Second Grade Pacing Guide -...

HCS Second Grade Pacing Guide 2010-2011 1

Second Grade Pacing Guide 2010 – 2011

This Pacing Guide includes English/ Language Arts

• Scope & Sequence, • K-2 Suggested Booklists, • Literature List by Skill • Word Study Strategies, • Grade Level Pacing

• Parent Curriculum Guide


Halifax County Schools Second Grade Curriculum Pacing Guide

Scope and Sequence Week 1 and 2 Review letter sounds, blends, and digraphs Review the /k/ sound with the letters c, k, and ck Review the closed syllable. Sample words- quilt, elf, shred, kick, and crush Week 3-4 Review bonus letter rule for ff, ll, ss and sometimes zz Review or teach sounds all, am, an, ang, ing, ong, ung, unk, ank, ink, onk, unk Learn sounds- ai, ay, ee, ea, ey Sample words- spill, string, stand, toss Week 5 Rimes- ild, ind, old, ost. Olt Continue retelling stories Vowel sounds oi, oy Words to know- when, which, again, away, more Sample words- wild, find, cold, colt, post Week 6- 7 Review and introduce suffixes s, es, ed, ing Teach er, est Sound for ed, either /d/ or /t/ Plural nouns Present and past tense Vowel sounds, oa, oe, ow, ou, oo, ue, ew Words to know- even, their, animal, here, use, used Sample words- stronger, tallest, spilled, and passed


Week 8-9 Begin reading and spelling two syllable words. Clap or tap syllables. Compound words Teach how to divide words between closed syllables. -ic spelling and sound New suffixes- ful, ment, ness, less, able, en, ish Vowels- au, aw Words to know- water, knew, know Sample words- catnip, habit, tonic, mascot, hundred, freshen, boldness Week 10-11 Teach vowel consonant- e syllables. S at the end of words as /s/ or /z/ Two syllable words with closed and vowel- consonant- e syllables Compound words Vowel consonant-e exception (-ive) Suffix –ive Words to know- often, house, move, right, place, together Sample words- hope, confuse, reptile, olive, inventive Week 12- 13 Open syllable y as a vowel Combining open syllables with closed and vowel- consonant- e syllables Syllable division rules y, ly, ty suffixes Words to know, why, large, change, city, every, family Sample words- no, music, relate, cry, baby, chilly


Week 14- 15 Teach r- controlled syllable Sounds- ar and or Combining r- controlled syllables with other syllable types. Words to know- world, answer, eye, carry, something, different Sample words- fort, part, orbit, party Week 16- 17 Sounds of er, ir, and ur Combining r- controlled syllables er, ir, and ur with other syllables. Words to know- picture, learn, earth Sample words- termite, burst, dirty Dictionary skills Week 18- 19 Double vowel syllable type Sounds of ai and ay Combing all syllable types Words to know- great, country, America, example, thought Sample words- paint, display Week 20 -21 Sounds of ee, ea, and ey Words to know- to, school, son, breakfast head, ready Sample words- cheap, keep, chimney Week 22- 23 Sounds of oi and oy Words to know- mother, father, brother, neighbor, early, ocean Sample words- moist, toys, paperboy


Week 24- 25 Long o sounds of oa, oe, and ow Review suffixes Words to know- Monday, Tuesday, cousin, lose, dance, beautiful Sample words- road, doe, grown Week 26- 27 The /ou/ sound of ou and ow Words to know- Wednesday, Thursday, Saturday, bought, library, piece Sample words- sample, drown, plow Week 28- 29 The sounds of oo, ou, ue, and ew Words to know- January, February, July, enough, special, paste Sample words- spoon, soup, overdue, blew, argue Week 30 Sounds of au and aw Words to know- August, December, daughter Sample words- claw, aunt Week 31- 32 Consonant- le syllable type Spelling consonant- le words Review all 6 syllable types. Words to know- laugh, favorite, sugar, trouble, couple, young Sample words- gobble, tumble, noble


Suggested Titles for Kindergarten through 2nd Grade Read Alouds Kindergarten 1st Grade 2nd Grade

• Old Black Fly, Jim Aylesworth • Hide and Snake, Keith Baker • The Very Hungry Caterpillar, Eric Carle • I Like Me, Nancy Carlson • The Everything Book, Denise Fleming • Corduroy, Don Freeman • Millions of Cats, Wanda Gag • Book!, Kristine O’Connell George • Owen’s Marshmallow Chick, Kevin Henkes • The Snowy Day, Ezra Jack Keats • Listen Buddy, Helen Lester • Frederick, Leo Lionni • Brown Bear, Brown Bear, Bill Martin • Chicka Chicka Boom, Boom, Bill Martin • If You Give a Mouse a Cookie, Laura Numeroff • Here Comes Mother Goose, Iona Opie • Little Engine That County, Watty Pipper • Chicken Soup with Rice, Maurice Sendak • Green Eggs and Ham, Dr. Seuss • Miss Bindergarten Gets Ready For

Kindergarten, Joseph Slate • Carlo Like Reading, Jessica Spanyol • Owl Babies, Martin Waddell • Timothy Goes to School, Rosemary Wells • The Napping House, Audrey and Donald Woods

• Seven Blind Mice, Ed Young

• Why Mosquitoes Buzz in People’s Ears, Verna Aardema

• Miss Nelson Is Missing, Harry Allard • Cloudy with a Chance of Meatballs, Judi Barrett • Bertie’s Picture Day, Pat Brisson • The Golly Sisters, Betsy Byars • Stellaluna, Jannell Cannon • Verdi, Jannell Cannon • Jack’s Garden, Henry Cole • Strega Nona, Tomie DePaola • Olivia Saves the Circus, Ian Falconer • The Patchwork Quilt, Valerie Flournoy • Lilly’s Purple Plastic Purse, Kevin Henkes • Amazing Grace, Mary Hoffman • Harold and the Purple Crayon, Crockett Johnson • Patches Lost and Found, Steven Kroll • Rumpus of Rhymes, Bobbi Katz • The Story of Ferdinand, Munro Leaf • Frog and Toad Are Friends, Arnold Lobel • Little Bear, Else Minarik • Black Cat, Christopher Myers • Amelia Bedelia, Peggy Parish • Officer Buckle and Gloria, Peggy Rathman • Where the Wild Things Are, Maurice Sendak • Amazing Bone, William Steig • Good Night, Good Knight, Shelly Thomas

• Owl Moon, Jane Yolen

• Stone Soup, Marcia Brown • The Chalk Box Kid, Clyde Robert Bulla • The Great Kapok Tree, Lynne Cherry • Satchel Paige, Lesa Cline-Ransome • Miss Rumphius, Barbara Cooney • The Art Lesson, Tomi DePaola • Legend of the Bluebonnet, Tomi DePaola • Beast Feast, Douglas Florian • The Amazing Life of Benjamin Franklin, James

Cross Giblin • Meet Danitra Brown, Nikki Grimes • Iris and Walter, Elissa Hadenfrost • You Read to Me, I’ll Read to You: Very Short

Stories to Read Together, Mary Ann Hoberman • Measuring Penny, Loreen Leedy • Uncle Jed’s Barbershop, Margaree Mitchell • Kate and the Beanstalk, Mary Page Osborne • John Henry, Jerry Pinkney • Thundercake, Patricia Polacco • Random House Book of Poetry, • How Much is a Million?, David Schwartz • The Stray Dog, Marc Simont • There Was An Old Lady Who Swallowed a Fly,

Simms Taback • Alexander Who Used to be Rich, Judith Viorst • Amber Was Brave,Essie Was Smart, Vera

Williams

Other Selected Authors Byron Barton Gail Gibbons

Jan Brett Kevin Henkes Marc Brown Ann Jones Eric Carle

Leo Lionni Donald Crews Mother Goose

Lois Ehlert Helen Oxenbury Denise Fleming Rosemary Wells

Harry Allard (Miss Nelson Series) Nancy Carlson

Galdone Paul (Fairy Tales) Arnold Lobel (Frog and Toad Series)

James Marshall (George & Martha Series) Else Minarik (Little Bear Series)

Peggy Parris (Amelia Bedelia Series) Beatrix Potter

H.A. Rex (Curious George Series) Cynthia Rylant (Henry and Mudge Series)

Janet Stevens David Wisniewski

Yolen Jane (Commander Toad Series) Paul Galdone

David Adler Joseph Bruchac Ashley Bryan

Joanna Cole (Magic School Bus series) Ellen Conford (Jenny Archer series)

Steven Kellogg Myra Cohn Livingston (Poetry selections)

Stuart Murphy (Math series) Patricia Polacco

Jack Prelutsky (Poetry Collections) James Ransome

Marjorie Sharmat (Nate the Great series)


New Ideas for Word Study 1.ABC order-

Write your words in alphabetical order.

2.Rainbow Words –

Write your words in three colors

3.Backwards Words-

Write your words forwards, then backwards.

4.Silly sentences

-Use all your words in ten sentences

5.Picture words -

Draw a picture and write your words in the picture.

6.Words without Vowels -

Write your words replacing all vowels with a line.

7.Words without Consonants -

Same as above but replace consonants with lines.

8.Story words -

Write a short story using all your words.

9.Scrambled words

-Write your words, then write them again with the letters mixed up.

10.Wordsearch I

-Make a wordsearch with a friend, then trade and solve.

11.Wordsearch II -

Complete a word pre-made search.

12.Crossword -

Complete a pre-made crossword puzzle.

13.Surround words -

Write your words on graph paper and outline in colors.

14.Ransom words -

Write your words by cutting out letters in a newspaper or magazine and glue them on a paper.

15.Pyramid Words -

Write your words adding or subtracting one letter at a time. The result will be a pyramid shape of words.

16.Words-in-words -

Write your word and then write at least 2 words made from each.

17.Delicious words -

Write your words in whipped cream, peanut butter,or anything you can eat!

18.Good Clean Words

Write your words in shaving cream on a counter or some other surface that can be cleaned safely.

19.Dirty Words -

Write your words in mud or sand.

20.Pasta Words -

Write your words by arranging alphabet pasta or Alphabits. Glue on paper.

21.Reversed words -

Write your words in ABC order -backwards!

22.3D words -

Use modeling clay rolled thinly to make your words..

23.Create an activity -

Can you think of a fun way to do your spelling activities? Try it out!

24.Puzzle words -

Use a blank puzzle form. Write your words on the form, making sure that the words cross over the pieces. Then cut them out ( color if you wish) and put them in a baggie with your name on it. When you and a friend have completed your puzzles, trade and put them back together.

25.Magazine words -

Use an old magazine or newspaper and find your word. Cut it out and glue it on paper.

26.Cheer your words -

Pretend you are a cheerleader and call out your words!

27.Sound Words -

Use a tape recorder and record your words and their spelling. Then listen to your tape, checking to see that you spelled all the words correctly.

28.X Words -

Write two words having one common letter so they criss-cross.



First Six Weeks Goal/ Objective

Description of Objectives What students should be able to do at the end of the school year

Essential Questions

1.04: Introduce

Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently.

• Apply previously learned phonemic and phonological awareness skills.

• Analyze text for meaning. • Cross-check text using meaning, syntax, and

visual cues.

How do I cross check information to read a new text silently? • Does it make sense? • Does it sound right? • Can I say it that way? • Does it look right?

1.05: Introduce

Use a variety of strategies and skills to read self-selected texts independently for 20 minutes daily. Self-selected texts should be consistent with the student’s independent reading level.

• Choose books according to independent reading level (above 94% accuracy in comprehension and word recognition).

• Make predictions about story using picture and context clues.

• Recall and synthesize information from story during teacher/student conferencing.

• Record information about book title, author, and date in a SSR log (other information may be recorded based on teacher preference).

• Demonstrate the ability to sustain reading with a gradual increase to 20 minutes.

• How do I choose books at my independent reading level?

• How do I build stamina for reading?

2.07: Introduce

Discuss similarities and differences in events, characters, and concepts within and across texts.

Demonstrate knowledge of similarities and differences through various forms:

• Venn diagram • illustration • written paper • Compare and contrast multiple forms of media: • text to text, video, world, and self • among genre (example: short story to poetry OR

fiction to nonfiction)

• How do I compare and contrast events, characters, and concepts in texts?

• How do I compare and contrast events, characters, and concepts across different texts?


3.03: Introduce

Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author’s message, connections, topic, key vocabulary, key concepts, text features, text features- bold-faced print, italics, captions, text boxes, maps, table of contents, index, glossary, headings, subheadings ).

Retell and express the following information in own words: • plot-summarize events in text in 3-5 sentences • setting-where and when the story takes place • major events-action, problem/solution • characters-identify and describe main characters • author’s message-moral or theme of story • connections- find relation between self, world, or

other text • topic- main idea • key vocabulary- 3-5 words needed to comprehend

text • key concepts-ideas or points in text student needs for

comprehension

• How can I tell about new concepts and information based on this selection in my own words?

4.04: Introduce

Use oral communication to identify, organize, and analyze information.

• Participate in oral discussion with others for the purpose of analyzing information.

• Use clear and precise language to paraphrase message.

• Take turns to speak. • Stay on subject or topic. • Express opinions. • Ask questions. • Use a variety of words to convey meaning.

• How do I discuss information with others?

4.06: Introduce

Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences).

• Brainstorm ideas. • Use graphic organizers to organize thoughts and

plan ideas.

• What steps should I take to plan a written product?

4.07: Introduce

Compose first drafts using an appropriate writing process: • planning and drafting • rereading for meaning • revising to clarify and refine writing with guided discussion

• How do I use the writing process to compose a written product?

5.06: Introduce

Use correctly in written products: • Letter formation, lines, and spaces to create

readable documents.

5.07: Introduce

Use legible handwriting. • Write clear and precise.



Second Six Weeks Goal/

Objective Description of Objectives What students should be able to do at the

end of the school year Essential Questions

1.02: Introduce

Read most high frequency and many irregularly spelled words accurately in text.

• Read high frequency words.

• What sight words can I identify?

1.03: Introduce

Self-monitor decoding by using letter-sound knowledge of all consonants and vowels.

• Decode vowel digraphs (oo, ew, ui, aw). • Decode vowel diphthongs (oi, oy, ou, ow). • Decode R or L controlled vowels (er, ar, ir, or, ur,

al). • Decode beginning digraphs (wr, kn, gn). • Decode short vowels. • Decode long vowels. • Double consonants.. • Double consonant clusters. • Hard and soft sounds. • Contractions. • Words with nd, nt, np, ng, nk

• How do I decode using letter sound knowledge?

1.04: Review




visual cues


1.05: Review









2.02: Introduce

Use text for a variety of functions, including literary, informational, and practical.

. Read text to: • inform • follow directions • select menu choices • follow board game directions • problem solve • enjoy

• g. recognize different types of genre: fiction (including: realistic fiction, historical fiction, mystery and detective fiction) , fables, folktales, tall tales, nonfiction (also called expository), biographies, autobiographies, poetry, drama, legend

• How do I apply text in a variety of ways?

2.07: Review



• Venn diagram • illustration • written paper • Compare and contrast multiple forms of media: text to text, video, world, and self among genre (example: short story to poetry OR fiction to nonfiction)


3.03: Review

Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author’s message, connections, topic).




comprehension • key vocabulary, key concepts, text features, text

features- bold-faced print, italics, captions, text boxes, maps, table of contents, index, glossary, headings, subheadings



3.04: Introduce

Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., Read aloud by teacher, literature circles, interest groups).

• Identify, discuss, and participate by using key vocabulary during read aloud, shared reading, interactive reading, guided reading, and teacher directed reading, literature circles.

• Use new vocabulary during journal writing or writer’s workshop to respond to literature.

• Use new vocabulary in spoken language. • Ask questions.

• Now that I have read this selection, how can I use my new vocabulary?

3.05: Introduce

Locate and discuss examples of an author’s use of: • kinds of sentences (declarative, interrogative, exclamatory) • capitalization (titles, dates and days, names of countries) • punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations). • use of paragraphs in texts and their effects on the reader • genre(s) and specific word choice(s).

Locate and discuss kinds of sentences within literature and student writing: • declarative: statement sentences • interrogative: question sentences • exclamatory: exclamation sentences • Apply knowledge of types of sentences in written

language. Recognize and use capitalization in reading and writing: • Improper nouns

• How does the author use type of sentence, punctuation, order of paragraphs, specific word choice with this genre?

4.01: Introduce

Begin to use formal language and/or literary language in place of oral language patterns, as appropriate.

• Demonstrate use of formal language (Standard American English) in writing.

• Demonstrate use of literary language in writing • beginning hooks (once upon a time; in a land far, far

away) • figurative language (similes, metaphors, idioms)

• How do I apply the use of formal and/or literary language in my writing?

4.04: Review



• Use clear and precise language to paraphrase message.

• Take turns to speak. • Stay on subject or topic. • Express opinions. • Ask questions. • Use a variety of words to convey meaning.


4.06: Review



plan ideas.



4.07: Review



5.03: Introduce

Use capitalization, punctuation, and paragraph in own writing.

5.06: Review


readable documents.

5.07: Review




Third Six Weeks Goal/



1.01: Introduce

Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text.

• Decode patterns with r-controlled syllables vr/cvc (mar/ket).

• Identify root word to construct meaning. • Apply knowledge of suffixes in reading and

spelling: -y-ly, -less, -ness, -ment, -est, -able, -ful, -er, -ible, -s, -es, -ed, -ing, -sion, -tion.

• Apply knowledge of prefixes in reading and spelling a. for example: re, dis, un, pre, tri, bi, sub.

• Decode patterns with closed syllables: vccv (rabbit, tablet):, vcccv (hundred, monster).

• Decode patterns with open syllables: ti/ger words v/cv (pilot).

• Decode patterns with closed syllables: cam/el words vc/v (robin).

• What are the parts of a word?

• How do I examine the parts of a word?

1.02: Review


• Read high frequency words. • What sight words can I identify?

1.03: Review






1.04: Review




visual cues.


1.05: Review








• How do I build

stamina for reading?

2.02: Review


. Read text to: • inform • follow directions • select menu choices • follow board game directions • problem solve • enjoy • recognize different types of genre: fiction

(including: realistic fiction, historical fiction, mystery and detective fiction) , fables, folktales, tall tales, nonfiction (also called expository), biographies, autobiographies, poetry, drama, legend.


2.06: Introduce

Recall main idea, facts and details from a text. o Retell facts and details directly from text. o Synthesize text to name main idea. o Locate supporting facts and details in text.

• How do I analyze the text to find the main idea, facts, and details?


2.07: Review



• Venn diagram • illustration • written paper • Compare and contrast multiple forms of media: • text to text, video, world, and self among genre

(example: short story to poetry OR fiction to nonfiction)

o How do I compare and contrast events, characters, and concepts in texts

2.08: Introduce

Interpret information from diagrams, charts, and maps.

• Read a map key. • Read a table. • Read a legend. • Read a graph. • Interpret information on graphs and maps. • Infer meaning of bold print and text format.

• How do I analyze data from diagrams, charts and maps?

3.01: Introduce

Use personal experiences and knowledge to interpret written and oral messages.

Activate prior knowledge to interpret: • lists • signs • messages • questions • problem/solution • labels • directions • notes • personal narratives • descriptions • captions

• How can I use what has happened in my life to understand this story?


3.03: Review








3.04: Review






3.05: Review






4.01: Review




away) • figurative language (similes, metaphors, idioms).


4.03: Introduce

Read aloud with fluency and expression any text appropriate for early independent readers.

• Reads smoothly pausing at commas and stopping at appropriate punctuation.

• Reads at appropriate rate with appropriate volume. • Reads with expression.

4.04: Review



• Use clear and precise language to paraphrase message, take turns to speak.

• Express opinions, ask questions


4.06: Review



plan ideas.


4.07: Review



5.02: Introduce

Attend to spelling, mechanics, and format for final products in one’s own writing.

Edit writing for spelling: • word wall words • high frequency words • previously learned words

Edit writing for mechanics: • capitalization • punctuation • usage (subject-verb agreement) • sentence formation

Edit writing for format: • paragraph structure


5.03: Review


5.04: Introduce

Use the following parts of the sentence: • subject • predicate

5.06: Review


readable documents.

5.07: Review




Fourth Six Weeks Goal/



1.01: Review











1.02: Review



1.03: Review






1.04: Review




visual cues.


1.05: Review








• How do I build

stamina for reading?

2.01: Review

Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two. • determine purpose (reader’s and author’s) • make predictions, ask questions • locate information for specific reasons/purposes • recognize and apply text structure, comprehend and examine author’s decisions and word choice, determine fact and opinion, recognize and comprehend figurative language • make inferences and draw conclusions.

Determine author’s purpose • entertain • inform • persuade • describe

Monitor own reading and comprehension Identify text structure

• bold-faced print • italicized words • captions • headings • subheadings • table of contents • maps • index • glossary • text boxes

Participate in author study Identify and explain figurative language

• simile • metaphor

• How do I read different types of genre?

• What can I do to demonstrate understanding of different types of genre?


2.02: Review


Read text to: • inform • follow directions • select menu choices • follow board game directions • problem solve • enjoy • recognize different types of genre: fiction



2.06: Review

Recall main idea, facts and details from a text. • Retell facts and details directly from text. • Synthesize text to name main idea. • Locate supporting facts and details in text.


2.07: Review



• Venn diagram • illustration • written paper • Compare and contrast multiple forms of media: • text to text, video, world, and self

among genre (example: short story to poetry OR fiction to nonfiction)


2.08: Review





3.01: Review




3.02 Introduce

Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge.

Demonstrate knowledge of similarities and differences through various forms: • Venn diagram • illustration • written paper

• Compare _____to______ in this selection/or previous selections. How are they alike/different?

3.03: Review









3.04: Review






3.05: Review





4.01: Review






4.02: Introduce

Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.

• Identify and classify synonyms in literary text and written work.

• Replace commonly used words with synonyms. • Demonstrate use of a thesaurus.

• What other words could I use in place of _____?

4.03: Review



• Reads at appropriate rate with appropriate volume.

4.04: Review







4.06: Review


• Brainstorm ideas. • Use graphic organizers to organize t • Thoughts and plan ideas.


4.07: Review



5.01: Introduce

Spell correctly using: • previously studied words. • spelling patterns • analysis of sounds to represent all the sounds in a word in one’s own writing

• Apply knowledge of syllables to spell words correctly.

• Apply knowledge of word families to spell correctly.

• Use known words to spell new words • Apply knowledge of word patterns through spelling

in the following foundational order: • ending consonants: x, ck, ng, ff, ll, ss, zz • beginning blends: bl, cl, fl, gl, pl, br, cr, dr, fr, gr,

pr, tr, sc, sk, sl, sm, sn, sp, st, sw • ending blends: mp, nd, ft, lt, nt, lf, st, nk • digraphs: ch, sh, th • long vowels: a-e, e-e, i-e, o-e, u-e • vowel digraphs: ai, ay, oa, ea, ee • grammatical endings: no base change –s, -ed, -

ing • syllables: concept of syllables

• How do I apply phonics and basic word patterns to spell correctly?

5.02: Review

Attend to spelling, mechanics, and format for final products in one’s own writing: Edit writing for format: paragraph structure

Edit writing for spelling: • word wall words, high frequency words,

previously learned words Edit writing for mechanics:

• capitalization, punctuation • usage (subject-verb agreement), sentence

formation

5.03: Review



5.04: Introduce


5.06: Review


readable documents.

5.07: Review




Fifth Six Weeks Goal/ Objective

Description of Objectives What students should be able to do at the end of the school year

Essential Questions

1.01: Review











1.02: Review



1.03: Review






1.04: Review




visual cues.


1.05: Review









2.01: Review



Monitor own reading and comprehension by asking: Does it sound right? Does it look right? Does it make sense? Identify text structure




• How do I read different types of genre?

• What can I do to demonstrate understanding of different types of genre?


2.02: Review


Read text to: • inform • follow directions • select menu choices • follow board game directions • problem solve • enjoy • recognize different types of genre: fiction



2.03: Introduce

Read expository materials for answers to specific questions.

Analyze nonfiction literature to answer questions related to text.

• Where do I find the answers to specific questions in nonfiction text?

2.04: Introduce

Pose possible how, why, and what if questions to understand and/or interpret text.

Create how, why, and what if questions to interpret text • How do I construct how, why, and what if questions to understand what I read?

2.05: Introduce

Self-monitor own difficulties in comprehending independently using several strategies.

• Self-correct for meaning. • Analyze text using context clues. Predict and confirm

predictions. • Reread. • Model think aloud (students ask themselves

questions as they read). • Retell story in a sequential order. • Summarize plot of story in a few sentences.

• How do I analyze and choose appropriate strategies to self-monitor my comprehension independently?

2.06: Review




2.07: Review



• Venn diagram • illustration • written paper • Compare and contrast multiple forms of media: • text to text, video, world, and self

among genre (example: short story to poetry OR fiction to nonfiction)


2.08: Review




3.01: Review




3.02: Review





3.03: Review








3.04: Review






3.05: Review






4.01: Review






4.02: Review





4.03: Review




4.04: Review






4.05: Introduce

Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.

• Clarify, speak, and write clearly to communicate goal and complete task.

• Distinguish between appropriate language used during small group work and large group presentation.

• What are the appropriate behaviors when working in a group?

• How do I communicate effectively with a group?

4.06:

Review


• Brainstorm ideas. • Use graphic organizers to organize • Thoughts and plan ideas.


4.07: Review




4.08: Introduce

Write structured, informative presentations and narratives when given help with organization.

• Outline a beginning, middle, and end (with use of graphic organizer).

• Determine which information is significant for presentation and narratives.

• How do I present my writing?

5.01: Review




Use known words to spell new words

• Apply knowledge of word patterns


5.02: Review





formation

5.03: Review


5.04: Review


5.05: Introduce

Use editing to check and confirm correct use of conventions: • Complete sentences • Correct word order in sentences

5.06: Review


readable documents.

5.07: Review

Use legible manuscript handwriting.

• Write clear and precise.



Sixth Six Weeks Goal/



1.01: Review











1.02: Review



1.03: Review






1.04: Review




visual cues.


1.05: Review









2.01: Review



Monitor own reading and comprehension by asking: Does it sound right? Does it look right? Does it make sense? Identify text structure





2.02: Review


Read text to: • inform • follow directions • select menu choices • follow board game directions • problem solve • enjoy • recognize different types of genre: fiction (including:

realistic fiction, historical fiction, mystery and detective fiction) , fables, folktales, tall tales, nonfiction (also called expository), biographies, autobiographies, poetry, drama, legend.


2.03: Review

Read expository materials for answers to specific questions.

Analyze nonfiction literature to answer questions related to text.

• Where do I find the answers to specific questions in nonfiction text?

2.04: Review

Pose possible how, why, and what if questions to understand and/or interpret text.

Create how, why, and what if questions to interpret text • How do I construct how, why, and what if questions to understand what I read?

2.05: Review

Self-monitor own difficulties in comprehending independently using several strategies.

• Self-correct for meaning. • Analyze text using context clues. Predict and confirm

predictions. • Reread. • Model think aloud (students ask themselves questions

as they read). • Retell story in a sequential order. • Summarize plot of story in a few sentences.

• How do I analyze and choose appropriate strategies to self-monitor my comprehension independently?

2.06: Review



2.07: Review



• Venn diagram • illustration • written paper • Compare and contrast multiple forms of media:

text to text, video, world, and self among genre (example: short story to poetry OR fiction to nonfiction)



2.08: Review




3.01: Review




3.02: Review




3.03: Review


Retell and express the following information in own words: • plot-summarize events in text in 3-5 sentences • setting-where and when the story takes place • major events-action, problem/solution • characters-identify and describe main characters • author’s message-moral or theme of story • connections- • topic- main idea • key vocabulary key concepts-ideas or points in text student needs for comprehension



3.04: Review






3.05: Review





3.06: Introduce

Discuss the effect of an author’s choices for nouns, verbs, modifiers, and specific vocabulary which help the reader comprehend a narrative or expository text.

• Identify, discuss, and give examples of nouns, verbs, modifiers (adjectives and adverbs), and specific vocabulary (key vocabulary from text) within literature and student writing.

• How does the author use specific vocabulary to help the reader comprehend?

4.01:

Review






4.02: Review





4.03: Review





4.04: Review






4.05: Review

Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.

• Clarify, speak, and write clearly to communicate goal and complete task.

• Distinguish between appropriate language used during small group work and large group presentation.

• What are the appropriate behaviors when working in a group?

• How do I communicate effectively with a group?

4.06:

Review


• Brainstorm ideas. • Use graphic organizers to organize t • Thoughts and plan ideas.


4.07: Review



4.08: Review

Write structured, informative presentations and narratives when given help with organization.

• Outline a beginning, middle, and end (with use of graphic organizer).

• Determine which information is significant for presentation and narratives.

• How do I present my writing?

4.09: Introduce

Use media and technology to enhance the presentation of information to an audience for a specific purpose.

Evaluate the best use of technology appropriate for presentation • Kid Pix • Power Point • Hyperstudio • overhead projector • video • CD player • computer (Word, Internet)

• How do I use technology to make my presentation better?


5.01: Review




• Use known words to spell new words


5.02: Review





formation

5.03: Review


5.04: Review


5.05: Introduce

Use editing to check and confirm correct use of conventions: • Complete sentences • Correct word order in sentences

5.06: Review


readable documents.

5.07: Review

Use legible manuscript handwriting • Write clear and precise.


Literature Lists for Teaching Various Language Arts Skills


Simile: “Comparison between two unlike things using like or as”

Chaucer, Geoffrey. Chanticleer and the Fox

Gobel, Paul. The Girl Who Loved Wild Horses

MacDonald, Golden. Little Island

Tresselt, Alvin. Hide and Seek Frog

Turner, Ann. Nettie’s Trip South

William, Jay. Everyone Knows What a Dragon Looks Like

Yashima, Taro. Umbrella

Yolen, Jane. Owl Moon

Metaphors: “Makes a comparison, but it does not use the words like or as. Sometimes a metaphor makes the comparison by using the words is, are, was, or were.”

MacDonald, Golden. Little Island

Potter, Beatrix. The Tale of Peter Rabbit

Ringgold, Faith. Tar Beach

Tresselt, Alvin. Hide and Seek Frog

Tresselt, Alvin. White Snow, Bright Snow

Personification: “Giving human characteristics and feelings to animals, objects, and ideas.”

Burton, Virginia Lee. The Little House

Ets, Marie Hall. Gilberto and the Wind

McKissack, Patricia. Flossie and the Fox

Silverstein, Shel. The Giving Tree

Steig,William. Sylvester and the Magic Pebble

Noun: "Names a person, place, or thing. Most nouns stand for things you can see or touch. A few nouns e.g. Emotion: "happiness"

Cleary, Brian. A Mink, A Fink, A Skating Rink: What Is A Noun? Heller, Ruth. Merry-Go-Round: A Book About Nouns. Greenway, Shirley. Two's Company. Heller, Ruth. A Cache of Jewels. Hooper, Patricia. A Bundle of Beasts. McCarthy, Patricia. Animals Galore. McCarthy, Patricia. Herds of Words. West, Kipling. A Rattle of Bones: A Halloween Book of Collective Nouns.

Pronoun: "A word that takes the place of a noun." e.g. "I, me, he, her"

Collins, Herald. Nouns and Pronouns. Heller, Ruth. Mine All Mine: A Book About Pronouns.

Verb: "Most verbs are action words. They may be called "doing verbs." Other verbs are "being verbs," such as "am, is, are, was, and were."

Heller, Ruth. Kites Sail High: A Book About Verbs. Iutzi, Cindy. Herb the Verb. Terbain, Marvin. I Think and Thought And Other Tricky Verbs.

Adjective: "Tells something about a noun or pronoun. It usually tells which (descriptive adjectives), what kind, or how many. Cleary, Brian. Hairy, Scary, Ordinary: What is an Adjective? Heller, Ruth. Many Luscious Lollipops: A Book About Adjectives.


Adverb: "Describe verbs, adjectives, and other adverbs. Adverbs can tell how, when, where, how often, and to what degree." An adverb often "describes an action."

Heller, Ruth. Up, Up, and Away: A Book About Adverbs. Ragan, Vicki. The Edible Alphabet Book.

Synonym: A word or phrase that means the same thing as another word.

Antonym: A word opposite in meaning to another:

Davis, Lee. Lifesize Animal Opposite Book. Hanson, Joan. Antonyms: Hot and cold and other words that are different as day and night. Harris, Pamela. Hot, Cold, Shy, Bold. Hendra, Sue. Opposites. In Process Hewitt, Kathryn. Opposites. Hoban, Tana. Exactly the Opposite. McMillan, Bruce. Becca Backward, Becca Forward Pittau, Francisco. Elephant, elephant: A book of opposites. Tullet, Herve. Night and Day: A book of eye-catching opposites. Watson, Carol. Opposites

Onomatopoeia: "Imitate the sounds they name." e.g. "Ping pong."

Benjamin, Alan. Rat-a-Tat, Pitter Pat. Cole, Sheila. When The Rain Stops. Piper, Watty. Little Engine That Could. Potter, Beatrix. The Tale of Peter Rabbit. Yolen, Jane. Sky Dogs Yolen, Jane. Welcome to the Green House.

Homonym: "Use words that sound alike but have different meanings to create humor."

Abolafea, Yossi. Fox Tale. Daly, Niki. Mama, Papa, and Baby Joe. Gwyne, Fred. A Chocolate Moose for Dinner. McAfee, Annelena. The Visitors Who Came to Stay.

Macauley, David. Why the Chicken Crossed the Road. Parish, Peggy. Any of the Amelia Bedelia books. Ross, Tony. The Three Little Pigs. Stolz, Mary. Storm in the Night Terban, Marvin. Eight Ate. Tolhurst, Marilyn. Somebody and the Three Blairs. Tremain, Ruthven. Teapot, Switcheroo, and Other Word Games Walton, Rick. Can You Match This? Walton, Rick. What a Ham!

Idiom : A group of words having a different meaning, by popular use, than if the words are read individually.

Artell, Mike. Fun With Expressions. It's Raining Cats and Dogs: How Idioms Make Our Language Exciting. Nevins, Ann. From the Horse's Mouth: A Book About Idioms. Terbain, Marvin. In a Pickle. Terbain, Marvin. Mad As A Wet Hen! Terbain, Marvin. Punching the Clock: Funny Action Idioms. Weinstein, Crazy Idioms.

Alliteration : "Repetition of the same first sound in a group of words." It can "create a musical effect."

Grassby, Donna. A Seaside Alphabet Harrison, Ted. A Northern Alphabet. Kahl, Virginia. How Do You Hide A Monster Kellogg, StepHen. Chicken Little. Lobel, Anita. Alison's Zinnia. Ruurs, Margaret. A Mountain Alphabet.ha Stevenson, James. What's Under My Bed?

Hyperbole: "Exaggeration that is so extreme it cannot be true."

Cole, Babette. The Trouble With Grandad. Hutchins, Pat. The Very Worst Monster. McPhail, David. Pig Pig Rides.


Riddle, Tohly. Careful With That Ball Eugene McKissack, Patricia. A Million Fish...More or Less

Character Traits : Understanding, describing and comparing attributes of characters in text.

Browne, Anthony. Piggybook.. Hutchins, Pat. Rosie's Walk. Kellogg, Steven. A Rose For Pinkerton. Little, Jean. Gruntle Piggle Takes Off. Munsch, Robert. Paper Bag Princess. Steig, William. Sylvester and the Magic Pebble. Fox, Mem. Wilfrid Gordon McDonald Partridge. Gay, Marie Louise. Stella, Star of the Sea Gregory, Nan. Wild Girl and Gran Munsch, Robert. Mortimer. Root, Phyllis. Soup for Supper. Rylant, Cynthia. The Relatives Came

Point of View: The perspective of a character in a story. Arnold, Ted. Green Wilma. Baylor, Bird. Everybody Needs A Rock. Brown, Ruth. The Picnic. Goble, Paul. Death of the Iron Horse. Granowsky, Alan . HangUp Szieszka, Jon. True Story of the Three Little Pigs. Willis, Jeanne. Earthlets

Imagery: The art of painting images, using words, not paintbrushes.

Caudill, Rebecca. A Pocketful of Cricket. Frost, Robert. Stopping By Woods on a Snowy Evening. Hume, Stephen Eaton. Rainbow Bay. Keats, Ezra Jack. The Snowy Day." Lobel, Arnold. The Rose in My Garden

Steig, William. Rotten Island. Stoltz, Mary. Storm in the Night. Yolen, Jane. Owl Moon

Inference: Like a great detective, the reader draws conclusions from the limited or "hidden" clues given by the author. That is, the reader "reads between the lines."

Allard, Harry. Miss Nelson Has a Field Day. Brighton, Catherine. Five Secrets in a Box Kraus, Robert. Come Out and Play, Little Mouse Mahy, Margaret. Jam, A True Story. Nichol, Barbara. Dippers. Van Allsburg, Chris. The Mysteries of Harris Burdock.

Theme: The underlying topic of a story, a general statement about life.

Brown, Margaret Wise. The Runaway Bunny. Gag, Wanda. Millions of Cats Miles, Miska. Annie and the Old One. . Paterson, Katherine. The Tale of the Mandarin Ducks Sendak, Maurice. Where the Wild Things Are. Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Tone: The mood or atmosphere an author creates, often using the senses of his/her characters.

DePaola, Tomie. Strega Nona Locker, Thomas. Where the River Begins McFarlane, Sheryl. Waiting For the Whales Sciezka, Jon. The True Story of the Three Little Pigs Smucker, Anna Egan. No Star Nights Vozar, David. Yo, Hungry wolf!: A Nursery Rap Wood, Douglas. Grandad's Prayers of the Earth


Plot: What happens in the story? The action plan of a story, usually involves introduction, rising action, climax, resolution, and conclusion.

Hutchins, Patricia. Rosie's Walk. Davis, Aubrey. Sody Salleratus.

Setting: When and where does the story take place?

Booth, David. The Dust Bowl. Locker, Thomas. Where the River Begins

Resource: Literary Devices Answer Key http://www.uleth.ca/edu/currlab/handouts/litdeviceanswerkey.html

Second Grade Pacing Guide -...

Documents

Transcript of Second Grade Pacing Guide -...