Second Grade ELA Pacing Guide 2012-13

1st 9 weeks Aug. 7 to Oct. 5 Lesson Standard Learning Targets Student Friendly Essential Question Tennessee Academic Additional Resources Assessments Statements Vocabulary

Iris and RL.2.3 Describe  Students  I know the major How does understanding a  challenge *Country Mouse, City  RL.2.3 Test Walter Aug. how must know the events in the story are character's response to  responds Mouse (urban, rural, Plan Final 12- 20-24 characters major events are described by key events in a story help you suburbs) 3-11.doc in a story described by key details in the text. to better understand the The Little House by (33k) story? respond to details in a text. Virginia Lee Burton  Students major  I know a challenge is  RL.2.3 Test must know that a Understanding a events and an act that requires special Final 12-3- challenge is an act effort. character's responses and ONGOING RESOURCES: 11.docx (17k) challenges motivations helps the that requires  I know characters will Waltke’s Web  RL.2.3 Answer reader to make special effort. react to major events and Key Final 12- connections to the text,  Students challenges in different ways Welcome to Reading 3-11.docx and those connections help must know that based on their personality Street (18k) characters react to traits and their experiences aid comprehension. major events and in a story. Brainpop Jr. challenges in  I can identify major different ways events in a story. Safari Montage based on their  I can identify personality traits challenges in a story. Learn 360 and their experiences in a  I can describe how a My Big Universe story. character responds  Students to major events in a story. A+ must identify  I can describe how a major events in a character responds to story. challenges in a story.  Students must identify challenges in a story.

 Students must describe how a character responds to major events in a Second Grade ELA Pacing Guide 2012-13

story.

 Students must describe how a character responds to challenges in a story. Phonics/ RF.2.3a Distinguish How does knowledge of  difference RF.2.3a Test Plan Spelling long and short Knowledge Targets Student-Friendly Knowledge short and long vowel  distinguish Final 12-3-11.docx vowels when Targets patterns impact the ability (16k) reading regularly  Students must to read words? How will spelled one-syllable know all short  I know all short vowel knowledge of vowel RF.2.3a Test Final 12- words. vowel sounds. sounds. patterns help when reading 3-11.docx (23k)  Students must  I know all long vowel longer words? know all long sounds. RF.2.3a Answer Key vowel sounds.  I can recognize a short Readers use their Final 12-3-11.docx  Students must vowel pattern in a word. knowledge of vowel (23k) recognize short  I can recognize a long patterns to successfully vowel patterns in vowel pattern in a word. decode and read unfamiliar words. words  Students must Student-Friendly Reasoning recognize various Targets long vowel patterns in words.  I can tell the difference between short Reasoning Targets and long vowel patterns.  I can use short vowel  Students must patterns to read words. distinguish  I can use long vowel between short and patterns to read words. long vowel patterns. Student-Friendly Performance  Students must Targets apply their knowledge of short  I can orally read a vowel patterns to word with a short or long decode words. vowel pattern  Students must apply their Second Grade ELA Pacing Guide 2012-13

knowledge of long vowel patterns to decode words.

Performance Targets

 Students must orally read one- syllable words containing short and long vowel graphemes Grammar L.2.1f Produce,  simple sentence Sentence Clubhouse Write a simple expand, and Knowledge Targets Student-Friendly Knowledge How can sentences be sentence correctly. rearrange Targets rearranged or complete  Students must expanded to simple and know how to write  I can write a complete clarify meaning? compound a complete simple simple sentence. How can simple sentences sentence.  I can rearrange a sentences be (e.g., The  Students must sentence to clarify meaning. combined to boy watched know how to  I can expand a create the movie; rearrange a sentence to increase detail. compound The little sentence to clarify sentences? meaning. boy watched . the movie; Effective The action communicators movie was utilize their watched by knowledge of the little standard English boy). grammar and usage to clearly communicate their thoughts and ideas.

Exploring RI.2.6 Identify the What is author's purpose?  entertain RI.2.6 Test Plan Final Space main Knowledge Targets Student-Friendly Knowledge How do readers determine  explain 12-3-11.doc 8/27 to 8/31 purpose of a Targets the author's purpose?  describe Second Grade ELA Pacing Guide 2012-13

text,  inform including  Students  I know authors write Authors may write to  persuade RI.2.6 Test Final 12-3- what the must know authors for different reasons (e.g., entertain, inform, or  purpose 11.docx (19k) author write for various inform, entertain, persuade. Efficient readers  support wants to purposes (e.g., persuade). use clues from the text to RI.2.6 Answer Key answer, inform, persuade,  I know text written to determine the author's Final 12-3-11.docx explain, or entertain). inform explains or gives purpose. (18k) describe.  Students information on a topic. must know text  I know text written to written to inform entertain is for the reader's explains or gives enjoyment and makes the information on a reader feel emotions (e.g., topic. happy, sad, scared).  Students  I know text written to must know text persuade tells the author's written to feelings or beliefs on a persuade presents topic and attempts to the author's convince the reader to do opinions or beliefs something or agree with and attempts to the author's view. convince the  I know the main reader to take purpose of a text is the action or agree author's reason for writing with the author's it. view.  Students Student-Friendly Reasoning must know text Targets written to entertain is for the  I can determine what reader's the author wants to enjoyment and answer, explain, or makes the reader describe. feel emotions (e.g.,  I can determine the happy, sad, main purpose of a text and excited). give examples from the text  Students to support my answer. must know the  I can give examples of Second Grade ELA Pacing Guide 2012-13

main purpose of a words, phrases or text is the author's sentences which show the reason for writing reader what the author is it. trying to answer, explain, or describe. Reasoning Targets

 Students must determine what the author wants to answer, explain, and describe within the text.  Students must determine the main purpose of a text.

 Students must give examples of words, phrases, or sentences which indicate what the author wants to answer, explain, or describe. Phonics/ RF.2.3a Distinguish How does knowledge of  difference Walkes Web  RF.2.3a Test Spelling long and short Knowledge Targets Student-Friendly Knowledge short and long vowel  distinguish Plan Final vowels when Targets patterns impact the ability 12-3- reading regularly  Students to read words? How will 11.docx spelled one-syllable must know all  I know all short vowel knowledge of vowel (16k) words. short vowel sounds. patterns help when reading  RF.2.3a Test sounds.  I know all long vowel longer words? Final 12-3-  Students sounds. 11.docx must know all long  I can recognize a short Readers use their Second Grade ELA Pacing Guide 2012-13

vowel sounds. vowel pattern in a word. knowledge of vowel (23k)  Students  I can recognize a long patterns to successfully must recognize vowel pattern in a word. decode and read unfamiliar  RF.2.3a short vowel words. Answer Key patterns in words. Student-Friendly Reasoning Final 12-3-  Students Targets 11.docx must recognize (23k) various long vowel  I can tell the patterns in words. difference between short and long vowel patterns. Reasoning Targets  I can use short vowel patterns to read words.  Students  I can use long vowel must distinguish patterns to read words. between short and long vowel Student-Friendly Performance patterns. Targets  Students must apply their  I can orally read a knowledge of short word with a short or long vowel patterns to vowel pattern. decode words.  Students must apply their knowledge of long vowel patterns to decode words.

Performance Targets

 Students must orally read one-syllable words containing short and long vowel graphemes Second Grade ELA Pacing Guide 2012-13

Grammar L.2.1f Produce,  simple sentence Identify the subject of expand, and Knowledge Targets Student-Friendly Knowledge How can sentences be a simple sentence. rearrange Targets rearranged or complete  Students expanded to simple and must know how to  I can write a complete clarify meaning? compound write a complete simple sentence. How can simple sentences simple sentence.  I can rearrange a sentences be (e.g., The  Students sentence to clarify combined to boy watched must know how to meaning. create the movie; rearrange a  I can expand a compound The little sentence to clarify sentence to increase detail. sentences? boy watched meaning. Effective the movie; communicators The action utilize their movie was knowledge of watched by standard English the little grammar and boy). usage to clearly communicate their thoughts and ideas.

Henry and RL.2.7 Use How do illustrations and  characters Make smores RL.2.7 Test Plan Final Mudge 9/4 information Knowledge Targets Student-Friendly Knowledge words work together to  plot Study Astrology 3-27-12.docx (16k) to 9/7 gained from Targets develop a reader's  problem & the  Students understanding of the story solution RL.2.7 Test Final 3-27- illustrations must identify and  I can identify and elements? (resolution) 12.docx (17k) and words describe describe characters based  sequence of in a print or characters based on evidence from a text Illustrations work with events RL.2.7 Answer Key digital text on evidence from a and its illustrations. the text of a story to  setting Final 3-27-12.docx to text and its  I can identify and develop the characters,  text (18k demonstrat illustrations. describe the setting based setting, and plot. e  Students on evidence from a text understandi must identify and and its illustrations. ng of its describe the  I can identify the plot characters, setting based on as the sequence of events, setting, or evidence from a including the problem and text and its Second Grade ELA Pacing Guide 2012-13

plot. illustrations. solution.  Students must identify the Student-Friendly Reasoning plot as the Targets sequence of events, including  I can explain how an the problem and illustration supports the solution. text.  I can describe characters based on evidence from a text and its illustrations.  I can determine how the characters' actions influence the plot.  I can describe the setting based on evidence from a text and its illustrations.

 I can determine how the plot develops through the sequence of events. Phonics/ RF.2.3e Identify How does knowledge of  grapheme RF.2.3e Test Plan Final Spelling words with Knowledge Targets Student-Friendly Knowledge alternate pronunciation  pronounce 12-3-11.docx (16k) inconsistent Targets patterns help us read but common  Students words? RF.2.3e Test Final 12- spelling- must identify  I can identify common 3-11.docx (17k) sound common spellings spellings in words. Knowledge of sound- corresponde (graphemes).  I know the sounds of spelling correspondences RF.2.3e Answer Key nces.  Students common spellings. provides students with an Final 12-3-11.docx must know the  I know some spellings alternate approach to (17k sound(s) of can be pronounced in pronunciation. common different ways. graphemes.  I know letters that  Students come before or after a must know a spelling can affect their Second Grade ELA Pacing Guide 2012-13

grapheme may pronunciation. have alternate pronunciations (e.g., ea can be pronounced as the long e sound or the short e sound).

 Students must know surrounding letters can affect the pronunciation of a grapheme (e.g., when e follows c in a word, it indicates the c makes the /s/ sound). Grammar L.2.1f Produce,  simple sentence Identify the subject of expand, and Knowledge Targets Student-Friendly Knowledge How can sentences be a simple sentence. rearrange Targets rearranged or complete  Students expanded to simple and must know how to  I can write a complete clarify meaning? compound write a complete simple sentence. How can simple sentences simple sentence.  I can rearrange a sentences be (e.g., The  Students sentence to clarify combined to boy watched must know how to meaning. create the movie; rearrange a  I can expand a compound The little sentence to clarify sentence to increase detail. sentences? boy watched meaning. the movie; Effective The action communicators movie was utilize their watched by knowledge of the little standard English boy). grammar and usage to clearly communicate Second Grade ELA Pacing Guide 2012-13

their thoughts and ideas.

A Walk in RI.2.2 Identify the Why is it important to know  focus RI.2.2 Test Plan Final the Desert main topic Knowledge Targets Student-Friendly Knowledge the main topic of an  indent 12-3-11.doc (36k) 9/10 to 9/14 of a Targets informational text? How do  main topic multiparagr  Students mus the paragraphs within an  multiparagraph RI.2.2 Test Final 12-3- aph text as t know a main  I know a main topic is informational text contribut  paragraph 11.docx (28k) well as the topic is what an what an informational text e to the main topic?  specific focus of informational text is about. RI.2.2 Answer Key It is important for readers to specific is about.  I know a paragraph is Final 12-3-11.docx know the main topic of the paragraphs  (33k Students an indented section in a text so that they within the must know a text that deals with a understand the author’s text. paragraph is a specific key detail of that message. Paragraphs in a section within a text. text discuss different key text, dealing with a  I know to indent details that will help to specific key detail means to leave a blank contribute to the reader’s of that text, and is space at the beginning of a overall understanding of the indicated by a new, new paragraph. main topic. indented line.  I know each  Students paragraph in a text has its must define indent own focus that helps as leaving a blank to support the main topic space at the of the entire text. beginning of a paragraph. Student-Friendly Reasoning  Students Targets must understand each paragraph in  I can identify the main a text can have a topic of an focus that informational text. contributes to the  I can identify the topic main topic of the of each paragraph within entire text. the text.  I can explain how Reasoning Targets different paragraphs Second Grade ELA Pacing Guide 2012-13

support the main topic of  Students an informational text. must determine the main topic of an informational text.  Students must determine the topic of each paragraph within the text.

 Students must explain how the various paragraphs support the main topic of the text. Phonics/ RF.2.3d Decode How does knowledge of  affix RF.2.3d Test Plan Final Spelling words with Knowledge Targets Student-Friendly Knowledge prefixes and suffixes  prefix 12-3-11.docx (16k) common Targets (affixes) impact the ability  suffix prefixes and  Students to read? How does RF.2.3d Test Final 12- knowledge of prefixes and suffixes. must identify  I can identify common 3-11.docx (17k) common prefixes prefixes and suffixes. suffixes (affixes) help break multisyllabic words into and suffixes  I know how to logical parts? RF.2.3d Test Answer (affixes) as a unit. pronounce common Key Final 12-3-11.docx  Students prefixes and suffixes. Knowledge of prefixes and must know how to suffixes (affixes) as units of pronounce Student-Friendly Reasoning pronunciation in common prefixes Targets multisyllabic words helps and suffixes students become proficient (affixes).  I can blend words readers. containing a prefix and/or a Reasoning Targets suffix.

 Students Student-Friendly Performance must blend words Targets Second Grade ELA Pacing Guide 2012-13

containing prefixes  I can orally read words and suffixes with a prefix and/or a (affixes). suffix.

Performance Targets

 Students must orally read words containing prefixes and suffixes (affixes). Grammar L.2.1f The RL.2.2 Recount Why is it important for  culture RL.2.2 Test Plan Final Strongest stories, Knowledge Targets Student-Friendly Knowledge cultures to continue to  fable 12-3-11.docx (17k) One 9/17 to including Targets share their stores, fables,  folktale 9/20 fables and  Students and folktales? What can we  moral RL.2.2 Test Final 12- folktales must know to  I know to recount a learn from these stories?  purpose 03-11.docx (17k) from diverse recount a story is story means to retell it.  recount cultures, to retell it.  I know a fable is a Different cultures use RL.2.2 Answer Key and  Students short story that has a stories, fables, and folktales Final 12-3-11.docx determine must know a fable moral. to teach younger members (18k their central is a short story that  I know a folktale is a of the group about the message, conveys a moral. story that has been told for values, beliefs, and lesson, or  Students a long time. culture of the group. moral. must know a  I know a moral is a folktale is a story lesson that a story can that has been teach you. handed down over  I know before I start a long period of reading a story I need to time. have a purpose for reading.  Students  I know that stories can must know a moral teach a lesson or convey a is a lesson that can message. be derived from a story. Student-Friendly Reasoning  Students Targets Second Grade ELA Pacing Guide 2012-13

must understand we have a purpose  I know how to listen for reading stories. to a story and figure  Students out the message, lesson, or must understand moral. stories can teach a  I can identify cultural lesson or convey a details which help send a message. central message, lesson, or moral. Reasoning Targets  I can determine how the stories, fables, and/or  Students folktales help to teach a must determine lesson, moral, or central the message. central message, lesson, or moral of a story.  Students must identify cultural details which help convey a central I, lesson, or moral.

 Students must determine how the stories, fables, and/or folktales help to teach a lesson, moral, or central message. Phonics/ RF.2.3e Spelling Grammar L.2.1f Tara and RI.2.5 Know and How do text features affect  bold print Tiree 9/24 use various Knowledge Targets Student-Friendly Knowledge the reader's understanding  captions Second Grade ELA Pacing Guide 2012-13 to 9/28 text of a text?  efficiently features  Students Targets  glossary (e.g., must know text Readers use all of the  icon captions, features are used  I know text features content in a text to  index bold print, to locate key facts are used to locate increase their  subheadings subheadings and information. important facts and understanding of a text.  text features , glossaries,  Students information. Authors include content indexes, must know authors  I know authors use besides the words in a text electronic use text features text features to point out to support and enhance the menus, to emphasize key important ideas or give reader's understanding of icons) to ideas or provide aditional information, the text. locate key additional which helps the reader facts or information to understand the text. information enhance the text.  I know captions are in a text  Students short explanations under a efficiently. must know picture or visual which give captions are short more information about explanations under the picture or visual. a picture or visual  I know bold print is which give the words or phrases from the reader additional text written in darker print. information about  I know subheadings the picture or are words or groups of visual. words under a heading  Students which tell what a section of must know bold text is about. print is a word or  I know glossaries are phrase written in alphabetical lists of words darker print to and their meanings, found emphasize at the back of a text. importance in a  I know indexes are passage. alphabetical lists of  Students important topics and their must know page numbers located in subheadings are the back of the book. words or groups of  I know electronic words under a menus are tools that guide Second Grade ELA Pacing Guide 2012-13

heading which tell the reader to specific topics the reader the within an electronic text. content of a  I know icons are specific portion of pictures representing text. specific files or software  Students applications. must know glossaries are Student-Friendly Reasoning alphabetical lists of Targets important words and their  I can use text features meanings, found at to locate specific facts and the back of a text. information in a text.  Students  I can explain how must know indexes various text features help are alphabetical readers gain information lists of important from a text (e.g., bold print topics and their is used to give emphasis to page numbers text). located in the back  I can select the best of the text. text feature to find a piece  Students of information. must know  I can explain how text electronic menus features relate to the are navigation overall passage. tools which guide the reader to specific topics within an electronic text.  Students must know icons are pictures representing specific files or software Second Grade ELA Pacing Guide 2012-13

applications.

Reasoning Targets

 Students must use text features to locate specific facts and information in a text.  Students must explain how various text features help readers gain information from a text (e.g., bold print is used to give emphasis to text).  Students must select the most appropriate text feature to locate a specific piece of information.  Students must evaluate how text features connect to the greater text.

Phonics/ RF.2.3f Recognize How does knowledge of  pronounce RF.2.3f Test Plan Final Spelling and read Knowledge Targets Student-Friendly Knowledge irregularly spelled words  pronunciation 3-3-12.docx (16k) grade- Targets help us become proficient Second Grade ELA Pacing Guide 2012-13

appropriate readers?  unusual irregularly  Students  I know some spelling RF.2.3f Test Final 3-3- spelled must know words patterns do not occur often Readers apply their 12.docx (22k) knowledge of irregularly words. can contain unique in words. spelled words to or infrequent  I know some spelling RF.2.3f Answer Key successfully read and spelling patterns. Final 3-3-12.docx (19k patterns are not comprehend text.  Students pronounced the way they must know some appear. words have  I can recognize words spelling patterns with unusual spelling that do not follow patterns. normal pronunciation Student-Friendly Performance rules (e.g., Targets country).  Students  I can orally read words must recognize with unusual spelling words with patterns. irregular spellings by sight.

Performance Targets

 Students must orally read grade-appropriate irregularly spelled words. Grammar L.2.1a Use What is a collective noun?  collective noun collective Knowledge Targets Student-Friendly Performance When can its use nouns (e.g., Targets communicate meaning group).  Students effectively? must know a  I can use the accurate collective noun collective noun that Effective communicators names a group of describes more than one understand the functions of language in different two or more person, place, thing, or idea contexts, use it to fully persons, places, in speaking. comprehend when reading Second Grade ELA Pacing Guide 2012-13

or listening, and clearly things, or ideas Student-Friendly Product address ideas when (e.g., class, people, Targets speaking or writing. team, forest, flock). I can use the accurate  Students collective noun that describes must know when more than one person, place, referring to more thing, or idea in writing. than one noun, the noun must be used in its collective form, if one is available.

Performance Targets

 Students must use the accurate collective noun that describes more than one person, place, thing, or idea in speaking.

Product Targets

 Students must use the accurate collective noun that describes more than one person, place, thing, or idea in writing. Ronald RL.2.3 Describe How does understanding a  challenge RL.2.3 Test Plan Final Morgan how Knowledge Targets Student-Friendly Knowledge character's response to Second Grade ELA Pacing Guide 2012-13

Goes to Bat characters in events in a story help you  responds 12-3-11.doc (33k) 10-1 to 10-5 a story  Students Targets to better understand the respond to must know the story? major major events are  I know the major events and described by key events in the story are Understanding a RL.2.3 Test Final 12-3- challenges. details in a text. described by key details in character's responses and 11.docx (17k)  Students the text. motivations helps the  reader to make must know that a I know a challenge is RL.2.3 Answer Key connections to the text, challenge is an act an act that requires special Final 12-3-11.docx that requires effort. and those connections help (18k) special effort.  I know characters will aid comprehension  Students react to major events and must know that challenges in different ways characters react to based on their personality major events and traits and their experiences challenges in in a story. different ways  I can identify major based on their events in a story. personality traits  I can identify and their challenges in a story. experiences in a story. Student-Friendly Reasoning  Students Targets must identify major events in a  I can describe how a story. character responds  Students to major events in a story. must identify  I can describe how a challenges in a character responds to story. challenges in a story.

Reasoning Targets

 Students must describe how a character responds to major Second Grade ELA Pacing Guide 2012-13

events in a story.  Students must describe how a character responds to challenges in a story.

Phonics/ I know a contraction is a What does the use of an  apostrophe  Elementary L.2.2c Test Plan Final Spelling L.2.2c Knowledge Targets shortened form of a word or apostrophe in a word  possessives School ELA RPDP 12-3-11.docx (14k) group of words, with the indicate? Why is it Resources Use an  contractions  Students must missing letters usually marked important to use an L.2.2c Test Final 12-3- apostrop know a contraction by an apostrophe. apostrophe when using 11.docx (17k) he to is a shortened form contractions and form of a word or group I know an apostrophe is used in possessives? L.2.2c Answer Key of words, with the a contraction. Final 12-3-11.docx contracti missing letters Effective writers utilize ons and (17k) usually marked by I know an apostrophe is used in their knowledge of standard frequentl an apostrophe. a contraction shows where English punctuation to y  Students must letters have been omitted clearly communicate their thoughts and ideas. occurring know an apostrophe is used possessiv in a contraction. es.  Students must know an apostrophe is used in a contraction to show where letters have been omitted. Grammar Why is it important to  geographic name Elementary School L.2.2a Knowledge Targets Student-Friendly Knowledge capitalize proper nouns  holiday ELA RPDP Resources Targets when writing? How can it Capitaliz  product name  Students must help a reader read with  proper noun e capitalize holidays  I can capitalize ease? holidays, (e.g., Labor Day, holidays (e.g., Labor Day, Second Grade ELA Pacing Guide 2012-13

product Effective writers utilize names, Thanksgiving). Thanksgiving). their knowledge of standard English capitalization to and  Students must  I can capitalize capitalize product product names (e.g., clearly communicate their geograph names (e.g., Kleenex, Gogurt). thoughts and ideas. ic names. Kleenex, Gogurt).  I can capitalize geographic names (e.g., Las  Students must Vegas, Mt. Charleston). capitalize geographic names (e.g., Las Vegas, Mt. Charleston). 2nd 9 weeks Oct. 8 to Dec. 19 Turtle’s What do authors consider  points  Elementary Race with RI.2.8 Knowledge Targets Student-Friendly Knowledge when supporting their  reasons School ELA RPDP Targets points? Why is it Resources Beaver 10-8 Describe to 10-12  Students must important for authors to how identify the points  I can identify the provide evidence to support reasons the author made in points the author made in their points? support the text. the text. When authors make points specific  Students must  I can identify the identify the reasons reasons an author gives to in informational text they points an author gives to support specific points in a choose specific details to the support specific text. include to convey a author points in a text. particular message or demonstrate validity of the makes in Student-Friendly Reasoning Reasoning Targets Targets information. a text.  Students must  I can explain what explain what information from the text information from helps me understand the the text helps a author's message. reader understand  I can explain why the the author's author would include message. certain information in the text.  Students must Second Grade ELA Pacing Guide 2012-13

explain why the author would include certain information in the text. Phonics/ Spelling RF.2.3f Grammar L.2.1a Life Cycle Students must know  I know text features How do text features affect  bold print of a RI.2.5 text features are used are used to locate the reader’s understanding  captions to locate key facts and important facts and of a text? Pumpkin Know  efficiently information. information.  electronic menu 10-22 to 10- and use 26  I know authors use Readers use all of the  glossary various Students must know text features to point content in a text to increase  icon text authors use text out important ideas their understanding of a  index text. Authors include features to emphasize or give additional  subheadings features content besides the words key ideas or provide information, which  text features (e.g., additional information helps the reader in a text to support and captions, to enhance the text. understand the text. enhance the reader’s bold  I know captions are understanding of the text. print, Students must know short explanations under a picture or subheadi captions are short explanations under a visual which give ngs, picture or visual which more information glossaries give the reader about the picture or , indexes, additional information visual.  I know bold print is electronic about the picture or visual. words or phrases menus, from the text written icons) to Students must know in darker print. locate bold print is a word or  I know subheadings phrase written in are words or groups key facts of words under a or darker print to emphasize importance heading which tell informati in a passage. what a section of text on in a Second Grade ELA Pacing Guide 2012-13

text is about. efficientl Students must know subheadings are words y.  I can use text features or groups of words to locate specific facts and under a heading which information in a text. tell the reader the  I can explain how content of a specific various text features help portion of text. readers gain information from a text (e.g., bold print Reasoning Targets is used to give emphasis to text). Students must use text  I can select the best features to locate text feature to find a piece specific facts and of information. information in a text.  I can explain how text features relate to the overall Students must explain passage. how various text features help readers gain information from a text (e.g., bold print is used to give emphasis to text).

Students must select the most appropriate text feature to locate a specific piece of information.

 Students must evaluate how text features connect to the greater text. Phonics/ How does knowledge of  vowel team RF.2.3b Test Plan Spelling RF.2.3b Knowledge Targets Student-Friendly Knowledge vowel teams impact the Final 12-3-11.docx Know Targets ability to read words? How (16k) spelling-  Students will knowledge of vowel teams help when reading Second Grade ELA Pacing Guide 2012-13

sound multisyllabic words? correspon must know vowel  I know vowel teams RF.2.3b Test Final 12- dences for teams are a are a group of two, three, or Readers use their 3-11.docx (17k) additional combination of four letters which make a knowledge of vowel common two, three, or four vowel sound. patterns to successfully RF.2.3b Answer Key letters which  I can identify common decode and read unfamiliar Final 12-3-11.docx vowel words. teams. represent a vowel vowel teams. (18k) sound.  I know vowel teams  Students must can make a short or long know vowel teams. vowel sound.  Students must  I can identify the know that a vowel sound(s) of different vowel team can teams. correspond to a short or a long vowel sound.

 Students must identify the sound(s) of common vowel teams. Grammar L.2.1a Bremen Town RL.2.2 Musicians 10-29 to 11-2 Phonics/ How does knowledge of  affix RF.2.3d Test Plan Spelling RF.2.3d Knowledge Targets Student-Friendly Knowledge prefixes and suffixes  prefix Final 12-3-11.docx Targets (affixes) impact the ability  suffix (16k) Decode  Students must to read? How does words identify common  I can identify common knowledge of prefixes and RF.2.3d Test Final 12- with prefixes and prefixes and suffixes. suffixes (affixes) help break 3-11.docx (17k) common suffixes (affixes) as  I know how to multisyllabic words into logical parts? prefixes a unit. pronounce common RF.2.3d Test Answer  Students must prefixes and suffixes. Key Final 12-3- Second Grade ELA Pacing Guide 2012-13

and know how to Knowledge of prefixes and pronounce Student-Friendly Reasoning suffixes (affixes) as units of suffixes. 11.docx (17k) common prefixes Targets pronunciation in and suffixes multisyllabic words helps (affixes).  I can blend words students become proficient containing a prefix and/or a readers. suffix.

Reasoning Targets Student-Friendly Performance Targets  Students must blend words  I can orally read words containing prefixes with a prefix and/or a and suffixes suffix. (affixes).

Performance Targets

 Students must orally read words containing prefixes and suffixes (affixes). Grammar How do irregular plural  collective noun L.2.1b Knowledge Targets Student-Friendly Knowledge nouns impact  irregular plural Targets communication? How are noun Form  Students must they different than regular and use know that some  I know that some plural nouns? frequentl irregular plural irregular plural nouns y nouns change a change a vowel sound when Effective communicators vowel sound when they become plural (e.g., understand the functions of occurring they become plural goose/geese, mouse/mice, language in different irregular (e.g., goose/geese, tooth/teeth, man/men, contexts, use it to fully plural mouse/mice, woman/women). comprehend when reading nouns tooth/teeth,  I know some or listening, and clearly address ideas when (e.g., feet, man/men, nouns/collective nouns woman/women). don't change when they speaking or writing. children,  Students must become plural (e.g., deer, teeth, know some fish, sheep, species). Second Grade ELA Pacing Guide 2012-13

mice, nouns/collective  I know that some nouns do not fish). nouns/collective nouns are change when they plural but do not end in -s. become plural (e.g., people, police, cattle, (e.g., deer, fish, feet). sheep, species).

 Students must know that some nouns/collective nouns are plural but do not end in -s. (e.g., people, police, cattle, feet). A Turkey What strategies do authors  dialogue RL.2.6 Test Plan Final for RL.2.6 Knowledge Targets Student-Friendly Knowledge use to demonstrate changes  point of view 3-3-12.docx (18k) Targets in point of view in literary Thanksgiving Acknowl  quotation marks 11/5 to 11/9  Students must text? How does RL.2.6 Test Final 3-3- edge know point of view  I know point of view acknowledging different 12.docx (20k) differenc is the perspective comes from who is telling points of view influence a es in the from which the the story. reader's understanding of RL.2.6 Answer Key the story? points of story is being told.  I know a story can be Final 3-3-12.docx (18k  Students must told from a character's or view of know a story may narrator's point of view. Authors may choose to character be told from a  I know dialogue is write through the eyes of s, character's or when two or more people different characters in order to better explain the plot of including narrator's point of are talking to each other. view.  I know dialogue is a story. Authors use speaking  Students must typically punctuated with dialogue to change the lens in a know dialogue is a quotation marks. through which the reader is different conversation  I know that point of viewing the events in the story to offer an alternate voice for between two or view changes as the more characters. perspective the primary each dialogue is passed back and  Students must forth between characters. narration. character know dialogue is  I know using different when typically voices when each character reading punctuated with speaks helps me visualize dialogue quotation marks. who is talking.  Students must Second Grade ELA Pacing Guide 2012-13

aloud. know that point of view changes as Student-Friendly Reasoning the dialogue is Targets elaborated back and forth between  I can identify if the characters. story has a first person or  Students must third person narrator. know speaking in  I can identify where different voices for and when the point of view each character will changes between characters help distinguish in the story. who is speaking. Student-Friendly Performance Reasoning Targets Targets

 Students must  I can read a story identify the point aloud, speaking in different of view from voices for each of the which the story is characters during dialogue. told and provide evidence.  Students must identify where and when the point of view changes between characters in the story.

Performance Targets

 Students must read a story aloud, speaking in different voices for each of the characters during dialogue. Phonics/ Spelling RF.2.3b Second Grade ELA Pacing Guide 2012-13 Grammar L.2.2c Pearl and Wagner RI.2.6 11/12 to 11/16 Phonics/ Spelling RF.2.3b Grammar How do we express the past  irregular L.2.1d Knowledge Targets Student-Friendly Knowledge in a sentence? How are  tense Targets verbs that do not follow the  verb Form  Students must rule of adding –d or –ed and use know regular verbs  I know regular verbs formed in the past tense? the past follow a consistent follow a consistent pattern tense of pattern when when forming the past, Effective communicators utilize their knowledge of frequentl forming the past, present, and future tenses. present, and future  I know in order to standard English grammar y tenses. form the past tense of and usage to clearly occurring  Students must regular verbs you add –ed communicate their thoughts irregular know in order to to the verb (e.g., and ideas. verbs form the past tense create/created; work, of regular verbs worked). (e.g., sat, you add –ed to the  I know helping verbs hid, told). verb (e.g. are not used with the past create/created; tense of the verb. work/worked).  I know some verbs are  Students must irregularly formed in the know helping past tense and may have verbs are not used irregular spellings in the with the past tense present tense. of the verb.  Students must Student-Friendly Performance know some verbs Targets are irregularly formed in the past  I can use the past tense tense (e.g., sat, hit, of frequently occurring told). irregular verbs in speaking. Second Grade ELA Pacing Guide 2012-13

Performance Targets Student-Friendly Product Targets  Students must use the past tense  Students must use the of frequently past tense of frequently occurring irregular occurring irregular verbs in verbs in speaking. writing.

Product Targets

 Students must use the past tense of frequently occurring irregular verbs in writing. Dear Juno What steps do I follow in  key words RL.2.1 Test Plan Final 11/26 to RL.2.1 Knowledge Targets Student-Friendly Knowledge order to answer questions  what 12-3-11.docx (15k) Targets about a literary text? How 11/30 Ask and  when  Students must can I use the information in  where RL.2.1 Test Final 12- answer know a key detail  I know key details are the question to help me  who 3-11.docx (16k) such is a piece of pieces of information that locate the answer?  why questions information that help me understand a RL.2.1 Answer Key Proficient readers ask and as who, enhances their literary text. Final 12-3-11.docx comprehension of a  I know key words give answer questions to support (17k) what, literary text. me clues about what to look their understanding of the where,  Students must for in a literary text to literary texts they have when, know key words in answer a question. read. why, and a question give the  I know that “who” reader clues about questions are asking me how to what information is about characters. demonstr being sought.  I know that “what” ate  Students must questions are asking me understa know that “who” about ideas or things. questions refer to  I know that “where” nding of characters within a questions are asking me key literary text. about locations. details in  Students must  I know that “when” a text. know that “what” questions are asking me Second Grade ELA Pacing Guide 2012-13

questions refer about a time. to things or ideas  I know that “why” within a literary questions are asking me text. about a cause of something.  Students must  I know that “how” know that “where” questions are asking me questions refer to about events in the plot. locations within a  I can identify the key literary text. words in questions to figure  Students must out what the question is know that “when” asking. questions refer to the time of the Student-Friendly Reasoning events within a Targets literary text.  Students must  I can use key words to know that “why” help me find information in questions refer to literary text. the cause of events  I can answer who, within a literary what, where, when, why, text. and how questions.  Students must  I can determine if I know that “how” need to look for information questions refer in more than one sentence. to events within a literary text.  I can ask who, what, where, when, why, and how  Students must questions. identify key words within a question.

Reasoning Targets

 Students must use key words to determine what information is being sought in a Second Grade ELA Pacing Guide 2012-13

question.  Students must use key words to locate information in a literary text to answer questions.  Students must answer who, what, where, when, why, and how questions.  Students must determine if they need information from more than one sentence to answer a question.

 Students must formulate who, what, where, when, why, and how questions. Phonics/ Spelling RF.2.3b Grammar L.2.1f Anansi Goes Fishing 12/3 RL.2.2 to 12/7 Phonics/ How is a compound word  compound word Spelling L.2.4d Knowledge Targets Student-Friendly Knowledge created from individual  context clues Targets words? How does context  structural analysis Use  Students help the reader understand knowledg know a compound  I know a compound the meaning? e of the word is composed word is composed of two or meaning of two or more more words that create a Effective readers determine the meaning of of words that create a single meaning. Second Grade ELA Pacing Guide 2012-13

individua  I can use structural unknown words by l words single meaning. analysis to identify analyzing word parts. compound words in text. to predict  Students can use structural the analysis to identify Student-Friendly Reasoning meaning compound words Targets of in text. compoun  I can determine the d words Reasoning Targets meaning of a compound word from context clues. (e.g.,  Students must birdhous determine the e, meaning of a lighthous compound word e, from context clues. housefly; bookshelf , notebook , bookmar k).

Grammar How do we express the past  irregular L.2.1d Knowledge Targets Student-Friendly Knowledge in a sentence? How are  tense Targets verbs that do not follow the Form and  verb  Students must rule of adding -d or -ed use the know regular verbs  I know regular verbs formed in the past tense? past tense follow a consistent follow a consistent pattern of pattern when when forming the past, Effective communicators frequently forming the past, present, and future tenses. utilize their knowledge of occurring present, and future  I know in order to standard English grammar irregular tenses. form the past tense of and usage to clearly verbs (e.g.,  Students must regular verbs you add -ed to communicate their thoughts Second Grade ELA Pacing Guide 2012-13

sat, hid, know in order to the verb (e.g., and ideas. told). form the past tense create/created; work, of regular verbs worked). you add -ed to the  I know helping verbs verb (e.g. are not used with the past create/created; tense of the verb. work/worked).  I know some verbs are  Students must irregularly formed in the know helping past tense and may have verbs are not used irregular spellings in the with the past tense present tense. of the verb.  Students must Student-Friendly Performance know some verbs Targets are irregularly formed in the past  I can use the past tense tense (e.g., sat, hit, of frequently occurring told). irregular verbs in speaking. Performance Targets Student-Friendly Product Targets  Students must use the past tense  Students must use the of frequently past tense of frequently occurring irregular occurring irregular verbs in verbs in speaking. writing. Product Targets

 Students must use the past tense of frequently occurring irregular verbs in writing. Rosa and Blanca 12/10 RL.2.5 to 12/14 Phonics/ Spelling RF.2.3a Second Grade ELA Pacing Guide 2012-13

Grammar L.2.1d 3rd 9 weeks Jan. 7 to Mar. 6

A Weed is a How does understanding  historical events RI.2.3 Test Plan Final Flower RI.2.3 Knowledge Targets Student-Friendly Knowledge the structure of an  scientific 3-3-12.doc (37k) Targets informational text, 1/7 to 1/11 Describe ideas/concepts  Students must including the connections  technical RI.2.3 Test Final 3-3- the know that  I know that historical between events, procedures 12.doc (34k) connectio historical events events are significant ideas/concepts, or steps,  text structures n are significant occurrences from the past. help a reader?  transition/linking RI.2.3 Answer Key between occurrences from  I know that scientific words Final 3-3-12.doc (35k) the past. ideas/concepts are a series  Students must important understandings Good readers understand of know that scientific discovered and/or the connections between historical ideas/concepts are developed by the scientific events, ideas/concepts or steps and use those events, important community. understandings  I know that technical connections to better scientific discovered and/or procedures elaborate the understand informational ideas or developed by the steps in a specialized text. concepts, scientific process. or steps community.  I know the key  Students must features of content-specific in know that technical texts (e.g., science and technical procedures historical texts) based on procedur elaborate the steps text structures (e.g., events, es in a in a specialized steps, procedures). process.  know simple text.  Students must transition/linking words that know the key show connections (e.g., features of content- first, because, then, on the specific texts (e.g., other hand, as a result) in science and informational texts. . historical texts) based on text Student-Friendly Reasoning structures (e.g., Targets events, steps, procedures).  I can identify the  Students must events, key ideas/concepts, Second Grade ELA Pacing Guide 2012-13

know simple transition/linking or steps in informational words that show texts. connections (e.g.,  I can identify words first, because, then, that signal connections in on the other hand, informational texts. as a result) in  I can describe how a informational series of historical events, texts. scientific ideas/concepts, or steps in technical Reasoning Targets procedures are connected.

 Students must identify the events, key ideas/concepts, or steps in informational texts.  Students must identify words that signal connections in informational texts.

 Students must describe how a series of historical events, scientific ideas/concepts, or steps in technical procedures are connected. Phonics/ Spelling RF.2.3d Grammar L.2.1d Martin Luther King, RI.2.3 Jr. Second Grade ELA Pacing Guide 2012-13

1/14 to 1/ 18 Phonics/ What is "shade of  adjective L.2.5b Test Plan Final Spelling L.2.5b Knowledge Targets meaning"? How can using  connotation 12-3-11.doc (34k) different descriptive words  denotation Distingui Student-Friendly Knowledge  Students must change the affect of a  describe/descriptiv L.2.5b Test Final 12-3- Targets sh shades understand that reader? e 11.docx (17k) of words can express  intensity meaning feelings of varying  I know that words can Effective communicators  synonym L.2.5b Answer Key express feelings of varying understand and use among intensity.  verb Final 12-3-11.docx  Students must intensity. figurative language, (17k) closely understand that  I know that words can nuances in word meanings, related words can express express different levels of and word relationships to verbs different levels of strength. clarify and express meaning. (e.g., toss, strength.  I can identify and  Students must define synonyms. throw, identify and define hurl) and synonyms. closely related adjective s (e.g., thin, slender, skinny, scrawny). The Quilt How can comparing and  compare The Josefina Story RI.2.9 Test Plan Final Story RI.2.9 Knowledge Targets Student-Friendly Knowledge contrasting informational  contrast Quilt by Eleanor Coerr 12-3-11.doc (33k) Targets texts on the same topic 1/22 to 1/24 Compare  difference Wagon Wheels by Don  Students must deepen a reader's (different) Bolognese RI.2.9 Test Final 12-3- and know compare  I know that compare understanding? Why might  facts 11.docx (17k) contrast means to find means to find similarities authors present information  important points the most similarities between two or more on the same topic in  informational text RI.2.9 Answer Key different ways? importan between two or things.  similarity (similar) Final 12-3-11.docx more things.  I know that contrast  topic (119k t points Comparing and contrasting  Students must means to find differences  valuable informational texts on the presented know contrast between two or more things information by two means to find  I know that same topic helps a reader see patterns and make Second Grade ELA Pacing Guide 2012-13

texts on differences informational text uses text connections to previous the same between two or features (e.g., pictures, experiences and knowledge more things. maps, titles) to convey in order to deepen their topic.  Students must important information. understanding. know  I can identify the most informational text important points in an uses text features informational text. (e.g., pictures, maps, titles) to Student-Friendly Reasoning convey important Targets information.  Students must  I can compare identify the most how two informational texts important points in on the same topic present an informational the most important points. text.  I can contrast how two informational texts on the Reasoning Targets same topic present the most important points.  Students must compare and explain how two informational texts on the same topic present the most important points.

 Students must contrast and explain how two informational texts on the same topic present the most important points. Phonics/ Spelling RF.2.3e Grammar How are adjectives and  adjective L.2.6 Knowledge Targets Student-Friendly Knowledge adverbs used in speech and  adverb Targets writing? How do  acquire/acquired Second Grade ELA Pacing Guide 2012-13

communicators describe  conversation  Students must  I know adjectives when speaking and writing?  phrases know adjectives describe nouns. describe nouns.  I know adverbs Effective communicators  Students must describe verbs. acquire and use a range of know adverbs  I can use grade- general academic and describe verbs. appropriate general domain-specific words and  Students must academic words and phrases by independently acquire and phrases. using strategies to gain vocabulary important to accurately use  I can use grade- comprehension or grade-appropriate appropriate domain specific expression. general academic words and phrases. words and phrases.  I can use words and  Students must phrases acquired through acquire and conversations and reading accurately use that use adjectives and grade-appropriate adverbs to describe. domain specific  I can respond to text words and phrases. using adjectives and  Students must adverbs to describe. use words and phrases acquired through conversations and reading that use adjectives and adverbs to describe.

 Students must respond to text using adjectives and adverbs to describe.

Frogs RI.2.7 Knowledge Targets Student-Friendly Knowledge What types of images can 1/29 to 2/1 Targets be found in informational Explain  Students must text? How do images help how build understanding of the identify images in  I can identify images  clarify Second Grade ELA Pacing Guide 2012-13

specific topic or subject of the text?  diagrams images a text, including in a text, including  drawings RI.2.7 Test Plan 12-3- Images found in (e.g., a diagrams, diagrams, drawings,  illustrations 11.doc (35k) drawings, illustrations, and informational texts such as  images diagram illustrations, and photographs. diagrams, drawings,  informational text RI.2.7 Test Final 12-3- illustrations, and showing photographs.  photographs 11.docx (18k) how a Student-Friendly Reasoning photographs provide Reasoning Targets Targets additional information and machine clarity about the text in a RI.2.7 Answer Key works) concise manner. Final 1-3-11.docx (19k) contribut  Students must  I can explain the explain the purpose of diagrams, e to and purpose of drawings, illustrations, and clarify a diagrams, photographs in text. drawings, informational text. illustrations, and  I can explain what photographs in specific information (e.g., informational text. how it works, parts of, processes) is provided by  Students must diagrams, drawings, explain what illustrations, and specific photographs. information (e.g., how it works, parts of, processes) is provided by diagrams, drawings , illustrations, and photographs. Phonics/ Spelling RF.2.3e Grammar L.2.6 I Like How do word choice and  alliteration RL.2.4 Test Plan Final Where I RL.2.4 Knowledge Targets Student-Friendly Knowledge rhythm bring meaning and  phrases 12-3-11.doc (33k) Targets fluency to a piece? Am 2/4 to Describe  regular beat 2/8  Students must  rhyme RL.2.4 Test Final 12- how know rhythm is a  I know rhythm is a Authors arrange specific  rhythm 3-11.docx (18k) words strong, repeated strong, repeated pattern or words and phrases to evoke  rhythmic words Second Grade ELA Pacing Guide 2012-13

and a feeling or response.  syllable phrases pattern or sound sound which is evident Through this emotional RL.2.4 Answer Key reaction, the reader can (e.g., which is evident when reading orally. Final 12-3-11.docx when reading  I know alliteration understand the meaning of (18k) regular orally. is the repetition of the same the piece of writing. beats,  Students must sound, usually a consonant alliteratio know alliteration at the beginning of n, is the repetition of consecutive words or words the same sound, that are in close proximity. rhymes, usually a consonant  I know word choice repeated at the beginning of helps to create an overall lines) consecutive words mood or feeling of a story, supply or words that are in poem, or song. close proximity.  I know repeated lines rhythm  Students must are used to create rhythm and know word choice and meaning. meaning helps to create an in a overall mood or Student-Friendly Reasoning feeling of a story, Targets story, poem, or song. poem, or  Students must  I can identify regular song. know repeated beats, alliteration, rhymes, lines are used to and repeated lines. create rhythm and  I can explain how meaning. rhythmic words and phrases add meaning to a story, Reasoning Targets poem, or song.

 Students must identify regular beats, alliteration, rhymes, and repeated lines.

 Students must explain how rhythmic words and phrases add meaning to a story, Second Grade ELA Pacing Guide 2012-13

poem, or song. Phonics/ Spelling RF.2.3b Grammar L.2.6 Presidents 2/11 to 2/14 RI.2.10 By the end of year, read and comprehe nd informatio nal texts, including history/soc ial studies, science, and technical texts, in the grades 2-3 text complexity band proficientl y, with scaffolding as needed at the high end of the range. Grammar Why would a writer prefer  audio W.2.6 Knowledge Targets Student-Friendly Knowledge one digital tool over  digital With guidance and Targets another? How does the tool With  digital tools (e.g., Second Grade ELA Pacing Guide 2012-13

guidance support from adults: With guidance and support best convey the writer's digital and from adults: message? photography, clip art, blogging, support  Students must know digital tools  I know digital tools A writer uses digital tools internet, texting, from are used to produce are used to produce and to enhance their work. A multimedia adults, and publish writing publish writing (e.g., writer determines the digital movies, word use a (e.g., computers, computers, printers, tools according to the task, processing, etc.) audience, or purpose (e.g.,  edit variety of printers, cameras, cameras, audio and digital audio and digital recordings). slide show, blog, audio  multi-media digital recordings). track).  peer collaboration tools to Student-Friendly Reasoning  publish produce Reasoning Targets Targets and With guidance and With guidance and support publish support from adults: from adults: writing,  Students must  I can determine which including determine which digital tools to use to in digital tools to use produce or publish writing. collabora to produce or  I can determine how to tion with publish writing. use support from others to  Students complete my writing. peers. must determine how to use support Student-Friendly Product from others to Targets complete their With guidance and support writing. from adults:

Product Targets  I can compose and With guidance and publish a writing product support from adults: using a variety of digital tools with or without the  Students must help from my peers. compose and publish a writing product using a variety of digital tools with or without peer Second Grade ELA Pacing Guide 2012-13

collaboration.

Red, White, What can help you find an  experiences A Flag for Our Country and Blue W.2.8 Knowledge Targets Student-Friendly Knowledge answer to a question? How  gather by Eve Spencer Targets can sources be used to lead 2/19 to 2/22 Recall  recall  Students must you to an answer?  relevant informati recognize that past  I know that my past  sources on from experiences can be experiences can be relevant A source is the location of experienc relevant. to answer a question. information. Writers use and cite multiple sources to es or  Students must  I know how to ask and know how to ask answer questions. write convincingly. gather and answer  I know how to gather informati questions. information from different on from  Students must sources. provided know how to  I know that a source is gather information where I locate information. sources from different to answer sources. Student-Friendly Reasoning a  Students must Targets question. know that a source is where they  I can determine what locate information. information is being asked in a question. Reasoning Targets  I can determine what information can help  Students must answer a question. determine what information is Student-Friendly Product being asked in a Targets question.  Students must  I can answer a determine what question by using past information can experiences or gathering help answer a new information. question. Second Grade ELA Pacing Guide 2012-13

Product Targets

 Students must answer a question by recalling information or gathering new information. Phonics/ Spelling RF.2.3d Grammar L.2.6 Helen What is a narrative story?  closure Keller and W.2.3 Knowledge Targets Student-Friendly Knowledge How does an author  details Targets develop a narrative story the Big Write  event Storm 2/25  Students must including relevant details?  narrative narrative to 3/1 know a narrative is  I know a narrative is a  sequence of events s in a story about an story about an event or Narrative stories entertain  temporal words which event or sequence sequence of events. and inform the reader with real or imagined events. they of events.  I know an event is an  Students must activity or action that Writers use a sequence of recount a know an event is happens in a certain place events with details to help well- an activity or during a specific period of the reader understand the elaborate action that happens time. story. d event in a certain place  I know details are the during a specific elements that make a story or short period of time. unique. sequence  Students must  I know temporal of events, know details are words are phrases that show include the elements that the passage of time (e.g., make a story later, in the evening, before details to unique. I went to school). describe  Students must  I know closure is a actions, know temporal sentence or statement that thoughts, words are phrases summarizes the thoughts that show the and feelings presented in a and passage of time feelings, (e.g., later, in the Second Grade ELA Pacing Guide 2012-13

use evening, before I narrative story. temporal went to school).  Students must words to Student-Friendly Reasoning know closure is a Targets signal sentence or event statement that  I can distinguish order, summarizes the between events and details. thoughts and  I can determine which and feelings presented temporal words enhance the provide a in a narrative story. flow of a story. sense of  I can determine which closure. Reasoning Targets details to elaborate on to best describe actions,  Students must thoughts, and feelings in a distinguish narrative piece. between events and details. Student-Friendly Product  Students Targets must determine which temporal  I can write a narrative words enhance the that includes details, flow of a story. transitions from one event  Students must to another, and provides a determine which sense of closure. details to elaborate on to best describe actions, thoughts, and feelings in a narrative piece,

Product Targets

 Students must write a narrative that includes details, transitions from one event to another, and provides a sense of Second Grade ELA Pacing Guide 2012-13

closure.

Phonics/ Spelling RF.2.3b Grammar L.2.6 Fire Fighter! RI.2.2 3/ 4 to 3/8 Phonics/ Spelling RF.2.3d Grammar How do reflexive pronouns  antecedent I and You and Don’t L.2.1c Knowledge Targets Student-Friendly Knowledge refer back to the subject of  reflexive Forget Who by Brian Targets a sentence? How can using Use Cleary and If You  Students must reflexive pronouns create Were a Pronoun by the reflexive know reflexive  I know reflexive clarity in a sentence? Loewens pronouns pronouns refer pronouns refer back to the (e.g., back to the subject. subject. Effective communicators utilize their knowledge of myself,  Students must  I know reflexive know reflexive pronouns are formed by standard English grammar ourselves pronouns are adding "self" or "selves" to and useage to clearly ). formed by adding the personal pronoun. communicate their thoughts "self" or "selves" to  I know the reflexive and ideas. the personal pronoun must have an pronoun. antecedent.  Students must know the reflexive Student-Friendly Performance pronoun must have Targets an antecedent.  I can use reflexive Performance Targets pronouns when speaking.

 Students must Student-Friendly Product use reflexive Targets pronouns in Second Grade ELA Pacing Guide 2012-13

speaking.  I can use reflexive pronouns when writing. Product Targets

 Students must use reflexive pronouns in writing.

4th 9 weeks Mar. 7 to May 22

One Dark Night 3/11 RL.2.5 to 3/15 Phonics/ Spelling RF.2.3d Grammar L.2.1c Bad Dog, Dodger! W.2.8 3/19 to 3/22 Phonics/ How does knowledge of  pronounce/pronunc RF.2.3f Test Plan Final Spelling RF.2.3f Knowledge Targets Student-Friendly Knowledge irregularly spelled words iation 3-3-12.docx (16k) Recogniz Targets help us become proficient  unusual e and  Students must readers? RF.2.3f Test Final 3-3- know words can  I know some spelling 12.docx (22k) read contain unique or patterns do not occur often Readers apply their grade- infrequent spelling in words. knowledge of irregularly RF.2.3f Answer Key spelled words to appropri patterns.  I know some spelling Final 3-3-12.docx (19k) ate  Students must patterns are not pronounced successfully read and comprehend text. irregularl know some words the way they appear. have spelling  I can recognize words y spelled patterns that do not with unusual spelling words. follow normal patterns. pronunciation rules Second Grade ELA Pacing Guide 2012-13

(e.g., country).  Students must Student-Friendly Performance recognize words Targets with irregular spellings by sight.  I can orally read words with unusual spelling Performance Targets patterns.

 Students must orally read grade- appropriate irregularly spelled words. Grammar L.2.1c Poetry 4/1 Jack Prelutsky and to 4/5 RL.2.4 Brainpop Jr. and My Big Universe Cinderella, How can comparing and  compare Yeh-Shen by Ai-Ling RI.2.9 Test Plan Final Three Little RI.2.9 Knowledge Targets Student-Friendly Knowledge contrasting informational  contrast Louie, The True Story 12-3-11.doc (33k) Targets texts on the same topic Pigs, Little Compare  difference of the Three Little Pigs  Students must deepen a reader's (different) RI.2.9 Test Final 12-3- Red Riding and by Jon Scieszka, Lon Hood, etc. know compare  I know that compare understanding? Why might  facts Po Po by Ed Young 11.docx (17k) authors present information 4/8 to 4/12 contrast means to find means to find similarities  important points the most similarities between two or more on the same topic in  informational text RI.2.9 Answer Key different ways? importan between two or things.  similarity (similar) Final 12-3-11.docx more things.  I know that contrast  topic (119k) t points Comparing and contrasting  Students must means to find differences  valuable informational texts on the presented know contrast between two or more things information by two means to find  I know that same topic helps a reader see patterns and make texts on differences informational text uses text between two or features (e.g., pictures, connections to previous the same more things. maps, titles) to convey experiences and knowledge topic.  Students must important information. in order to deepen their know  I can identify the most understanding. informational text important points in an uses text features informational text. (e.g., pictures, Second Grade ELA Pacing Guide 2012-13

maps, titles) to convey important Student-Friendly Reasoning information. Targets  Students must identify the most  I can compare important points in how two informational texts an informational on the same topic present text. the most important points.  I can contrast how two Reasoning Targets informational texts on the same topic present the most  Students must important points. compare and explain how two informational texts on the same topic present the most important points.

 Students must contrast and explain how two informational texts on the same topic present the most important points. Phonics/ Spelling RF.2.3b Grammar L.2.2c Just Like What pieces are essential to  category Josh W.2.2 Knowledge Targets Student-Friendly Knowledge an informative/explanatory  conclusion Targets text? How does a writer use Gibson 4/15 Write  definitions to 4/19  Students must facts and definitions to  explanatory text informati know  I know develop points?  facts ve/explan informative/explan informative/explanatory  informative text atory atory writing writing conveys A writer chooses which  introduction facts and definitions are texts in conveys information. Second Grade ELA Pacing Guide 2012-13

which  I know a topic is a need to develop points in  topic they information. group of ideas, usually informative and stated in a word or phrase. explanatory texts. introduce  Students must know a topic is a  I know a fact is a topic, group of ideas, information that can be use facts usually stated in a proven. and word or phrase.  I know definitions are definition  Students must explanations of terms or know a fact is words. s to information that  I know an introduction develop can be proven. is a sentence or group of points,  Students must sentences that begins a and know definitions piece of writing and gives are explanations of the reader an overview of provide a terms or words. the topic. concludin  Students must  I know a concluding g know an statement reinforces the statement introduction is a ideas presented in the text. or sentence or group of sentences that Student-Friendly Reasoning section. begins a piece of Targets writing and gives the reader an  I can introduce a topic overview of the in my writing. topic.  I can determine what  Students must facts and explanations are know a concluding relevant to a topic. statement  I can determine when reinforces the ideas to define terms to aid the presented in the reader's comprehension. text.  I can reinforce ideas from my writing in my Reasoning Targets conclusion.

 Students must Student-Friendly Product introduce a topic in Targets their writing.  Students must  I can compose an determine what Second Grade ELA Pacing Guide 2012-13

facts and explanations informative/explanatory are relevant to a paper about a single topic topic. with an introduction, facts,  Students must definitions, and a determine when to conclusion. define terms to aid the reader's comprehension.  Students must reinforce ideas from their writing in the conclusion.

Product Targets

 Students must compose an informative/explan atory paper about a single topic including an introduction, facts, definitions, and a conclusion. Phonics/ Spelling L.2.2c Grammar L.2.2a A Birthday Basket for RI.2.6 Tia 4/22 to 4/26 Phonics/ Spelling RF.2.3e Grammar How and when are commas  comma L.2.2b Knowledge Targets Student-Friendly Knowledge used in greetings and  closing Targets closings? Second Grade ELA Pacing Guide 2012-13

Use  greeting commas  Students must  I know the greeting Effective writers utilize  letter their knowledge of standard in know the greeting and closing are two parts of and closing are two a letter. English punctuation to greetings different parts of a  I know the greeting is clearly communicate their and letter. a means of expressing thoughts and ideas. closings  Students must "hello". of letters. know the greeting  I know the closing is a is a means of means of expressing expressing "hello". "goodbye".  Students must  I can use a comma at know the closing is the end of a greeting. a means of  I can use a comma at expressing the end of a closing. "goodbye".  I know a comma,  Students must when used at the end of a place a comma at greeting, indicate a pause. the end of a  I know a comma, greeting. when used at the end of a  Students must closing, indicate a pause. place a comma at the end of a closing.  Students must know a comma, when used at the end of a greeting, indicate a pause.

 Students must know a comma, when used at the end of a closing, indicate a pause. Cowboys 5/6 to 5/10 RL.2.10 By the end of Second Grade ELA Pacing Guide 2012-13

the year, read and compreh end literature , including stories and poetry, in the grades 2- 3 text complexit y band proficient ly, with scaffoldin g as needed at the high end of the range. Phonics/ Spelling RF.2.3d Grammar How can sentences be  comma L.2.1f Knowledge Targets Student-Friendly Knowledge rearranged or expanded to  compound Targets clarify meaning? How can Produce, sentence  Students must simple sentences be  conjunctive adverb expand, know how to write  I can write a complete combined to create  independent clause and a complete simple simple sentence. compound sentences?  semicolon rearrang sentence.  I can rearrange a  Students must sentence to clarify meaning. Effective communicators Second Grade ELA Pacing Guide 2012-13

e know how to  I can expand a utilize their knowledge of  simple sentence complete rearrange a sentence to increase detail. standard English grammar sentence to clarify  I can combine two and usage to clearly simple meaning. simple sentences to form a communicate their thoughts and  Students must compound sentence. and ideas. compoun know how to  I know that a d expand a sentence compound sentence consists to increase detail. sentences of two or more independent  Students must clauses joined together. (e.g., The know how to  I know that boy combine two independent clauses can be watched simple sentences to joined by a comma and a the form a compound coordinating conjunction, a sentence. semicolon, or a semicolon movie;  Students must and a comma and a The little know that a conjunctive adverb. boy compound watched sentence consists Student-Friendly Product of two or more Targets the simple sentences movie; joined together.  I can produce, expand,  Students must The and rearrange complete know that action simple and compound independent sentences in written form. movie clauses can be was joined by a comma watched and a coordinating by the conjunction, a semicolon, or a little semicolon and a boy). comma and a conjunctive adverb.

Product Targets

 Students must produce, expand, and rearrange complete simple Second Grade ELA Pacing Guide 2012-13

and compound sentences in written form. Jingle Dancer 5/13 RL.2.7 to 5/17 Phonics/ Spelling RF.2.3d Grammar W.2.3 Ongoing Reading RF.2.3 Standards Know and apply grade- level phonics and word analysis skills in decoding words.

RF.2.4 Read with sufficient accuracy and fluency to Second Grade ELA Pacing Guide 2012-13

support comprehe nsion. Ongoing Writing W.2.1 Standards Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect Second Grade ELA Pacing Guide 2012-13

opinion and reasons, and provide a concludin g statement or section.

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthe n writing as needed by revising and editing. Ongoing Speaking SL.2.1 Second Grade ELA Pacing Guide 2012-13 and Participate in Listening collaborative Standards conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences Second Grade ELA Pacing Guide 2012-13

when appropriate to clarify ideas, thoughts, and feelings.

SL.2.6 - Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Ongoing How can reference  Alphabetize Knowledge Targets Student-Friendly Knowledge Language L.2.4e materials help to understand  alphabetical order standards Targets words and phrases? How do  clarify Use glossaries  Students must I know which source is  definition and beginning locate glossaries or  I can locate glossaries most useful in helping to  dictionary dictionaries, dictionaries in both or dictionaries in both print understand these words and  glossary both print and print and digital and digital format. phrases?  phrase format.  I can alphabetize digital, to  Students words. Effective readers determine determine or must alphabetize  I can determine the the meaning of unknown clarify the words. definition of a word using a words by using appropriate meaning of  Students must glossary or beginning reference materials. determine the dictionary. words and definition of a phrases word using a Student-Friendly Reasoning glossary or Targets beginning dictionary.  I can determine the best definition for a word Reasoning Targets when more than one Second Grade ELA Pacing Guide 2012-13

 Students must definition is listed. determine the best  I can determine the definition for a root word and affixes to word when more help me find a word in a than one definition resource. is listed.  Students must determine affixes and root words to locate in a resource.

L.2.5 Demonst rate understa nding of word relations hips and nuances in word meanings .