Spotsylvania County Schools...conversation, the retelling of a story, and a group discussion....

June 2012 of 39

Spotsylvania County Schools

Curriculum Map

www.spotsylvania.k12.va.us Course: English

Grade Level: 2

Revisions for 2012-2013

Keyboarding Guidelines and Computer/Technology Standards of Learning have been added under writing each quarter.

High frequency word lists for reading have been adjusted each quarter.

Explanation of Revised

Second Grade Language Arts Curriculum Map

This document is intended to simplify the planning process for second grade oral language, reading, and writing. Information from several resources

was merged to create the attached document. The following were used:

2010-2011 Second Grade Language Arts Curriculum Map

English Standards of Learning Curriculum Framework 2010

Second Grade Spotsylvania County Writing Rubric -

Houghton Mifflin Targeted Skills for Comprehension and Phonics -

Spotsylvania County High Frequency Words to Read and Spell -

Houghton Mifflin Overview of the Year (Used as a flexible guide for pacing instruction) - Expectations for Writing Genres, Strategies

Our hope is that in combining information from several documents, teachers will be able to use the English Curriculum Map along with the

Houghton Mifflin Teachers’ Editions as their main guide for developing lesson plans. There are links to several supporting documents in this map;

others can be found in SCORE, Elementary Community, K-5 English Documents folder.

Teachers are expected to use Houghton Mifflin Reading 2005, our adopted basal, as core material for reading instruction. Materials from the basal

are intended for use in whole group instruction. Leveled bookroom texts are to be used for small, guided group instruction and then for

independent reading/rereading. Word study will be provided to differentiated groups based on students’ current developmental stages. The basic

resource for writing instruction is either Write Source Teacher’s Edition or Calkins’ Units of Study.

Reminder: Please refer to the First Nine Weeks each quarter to expand and enrich skills to be taught as the curriculum does spiral throughout the

year.

Links to additional Resources:

http://www.spotsylvania.k12.va.us/

http://www.spotsyschools.us/instruction/LinkClick.aspx?fileticket=iD3Sc6%2f3sb4%3d&tabid=6867

June 2012 of 39

Writing Rubric - http://tinyurl.com/3nxq4uf Assessment Calendar - http://tinyurl.com/3q6dmo7 Pacing Guide - http://tinyurl.com/3cvll67 Spot Checks - http://tinyurl.com/3lyfthf

Terms for Academic Success – Spotsy Big 7 -

Glossary of Terms – http://tinyurl.com/3oqggks Chart of Spotsy Big 7 Definitions & Clues -

English Terms for Academic Success - http://tinyurl.com/3rdmfab http://tinyurl.com/43axsz6 The Spotsy Big 7 Poster - http://tinyurl.com/3u7qg6d

Writing Handbook – Synthesize - http://tinyurl.com/44g8ayq

Anchor papers - http://tinyurl.com/3lt2pg5 Sensory Images - http://tinyurl.com/3nrozqc

Philosophy, Best Practices, Overview, Expectations - http://tinyurl.com/3cyzfz2 Question - http://tinyurl.com/3e89h4e Recommended Resources - http://tinyurl.com/3wp3xoe Question the Author - http://tinyurl.com/3kb92ox Checklist - http://tinyurl.com/3kt9em4 Predict - http://tinyurl.com/4253vrt Directions for Writing to Prompt - http://tinyurl.com/3ffc6f3 Monitor and Repair - http://tinyurl.com/3czlf5r Daily Schedule and Mini Lesson - http://tinyurl.com/3mrjxzc Make A Connection - http://tinyurl.com/4yjgofm Writing to Prompt - http://tinyurl.com/454hg4j Infer - http://tinyurl.com/42n5ntf Writing Cover Sheet - http://tinyurl.com/3rlft33 Evaluate - http://tinyurl.com/3so3ukp

Clarify - http://tinyurl.com/3lq54uc

QAR -

QAR Strategy Instruction - http://tinyurl.com/4x9kyu5 QAR Stoplight - http://tinyurl.com/3zj9u9d QAR Reading Cycle and Bloom Technology - http://tinyurl.com/3uddlba

QAR Poster - http://tinyurl.com/434swdh

QAR Big Chart - http://tinyurl.com/3zlzf4m

QAR PowerPoint - http://tinyurl.com/3g6pumv

Pacing

Guide

Standards of Learning Expanded Essential Knowledge, Skills, and

Processes

Assessments

1st Nine

Weeks

Theme 1:

Back to

School

Silly Stories

Focus on

Poetry

ORAL LANGUAGE

Oral Language Structure {ENG2.1}

The student will demonstrate an understanding of

oral language structure.

a) Create oral stories to share with others.

ORAL LANGUAGE

2.1a) Create oral stories to share with others.

Use the story structure of beginning, middle,

and end to tell a story of an experience.

ORAL LANGUAGE

Individual

conferencing with

anecdotal records

Student presentations

Retellings/explanations

Teacher checklists

Student work

Interviews

Oral reports

Classroom discussions

http://tinyurl.com/3nxq4uf

http://tinyurl.com/3q6dmo7

http://tinyurl.com/3cvll67

http://tinyurl.com/3lyfthf

http://tinyurl.com/3oqggks

http://tinyurl.com/3rdmfab

http://tinyurl.com/43axsz6

http://tinyurl.com/3u7qg6d

http://tinyurl.com/44g8ayq

http://tinyurl.com/3lt2pg5

http://tinyurl.com/3nrozqc

http://tinyurl.com/3cyzfz2

http://tinyurl.com/3e89h4e

http://tinyurl.com/3wp3xoe

http://tinyurl.com/3kb92ox

http://tinyurl.com/3kt9em4

http://tinyurl.com/4253vrt

http://tinyurl.com/3ffc6f3

http://tinyurl.com/3czlf5r

http://tinyurl.com/3mrjxzc

http://tinyurl.com/4yjgofm

http://tinyurl.com/454hg4j

http://tinyurl.com/42n5ntf

http://tinyurl.com/3rlft33

http://tinyurl.com/3so3ukp

http://tinyurl.com/3lq54uc

http://tinyurl.com/4x9kyu5

http://tinyurl.com/3zj9u9d

http://tinyurl.com/3uddlba

http://tinyurl.com/434swdh

http://tinyurl.com/3zlzf4m

http://tinyurl.com/3g6pumv

June 2012 of 39

1st Nine

Weeks

(cont’d)

b) Create and participate in oral dramatic activities.

c) Use correct verb tenses in oral communication.

d) Use increasingly complex sentence structure in

oral communication.

e) Begin to self-correct errors in language use.

2.1b) Dramatize familiar stories.

2.1c) Use present, past, and future tenses

appropriately.

2.1e) Begin to self-correct errors made when

communicating orally.

Student-teacher

conversations

Observations

Listening/Speaking Vocabulary

{ENG2.2}

The student will expand understanding

and use of word meanings.

a) Increase listening and speaking vocabularies.

b) Use words that reflect a growing range of interests

and knowledge.

c) Clarify and explain words and ideas orally.

d) Identify and use synonyms and antonyms in oral

communication.

e) Use vocabulary from other content areas.

2.2b) See Cross Curricular Connections.

2.2c) Ask questions to clarify or gain further

information.

2.2d) Use synonyms and antonyms in oral

communication.

2.2e) See Cross Curricular Connections.

Oral Communication Skills {ENG2.3}

The student will use oral communication skills.

a) Use oral language for different purposes: to inform,

persuade, and to entertain.

b) Share stories or information orally with an

audience.

c) Participate as a contributor and leader in a group.

d) Retell information shared by others.

2.3a) Ask and respond to questions to check for

understanding of information presented.

2.3b) Use proper pitch and volume.

2.3c) Carry out specific group role such as

leader, recorder, manager, or reporter.

June 2012 of 39

1st Nine

Weeks

(cont’d)

e) Follow 3 and 4 step directions.

f) Give 3 and 4 step directions.

Identify, Produce, Manipulate {2.4}

The student will orally identify, produce, and

manipulate various units of speech sounds within

words.

a) Count phoneme (sounds) within 1-syllable words.

b) Blend sounds to make 1-syllable words.

c) Segment 1-syllable words into individual speech

sounds (phonemes).

d) Add or delete phonemes (sounds) to make words.

e) Blend and segment multi-syllabic words at the

syllable level.

CROSS CURRICULAR CONNECTIONS

Social Studies Tradebooks:

The Little House by Virginia Lee Burton

Our Town published by National Geographic

Communities by Judy Nayer

Reading Maps by David Rhep

Maintain and manipulate voice (pausing, tempo,

volume, and pitch) to convey mood in a

conversation, the retelling of a story, and a group

discussion. {SS2.2}{SS2.4}{SS2.8} {SS2.9}{SS2.11}

Dramatize familiar stories. {SS2.8}{SS2.9}

2.4a) Count, isolate, and manipulate phonemes.

2.4b) Blend sounds to make words with 1

syllable.

2.4c) Segment words by saying each sound.

2.4d) Make new words by adding or deleting

phonemes.

READING

Use Phonetic Strategies {ENG2.5}

READING

READING

June 2012 of 39

1st Nine

Weeks

(cont’d)

The student will use phonetic strategies when reading

and spelling.

a) Use knowledge of consonants, consonant blends,

and consonant digraphs to decode and spell words.

b) Use knowledge of short, long, and r-controlled

vowel patterns to decode and spell words.

c) Decode regular multi-syllabic words.

2.5a) Apply knowledge of consonants to

decode and spell words.

2.5b) Apply knowledge of vowel patterns, such

as VCV, to decode and spell words.

Apply knowledge of short vowels and VCCV

pattern to decode and spell words.

Apply knowledge of long vowels (a, i) and

CVCe pattern to decode and spell words.

2.5c) Use phonetic strategies to self-correct

reading when meaning breaks do.

DISTRICT-WIDE REQUIRED

ASSESSMENTS

Fall PALS 1-3

High Frequency Words

Assessment: Read

SUGGESTED

IRI, for at risk students

Journal entries/reading

response logs

Individual

conferencing with

anecdotal records


Student demonstrations

Records of

independent reading

Teacher checklists

Running records

Interviews

Use Clues and Syntax {ENG2.6}

The student will use semantic clues and syntax to

expand vocabulary when reading.

a) Use information in the story to read words.

b) Use knowledge of sentence structure.

c) Use knowledge of story structure in sequence.

d) Reread and self correct.

2.6a) Use the context of a sentence to

determine the meaning of a word to include

homophones and multiple meaning words

2.6b) Use knowledge of word order including

subject, verb, and adjectives to check for

meaning

2.6c) Apply knowledge of story structure to

predict what will happen next.

2.6d) Reread and self-correct when necessary.

Reread to clarify meaning.

Fluency checks

Teacher observations

Oral reports Student

work

Selection Tests

June 2012 of 39

1st Nine

Weeks

(cont’d)

Expand Vocabulary{ENG2.7}

The student will expand vocabulary when reading.

a) Use knowledge of homophones.

b) Use knowledge of prefixes and suffixes.

c) Use knowledge of antonyms and synonyms.

d) Discuss meanings of words and develop

vocabulary by listening and reading a variety of

texts.


See Cross Curricular Connections

Use specific vocabulary from content area study

to express interest and knowledge.

Read/Comprehend Fiction {ENG2.8}

The student will read and demonstrate

comprehension of fictional text.

a) Make and confirm predictions.

b) Relate previous experiences to the topic.

c) Ask and answer questions about what is read.

d) Locate information to answer questions.

e) Describe characters, setting and important events

in fiction and poetry.

f) Identify the problem, solution.

g) Identify the main idea.

2.8a) Set purpose for reading.

2.8b) Relate previous experiences to the main

idea.

2.8d) Begin to skim for information to answer

questions.

2.8e) Describe a characters traits, feelings, and

actions as presented in a story or poem.

2.8f) Apply knowledge of story structure to

predict what will happen next.

(Beginning/Middle/End, Problem / Solution).

2.8g) Ask simple who, what, when, where, and

why questions to demonstrate understanding of

details and events.

June 2012 of 39

1st Nine

Weeks

(cont’d)

h) Summarize stories and events with beginning,

middle, and end in the correct sequence.

i) Draw conclusions based on the text.

j) Read and reread familiar stories, poems, and

passages with fluency, accuracy, and meaningful

expressions.

2.8h) Summarize

2.8i) Describe the structure of a story.

2.8j) Read poetry with understanding, fluency,

and expression.

Read/Comprehend Nonfiction {ENG2.9}

The student will demonstrate comprehension of

nonfiction texts.

a) Preview the selection using text features.

b) Make and confirm predictions about the main

idea.

c) Use prior and background knowledge as context

for new learning.

d) Set purpose for reading.

e) Ask and answer questions about what is read.

f) Locate information to answer questions.


{2.8,9}

Organize information, using graphic organizers.

Write responses to what is read.

Recognize Fantasy/Realism

Use knowledge of sequence to make

Predictions while reading functional text such as

recipes and other sets of directions.

2.9a) Skim text for section headings, bold types,

and picture captions to set a purpose for

reading.

Interpret illustrations to make predictions about

the text.

2.9g) Determine the main idea.

June 2012 of 39

1st Nine

Weeks

(cont’d)

h) Read and reread familiar passages with fluency,

accuracy, and meaningful expression.

2.9h) Reread as necessary to confirm and self-

correct for word accuracy, fluency, and

expression.

Comprehend Reference{ENG2.10}


information in reference materials.

a) Use table of contents

b) Use pictures, captions, and charts.

c) Use dictionaries, glossaries, and indices.

d) Use online resources.


Use information from the text to make and

confirm/clarify predictions. {SS2.3}

2.10a) Locate titles and page numbers, using a

table of contents.

2.10b) Interpret pictures, captions, diagrams,

and tables

2.10c) Review and practice alphabetical order

of words.

Locate guide words, entry words, and definitions

in dictionaries and indices.

2.10d) Use online resources to gather information

on a given topic. (Teacher identified websites

and online reference materials.

Word Work

Develop fluency by recognizing and spelling

high frequency words.

Read and Spell: there, does, our, one, two,

because, above, house, four, three, know,

could, gone, many, new (plus kindergarten

and first grade words not previously mastered)

June 2012 of 39

1st Nine

Weeks

(cont’d)

Use story structure, titles, pictures, and diagrams to

check for meaning.

{SS2.1}{SS2.2}{SS2.4}{SS2.7}{SS2.9} {SS2.11}{SS2.12}

Use prior knowledge to interpret pictures and

diagrams in order to predict text. {SS2.3}

Practice reading in text on independent reading

level to develop accuracy, fluency, and expression

{SS2.1}{SS2.2}{SS2.4}{SS2.5}

{SS2.6}{SS2.7}{SS2.8}{SS2.9}{SS2.11} {SS2.12}

Make predictions and inferences. {SS2.3}

Read fiction and nonfiction print materials and

trade books that reflect the Virginia Standards of

Learning in English, history and social sciences,

science, and mathematics.

{SS2.1}{SS2.2}{SS2.3}{SS2.4}{SS2.6}

{SS2.7}{SS2.8}{SS2.9}{SS2.11}

Identify the main idea of a story or passage. {SS2.8}

Use a table of contents to locate information.

{SS2.2}{SS2.3}{SS2.7}{SS2.8}{SS2.12}

WRITING

Write Legibly {ENG2.11}

The student will maintain manuscript and begin to

make the transition to cursive.

WRITING DISTRICT-WIDE REQUIRED

ASSESSMENTS

Writing to Spotsylvania

County Prompt

High Frequency

Assessment: Spell

Fall PALS 1-3 (Spelling)

Communicate Ideas {ENG2.12}

The student will write stories, letters, and simple

SUGGESTED

APPLICATIONS FOR

INFORMAL ASSESSMENT

June 2012 of 39

1st Nine

Weeks

(cont’d)

explanations.

a) Generate ideas before writing.

b) Organize writing to include a beginning, middle

and end.

c) Expand writing to include descriptive detail.

d) Revise writing for clarity.

2.12a) Participate in teacher-directed writing to

include brainstorming, organizing writing, and

writing with beginning, middle, and end.

2.12b) Write 3 to 4 sentences on the same topic

(title, main idea, 2 supporting details).

Begin to learn how to indent a paragraph.

Review and practice sequencing events.

2.12c) Review and practice the writing process

steps of prewriting, drafting, revising,

proofreading, and publishing. {2.12a,b,c,d}

2.12d) Begin learning the writing domains of

composing (including organization, central idea,

elaboration), written expression (including

sentence variety, voice), and usage/mechanics

(including writing sentences, writing dates).{2.12

and 2.13 all}

Supply synonyms for a given word.

Journal

entries/response logs

Written and edited

products

Individual

conferencing with

anecdotal records

Student work

Teacher checklists

Spotsylvania County

Writing Rubric (2009)

Teacher prompt:

Supply a problem to

which students respond

with events

Whole-group writing

workshop

Supply examples of

writing domains and

students identify the

domain into which it

falls

Students recognize a

poem in a variety of

writing samples

Edit {ENG2.13}

The student will edit writing for correct grammar,

capitalization, punctuation, and spelling.

a) Recognize and use complete sentences.

b) Use and punctuate declarative, interrogative, and

exclamatory sentences.

2.13a) Recognize and write complete sentences

(naming parts, action parts).

Teacher observation of

the following:

o Morning message

o Daily oral language

o Journal entries

June 2012 of 39

1st Nine

Weeks

(cont’d)

c) Capitalize all proper nouns and the word I.

d) Use singular and plural nouns and pronouns.

e) Use apostrophes in contractions, including don’t,

isn’t, and can’t.

f) Use contractions and singular possessives.

g) Use knowledge of simple abbreviations.

h) Use correct spelling for commonly used sight

words including compound words and regular

plurals.

i) Use commas in the salutation and closing of a

letter.

j) Use verbs and adjectives correctly in sentences.

2.13c) Edit writing for grammar and

capitalization.

Begin to understand the poetry genre.

2.13h) Spell high frequency sight words,

compound words, and regular plurals correctly.

2.13j) Begin to use the terms nouns, verbs, and

adjectives to define naming words, action

words, and describing words.

Technology{2.14}

The student will use available technology for reading

and writing.

Keyboarding

Computer/Technology Standards of Learning

Use available technology to write.

www.eduplace.com

Dancemat Typing-

http://www.bbc.co.uk/schools/typing/

Students are encouraged to “play” at this

keyboarding site, both at school and at home.

Basic Operations and Concepts

C/T K-2.1The student will demonstrate

knowledge of the nature and operation of

technology systems.

Identify the computer as a machine that helps

people at school, work, and play.

Use technology to demonstrate the ability to

http://www.eduplace.com/


June 2012 of 39

perform a variety of tasks; among them turning

on and off a computer, starting and closing

programs, saving work, creating folders, using

pull-down menus, closing windows, dragging

objects, and responding to commands.

Social and Ethical Issues

C/T K-2.3 The student will practice responsible

use of technology systems, information, and

software.

Know the school’s rules for using computers.

Understand the importance of protecting

personal information or passwords.

Understand the basic principles of the

ownership of ideas.

C/T K-2.4 The student will use technology

responsibly.

Demonstrate respect for the rights of others

while using computers.

Understand the responsible use of equipment

and resources.

Technology Research Tools

C/T K-2.5 The student will use technology to

locate, evaluate, and collect information from a

variety of sources.

Identify information in various formats.

Identify available sources of information.

Problem-solving and Decision-making Tools

C/T K-2.6 The student will use technology

resources for solving problems and making

informed decisions.

Recognize that technology can be used to

solve problems and make informed decisions.

Identify and select technologies to address

problems.

Technology Communication Tools

C/T K-2.7 The student will use a variety of media

and formats to communicate information and

ideas effectively to multiple audiences.

Identify the best tool to communicate

information.

Use technology tools for individual writing,

June 2012 of 39

communication, and publishing activities.

Demonstrate the ability to create, save,

retrieve, and print document.

Pacing

Guide


Processes

Assessments

2nd Nine

Weeks

Theme 2:

Nature Walk

Focus on

Fables

Theme 3:

Around Town:

Neighbor-

hood and

Community

(“Chinatown”

and “A Trip to

the

Firehouse”)

ORAL LANGUAGE


The student will demonstrate an understanding of oral

language structure.




d) Use increasingly complex sentence structures in

oral communication.


ORAL LANGUAGE

Expand, enrich, and reinforce oral language

skills introduced in the first nine weeks.



and end to tell a story of an experience

2.1b) Dramatize familiar stories


appropriately.



ORAL LANGUAGE

Individual

conferencing with

anecdotal records



Teacher checklists

Student work

Interviews

Oral reports


Student-teacher

conversations

Observations

Listening/Speaking Vocabulary {ENG2.2}

The student will expand

understanding and use of word

meanings.


b) Use words that reflect a growing range of interest

and knowledge.



June 2012 of 39

2nd Nine

Weeks

(cont’d)


communication.


information.


communication.

2.2e) See Cross Curricular Connections.




to persuade, and to entertain.


audience.


d) Retell information shared by others.

e) Follow 3 and 4 step directions.

f) Give 3 and 4 step directions.

2.3c) Recognize and use compound words in

oral communication.




words.




sounds (phonemes).

d) Add or delete phonemes.


June 2012 of 39

2nd Nine

Weeks

(cont’d)

syllable level.



Eastern Woodlands Indians by Mir Tamim Ansary

Plains Indians by Mir Tamim Ansary

Southwest Indians by Mir Tamim Ansary

Recognize and use compound words in oral

communication.

Contribute to or lead a small group.

{SS2.1}{SS2.4}{SS2.10}

Share with an audience stories or information

relevant to topic. {SS2.2}{SS2.3}{SS2.4} {SS2.9}{SS2.11}

Select vocabulary and non-verbal expressions

appropriate to purpose and audience. {SS2.2}

{SS2.3}{SS2.4}{SS2.5}{SS2.9}{SS2.11}

Use present, past, and future tenses appropriately.

Explain the meanings of words within the context of

how they are used.{SS2.1}{SS2.2}

{SS2.3}{SS2.4}{SS2.6}{SS2.7}{SS2.8} {SS2.9}

READING



and spelling.




READING

Expand, enrich, and reinforce meaning clues

and language structure skills introduced in the

first nine weeks.

2.5a) Apply knowledge of consonants and

consonant clusters to decode and spell words

with r, l, s clusters.

Apply knowledge of VCCV double consonant patterns.

2.5b) Apply knowledge of long vowel CVCe (o,

READING


ASSESSMENTS

Mid-Year PALS 1-3


Assessment: Read

SUGGESTED



response logs

Individual

conferencing with

anecdotal records


June 2012 of 39

2nd Nine

Weeks

(cont’d)



u, e) word patterns.

2.5c) Demonstrate an understanding of

compound words.


Records of

independent reading

Teacher checklists

Running records

Fluency checks


Interviews

Oral reports

Student work

Selection Tests

Use Clues and Syntax{ENG2.6}







Supply antonyms for given words.

Use the context of a sentence to determine the

correct use of multiple meaning words.

Expand Vocabulary{ENG2.7}







texts.

Expand, enrich, and reinforce reading

strategies and skills introduced in the first nine

weeks.

2.7c) Supply antonyms for given words.

2.7d) Use the context of a sentence to determine

the correct use of multiple meaning words.

June 2012 of 39

2nd Nine

Weeks

(cont’d)


Word Work



Additional words to read and spell: would, very,

also, any, again, goes, write, sure, always,

around, other, says, after, soon, about

Houghton Mifflin

Distinguish between fact and opinion.

Compare/Contrast

Read/Comprehend Fiction {ENG2.8}







e) Describe characters, setting, and important events



g) Summarize stories and events with beginning,


h) Draw conclusions based on the text.

i) Read and reread familiar stories, poems, and


comprehension strategies, processes, and skills

from first nine weeks.

2.8g) Identify details to support a main idea.

2.8i) Pause at commas and periods during oral

June 2012 of 39

2nd Nine

Weeks

(cont’d)


expression.

reading.

Read/Comprehend Nonfiction {ENG2.9}


nonfiction texts.



idea.


for new learning.







Comprehend Reference {ENG2.10}



a) Use table of contents.





June 2012 of 39

2nd Nine

Weeks

(cont’d)

Interpret illustrations, such as diagrams, charts,

graphs, and maps to make predictions about the

text. {SS2.1}{SS2.2}{SS2.3}{SS2.4}

{SS2.5}{SS2.6}{SS2.7}{SS2.8}{SS2.9} {SS2.11}{SS2.12}

Categorize and classify information and story

elements. {SS2.1}{SS2.2}{SS2.3}{SS2.7}

{SS2.9}{SS2.11}{SS2.12}

WRITING




WRITING

Expand, enrich, and reinforce legible writing

skills introduced in the first nine weeks.

WRITING


ASSESSMENTS

Writing to Spotsylvania

County Prompt


Assessment: Spell



explanations.


b) Organize writing to include a beginning, middle,

and end.

Expand, enrich, and reinforce skills to

communicate ideas as introduced in the first

nine weeks.

2.12a) Consistently and correctly use the writing

domains of composing (including elaboration,

unity, parts of a friendly letter), written expression

(including word choice, sentence variety,

important information), and usage/mechanics

(including punctuation, proofreading, format).{a-

d}

2.12b) Consistently and correctly sequence

events.

Consistently stay on topic by expressing ideas

clearly and in an organized manner.

Practice following the writing process to write a

descriptive paragraph and a friendly letter.

Practice writing stories that include a beginning,

SUGGESTED

APPLICATIONS FOR

INFORMAL ASSESSMENT

Journal


Written and edited

products

Individual

conferencing with

anecdotal records

Student work

Teacher checklists

Spotsylvania County


Supply students with a

paragraph to which

they add descriptive

details.

Teacher prompt:

Supply a question to

which students write a

response

Homework

June 2012 of 39

2nd Nine

Weeks

(cont’d)



middle, and end (to include indenting).

2.12c) Begin to learn and practice using

adjectives/describing words to add details to

make interesting, complete sentences.

logs/agendas

Students recognize a

fable in a variety of

writing samples


the following:

o Morning message


o Journal entries

Descriptive paragraph

Friendly letter

Edit {ENG2.13}






c) Capitalize all proper nouns and the I.








plurals.


letter.

Expand, enrich, and reinforce editing skills

introduced in the first nine weeks.

2.13a) Begin to learn and practice using

common and proper (special) nouns.

2.13g) Begin to learn and practice abbreviations

and people’s titles.

2.13h) Demonstrate an understanding of plural

nouns ending in -s, -es, -ies.

2.13i) Consistently use and punctuate statements,

questions, commands, and exclamations in an

June 2012 of 39


appropriate manner.

2nd Nine

Weeks

(cont’d)

Technology{2.14}


and writing.

Keyboarding

Computer/Technology Standards

Houghton Mifflin

Dancemat Typing-


Students are encouraged to “play” at this

keyboarding site, both at school and at home.

Expand, enrich, and reinforce computer/

technology skills introduced in the first quarter.

Begin to understand the fable genre.


June 2012 of 39

Pacing

Guide


Processes

Assessments

3rd Nine

Weeks

Theme 3:

Around Town:

Neighbor-

hood and

Community

(“Big Bushy

Mustache”

and

“Jamaica

Louise

James”

Theme wrap-

up

“Grandpa’s

Corner Store”

and “Barrio”

Theme 4:

Amazing

Animals

Focus on

Biography

ORAL LANGUAGE



language structure.




d) Use increasingly complex sentence structure in

oral communication.


ORAL LANGUAGE


skills introduced in the first semester.

2.1d) Use complex sentence structure with

conjunctions when describing events and giving

explanations.

Follow and give three-step and four-step

directions.

Sequence three or four steps chronologically.

ORAL LANGUAGE

Individual

conferencing with

anecdotal records



Teacher checklists

Student work

Interviews

Oral reports


Student-teacher

conversations

Observations


The student will expand understanding and use of

word meanings.


b) Use words that reflect a growing range of interests

and knowledge.



June 2012 of 39

3rd Nine

Weeks

(cont’d)


communication.


information.


communication.

2.2e) See Cross Curricular Connections






audience.


d) Summarize information shared orally by others.









words.




sounds (phonemes).



syllable level.



syllable.



phonemes.

June 2012 of 39

3rd Nine

Weeks

(cont’d)

Houghton Mifflin



Martin Luther King, Jr. by David A. Adler

Martin Luther King, Jr. published by Newbridge

Helen Keller by David Adler

Helen Keller published by Newbridge

Jackie Robinson by David A. Adler

Jackie Robinson published by Newbridge

Susan B. Anthony published by Newbridge

setting, such as leader, recorder, materials

manager, or reporter. {SS2.10}

Recognize and use nouns appropriately.

READING



and spelling.





READING

Expand, enrich, and reinforce phonetic

strategies knowledge, processes, and skills from

first semester.



first semester.

2.5a) Apply knowledge of consonant digraphs

th,wh,sh,ch,(tch)

Apply knowledge of words ending with k, ck.

Apply knowledge of words ending with nd, nt,

mp, ng, and nk to decode and spell words.

2.5b) Apply knowledge of vowel pairs ow, ou, ee,

ea, oa to decode and spell words.

Apply knowledge of vowel pairs ai, ay.

Apply knowledge of r -controlled vowels or, ore,

READING


ASSESSMENTS


Assessment: Read

SUGGESTED



response logs

Individual

conferencing with

anecdotal records



Records of

independent reading

Teacher checklists

Running records

Fluency checks


Interviews

Oral reports

Student work

Selection Tests

June 2012 of 39

3rd Nine

Weeks

(cont’d)


and ar.








Expand, enrich, and reinforce reading strategy


Use context clues to read new words.

Expand Vocabulary {ENG2.7}







texts.




from first semester.

2.7b) Use common suffixes to demonstrate

understanding of base word ending with –ly, -

ful, -tion, - ture.

Use common suffixes to demonstrate

understanding of base words –er, -est

June 2012 of 39

3rd Nine

Weeks

(cont’d)

WORD WORK

Expand, enrich, and reinforce vocabulary skills

introduced in the first semester.



Additional words to read and spell: little, move,

word, only, should, done, buy, does, eight,

every, first, people, friend, learn, once

Comprehension {ENG2.8}







e) Describe characters, setting and important events









expression.

Expand, enrich, and reinforce reference material


2.8a) Use information to predict and infer.

2.8d) Use information to make judgments.

2.8f) Identify the main idea

2.8h) Summarize

2.8i) Use information to draw conclusion and

determine cause and effect.

June 2012 of 39

3rd Nine

Weeks

(cont’d)

Reference Materials {ENG2.9}


nonfiction texts.


b) Preview the selection using text features.


for new learning.







2.9f) Read to ask and answer questions about

selected text.







2.10c) Locate guide words, entry words, and

definitions in dictionaries and indices.

ABC order in the dictionary.

Identify beginning, middle, and end of the

dictionary.

Use text organization.

June 2012 of 39

3rd Nine

Weeks

(cont’d)


CROSS CURRICULAR CONNECTION

Use information from text to compare and contrast

story elements. {SS2.2}{SS2.3} {SS2.8}{SS2.11}{SS2.12}

Locate entry words in a dictionary.

Use a thesaurus.

Identify parts of a dictionary entry.

WRITING




WRITING



WRITING


ASSESSMENTS


Assessment: Spell


The student will write stories, letters,

and simple explanations.



and end.



semester.

2.12a) Consistently use the writing domains of

composing (including elaboration,

problem/solution, central idea), written

expression (including word choice, voice,

fact/opinion), and usage/mechanics (including

punctuation, proofreading, format). {2.12a-d}

2.12b) Write stories with a beginning, middle, and

end consistently and in an appropriate manner

with appropriate usage/mechanics.

Begin to learn, practice, and use narrative,

persuasive, and expository paragraphs.

SUGGESTED

APPLICATIONS FOR

INFORMAL ASSESSMENT

Journal


Written and edited

products

Individual

conferencing with

anecdotal records

Student work

Teacher checklists

Spotsylvania County


Draft and produce

poems, fables, and

biographies

Students recognize

narrative, persuasive,

June 2012 of 39

3rd Nine

Weeks

(cont’d)



and expository text in a

variety of writing

samples


the following:

o Morning message


o Journal entries

Informational report

Stories

Edit {ENG2.13}














plurals.


letter.


introduced in the first semester.

2.13d) Begin to learn and recognize singular and

plural forms of nouns, possessive nouns, and

pronouns.

2.13g) Identify simple abbreviations.

June 2012 of 39

3rd Nine

Weeks

(cont’d)


Technology{2.14}

The student will use available technology for

Reading and Writing.

Keyboarding


Houghton Mifflin


Practice using the writing process to write an

informational report (discuss paraphrasing).

{SS2.2}{SS2.11}

Work through the levels of Dancemat Typing

(http://www.bbc.co.uk/schools/typing) on a

regular schedule until Level 4 is completed.

Expand, enrich, and reinforce

computer/technology skills introduced in the first

semester.

Read to understand the biography genre.

http://www.bbc.co.uk/schools/typing

June 2012 of 39

Pacing

Guide


Processes

Assessments

4th Nine

Weeks

Theme 5:

Family Time

Focus on

Chapter

Books

Theme 6:

Talent Show

ORAL LANGUAGE



language structure.




d) Use increasingly complex sentence structures in

oral communication.


ORAL LANGUAGE


skills introduced in the first three quarters.



and end to tell a story of an experience

2.1b) Dramatize familiar stories


appropriately.



ORAL LANGUAGE

Individual

conferencing with

anecdotal records



Teacher checklists

Student work

Interviews

Oral reports


Student-teacher

conversations

Observations


The student will expand understanding and use of

word meanings.


b) Use words that reflect a growing range of interest

and knowledge.




information.


June 2012 of 39

4th Nine

Weeks

(cont’d)

communication.


communication.

2.2e) See Cross Curricular Connections






audience.


d) Summarize information shared orally by others.









words.




sounds.



syllable level.

Houghton Mifflin



syllable.



phonemes.

Recognize and use nouns appropriately.

June 2012 of 39

4th Nine

Weeks

(cont’d)



Martin Luther King, Jr. by David A. Adler

Martin Luther King, Jr. published by Newbridge

Helen Keller by David Adler

Helen Keller published by Newbridge

Jackie Robinson by David A. Adler

Jackie Robinson published by Newbridge

Susan B. Anthony published by Newbridge

setting, such as leader, recorder, materials

manager, or reporter. {SS2.10}

READING



and spelling.






READING

Expand, enrich, and reinforce phonetic

strategies knowledge, processes, and skills from

the first three quarters.



first three quarters.

2.5a) Apply knowledge of consonant digraphs

th,wh,sh,ch,(tch)

Apply knowledge of words ending with k, ck.

Apply knowledge of words ending with nd, nt,

mp, ng, and nk to decode and spell words.

2.5b) Apply knowledge of vowel pairs ow, ou, ee,

ea, oa to decode and spell words.

Apply knowledge of vowel pairs ai, ay.

Apply knowledge of r controlled vowels or, ore,

and ar.

READING


ASSESSMENTS


Assessment: Read

PALS

SUGGESTED



response logs

Individual

conferencing with

anecdotal records


Student

demonstrations

Records of

independent reading

Teacher checklists

Running records

Fluency checks


Interviews

Oral reports

Student work

Selection Tests

June 2012 of 39

4th Nine

Weeks

(cont’d)








Expand, enrich, and reinforce reading strategy


2.6a) Use context clues to read new words.

Expand Vocabulary {ENG2.7}





d) Discuss meanings of words and develop by

listening and reading a variety of texts.




from the first three quarters.

2.7b) Use common suffixes to demonstrate

understanding of base word ending with –ly, -

ful, -tion, - ture.

Use common suffixes to demonstrate

understanding of base words –er, -est

WORD WORK

Expand, enrich, and reinforce vocabulary skills

introduced in the first three quarters.



June 2012 of 39

4th Nine

Weeks

(cont’d)

Additional words to read and spell: which, their,

school, great, through, where, third, please,

beautiful, draw, busy, carry, guess, heard, laugh

Comprehension {ENG2.8}







e) Describe characters, setting, and important events









expression.

Expand, enrich, and reinforce reference material


2.8a) Use information to predict and infer.

2.8d) Use information to make judgments.

2.8g) Identify the main idea.

2.8h) Summarize.

2.8i) Use information to draw conclusion and

determine cause and effect.

Reference Materials {ENG2.9}


nonfiction texts.



June 2012 of 39

4th Nine

Weeks

(cont’d)

idea.


for new learning.







2.9f) Read to ask and answer questions about

selected text.








2.10c) Locate guide words, entry words, and

definitions in dictionaries and indices.

ABC order in the dictionary

Identify beginning, middle, and end of the

dictionary.

Use text organization

Locate entry words in a dictionary

Use a thesaurus

Identify parts of a dictionary entry

June 2012 of 39

4th Nine

Weeks

(cont’d)

CROSS CURRICULAR CONNECTION

Use information from text to compare and contrast

story elements. {SS2.2}{SS2.3} {SS2.8}{SS2.11}{SS2.12}

WRITING




WRITING



WRITING


ASSESSMENTS


Assessment: Spell

Writing to County

Prompt



explanations.



and end.



WRITING



three quarters.

2.12a) Consistently use the writing domains of

composing (including elaboration,

problem/solution, central idea), written

expression (including word choice, voice,

fact/opinion), and usage/mechanics (including

punctuation, proofreading, format).{2.12a-d}

2.12b) Write stories with a beginning, middle, and

end consistently and in an appropriate manner

with appropriate usage/mechanics.

Begin to learn, practice, and use narrative,

persuasive, and expository paragraphs.

SUGGESTED

APPLICATIONS FOR

INFORMAL ASSESSMENT

Journal


Written and edited

products

Individual

conferencing with

anecdotal records

Student work

Teacher checklists

Spotsylvania County


Draft and produce

poems, fables, and

biographies

Students recognize

narrative, persuasive,

and expository text in a

variety of writing

samples


the following:

o Morning message


o Journal entries

June 2012 of 39

4th Nine

Weeks

(cont’d)

Informational report

Stories

Edit {ENG2.13}









isn’t and can’t.





plurals.


letter.


introduced in the first three quarters.

2.13d) Begin to learn and recognize singular

and plural forms of nouns, possessive nouns,

and pronouns.

2.13g) Identify simple abbreviations.

Technology{2.14}


and writing.

Keyboarding

Work through the levels of Dancemat Typing

(http://www.bbc.co.uk/schools/typing) on a

regular schedule until Level 4 is completed.

http://www.bbc.co.uk/schools/typing

June 2012 of 39


Houghton Mifflin


Practice using the writing process to write an

informational report (discuss paraphrasing).

{SS2.2}{SS2.11}

Expand, enrich, and reinforce computer/

technology skills introduced in the first three

quarters.

Read to understand the biography genre.

Spotsylvania County Schools...conversation, the retelling of a story, and a group discussion....

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Transcript of Spotsylvania County Schools...conversation, the retelling of a story, and a group discussion....