high -How do I use prefixes and suffixes to Suffixes • Read with accuracy and frequency/word wall words decode words? fluency Text Resources Other Resources Suggested Thinking Maps Butterfly House Other Stories about camouflage: Flow Map The Butterfly Seeds Hibernation Multi flow Jane Goodall Unit 3: Camouflage (Open Court): How Animals Sleep, Manatees

ELA Second Grade Pacing Guide 2013-2014 I See Animals Hiding Seals, Sea Lions and Walruses Animal Camouflage Critter Crossing They Thought They Saw Him Endangered Birds Hungry Little Hare Saving the Last Wild Tiger How to Hide an Octopus How the Guinea Fowl Got Her Spots

Common Core Standard-Reading Literature 6th 6 Weeks Priority Standards 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.

ELA Second Grade Pacing Guide 2013-2014 RL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

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

RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

RL.2.9-Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Unpacking: RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details. RL.2.2-Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables. RL.2.5-They begin to understand story structure by explaining how the introduction is the beginning and the conclusion is where the action ends. RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for different characters. RL.2.9-They read versions of the same story and find similarities and differences. Concepts (What students need Skills (What students must Essential Vocabulary Essential Questions to know) be able to do) Key Details  Ask and answer questions details, recall, character, -How can asking and answering questions help me to Fables  Recount texts story, setting, plot, better understand a text? Folktales determining the message beginning, middle, end, -How can I use graphic organizers to recall key details? Central Message author, retell, culture, -How can I use the 5Ws to retell a fable or folktale and  Describe the structure of Point of View diversity, events, details, determine a message, lesson, or moral? texts Dialogue fables, folktales, lesson, -What is the difference between the characters’ points of  Acknowledge differences moral, message, compare view? with characters , contrast, characters, -Why is the order of events in a story important?  Compare and contrast setting, events, problems, - How are stories alike and different? texts resolution, plot, word choice

ELA Second Grade Pacing Guide 2013-2014 Text Resources Other Resources Suggested Thinking Maps Butterfly House Other Stories about camouflage: Flow Map The Butterfly Seeds Hibernation Multi flow Jane Goodall Unit 3: Camouflage (Open Court): How Animals Sleep I See Animals Hiding Manatees Animal Camouflage Seals, Sea Lions and Walruses They Thought They Saw Him Critter Crossing Hungry Little Hare Endangered Birds How to Hide an Octopus Saving the Last Wild Tiger How the Guinea Fowl Got Her Spot

Common Core Standard-Reading Informational 6th 6 Weeks Priority Standards 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.2.4-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.

RI.2.9-Compare and contrast the most important points presented by two texts on the same topic. Unpacking: RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how. RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2. RI.2.5-As students continue to build the skill of using text features to find information with proficiency, they need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information. RI.2.9-They should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic. Concepts (What students need Skills (What students must Essential Vocabulary Essential Questions to know) be able to do) Text Features  Ask and answer questions mental images, tone, -How do I use text features to locate information? Grade Level Vocabulary to demonstrate poem, story, song, word -How does an author’s choice of words add meaning to a Question Stems understanding choice, alliteration, story, poem, or song?  Determine the meaning rhyme, rhythm, repeated -How can asking and answering questions help me to of words lines, text features: better understand a text? -How can I use graphic organizers to recall key details?  Know and use text captions, bold print, features heading, subheadings, glossaries, indexes,  Compare and contrast electronic menus, icons, texts pictures/photographs, table of contents, underline, italics

Text Resources Other Resources Suggested Thinking Maps Butterfly House Other Stories about camouflage: Flow Map The Butterfly Seeds Hibernation Multi flow Jane Goodall How Animals Sleep Unit 3: Camouflage (Open Manatees Court): Seals, Sea Lions and Walruses I See Animals Hiding Critter Crossing Animal Camouflage Endangered Birds They Thought They Saw Him Saving the Last Wild Tiger Hungry Little Hare How to Hide an Octopus How the Guinea Fowl Got Her Spots

ELA Second Grade Pacing Guide 2013-2014 Common Core Standard- 6th 6 Weeks Writing Priority Standards Supporting Standards W.2.3-Write narratives, in which they W.2.8-Recall information from experiences or gather information from provided sources to answer a question 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.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Unpacking: Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written presentation). Narrative writing must describe the order of events as they occurred using temporal words (first, next, then, last, etc). Concepts (What students need to Skills (What Essential Vocabulary Essential Questions know) students must be able to do) Narrative pieces  Write publish, produce, collaborate, digital tools, -What digital tools can I use to publish writing? Publishing Writing narratives word processors, digital cameras, web -How do I summarize events using details? Producing Writing Tasks  Recall/gather search engines, temporal words, -How can I relate my personal experiences information to summarize, sequence, recount, narrative, through writing? answer details, closing sentence, conclusion

ELA Second Grade Pacing Guide 2013-2014 questions statement, closure, focus  Publish and produce writing Text Resources Other Resources Suggested Thinking Maps Butterfly House Other Stories about camouflage: Flow Map The Butterfly Seeds Hibernation Multi flow Unit 3: Camouflage (Open Court): Jane Goodall I See Animals Hiding How Animals Sleep Animal Camouflage Manatees They Thought They Saw Him Seals, Sea Lions and Walruses Hungry Little Hare Critter Crossing How to Hide an Octopus Endangered Birds How the Guinea Fowl Got Her Spots Saving the Last Wild Tiger Common Core Standard- 6th 6 Weeks Language Supporting Standards L.2.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a). Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). b). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). c). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5-Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Unpacking: L.2.4-With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and are beginning to use reference materials

ELA Second Grade Pacing Guide 2013-2014 L.2.5-

Concepts (What students need to Skills (What students must Essential Vocabulary Essential Questions know) be able to do) Prefix  Determine the meaning context clues, prefixes, -How does knowing root words and prefixes help me to Root Word of unknown words root words, glossary, determine meaning? Adjectives dictionary, thesaurus, -What resources can I use to determine and clarify Adverbs multiple meaning words, meaning? root/base word, clarify -How do we distinguish between closely related words? Text Resources Other Resources Suggested Thinking Maps Butterfly House Other Stories about camouflage: Flow Map The Butterfly Seeds Hibernation Multi flow Jane Goodall Unit 3: Camouflage (Open Court): How Animals Sleep I See Animals Hiding Manatees WRITING: Animal Camouflage Seals, Sea Lions and Walruses Research an animal that uses camouflage. They Thought They Saw Him Critter Crossing Create Lap Book about an animal. Hungry Little Hare Endangered Birds How to Hide an Octopus Saving the Last Wild Tiger How the Guinea Fowl Got Her Spots Common Core Standard- 6th 6 Weeks Speaking & Listening Priority Standards Supporting Standards SL.2.4-Tell a story or recount an SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other experience with appropriate facts and media.

ELA Second Grade Pacing Guide 2013-2014 relevant, descriptive details, speaking audibly in coherent sentences. SL.2.3- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Unpacking: SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard. SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information. SL.2.4- Second grade students should be able to engage in storytelling and report facts and relevant details about an experience. Concepts (What students need to Skills (What students Essential Vocabulary Essential Questions know) must be able to do) Descriptive Details • Ask and answer questions read aloud, teacher conversation, -How can I speak using complete sentences using Key Ideas to aid comprehension teacher model, descriptive key ideas and details? Media • Recount/describe key language, adjectives, adverbs, - How can I speak using complete sentences using details from texts shades of meaning, verbs, key ideas and details in a logical order? • Tell story or recount adjectives, figurative language, experiences with appropriate nuances (synonyms) facts Text Resources Other Resources Suggested Thinking Maps Butterfly House Other Stories about camouflage: Flow Map The Butterfly Seeds Hibernation Multi flow Jane Goodall Unit 3: Camouflage (Open Court): How Animals Sleep I See Animals Hiding Manatees Animal Camouflage Seals, Sea Lions and Walruses They Thought They Saw Him Critter Crossing Hungry Little Hare Endangered Birds How to Hide an Octopus Saving the Last Wild Tiger How the Guinea Fowl Got Her Spots