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Instructional Guide

Grade Level Second Grade Subject English Language Arts School System Pickens County

School Year 2011-2012

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1st SixWeeksBeginning1ST SixWeeksThroughoutthe year

Standard 1 2.1.a Demonstrate phonologicalskills, including manipulatingsounds and words of the Englishlanguage.

Reading Street- Taught dailythroughout the textSing with Me Big Book-AudioCDPhonics Song and RhymeChart-Audio CDSound-Spelling CardsDecodable Readers thatcorrespond with the storyAmazing Word ChartsPhonics and Spelling Practiceworkbook to correspond withstoryWord sortsSmall group instructionLiteracy Centers Tier II

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Beginningfirst sixweeksThroughoutthe year

Standard 3 2.4.b Demonstratecomprehension of second gradematerials across the curriculumclassifying ideas and things frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions

Reading Street-Unit1:Exploring Space, AWalk in the Desert; Unit 2:Tara and Tiree; Unit 3: DearJuno, A Weed is a Flower;Unit 4: The Life Cycle of aPumpkin, Frogs , Helen Keller;Unit 5: FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)Resource RoomComprehension ToolkitActive Participation Tier II

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Beginning1ST SixWeeksThroughoutthe year

Standard 4 2.4.c Demonstratecomprehension of second gradematerials across the curriculumidentifying sequence frominformational and functionalreading materials,2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions2.4.B.3 Identifying characters

Taught throughout the textTen Most Important Sentences

Nonfiction/informationalcomprehensionCards (Scaffolding cards)

Resource RoomComprehension ToolkitActive Participation Tier II

Beginning1ST SixWeeksThroughoutthe year

Standard 4 2.4.d Demonstratecomprehension of second gradematerials across the curriculumretelling directions andinformation from informationaland functional reading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how question

Taught throughout the textTen Most Important SentencesLeveled Books

Nonfiction/informationalcomprehensionCards (Scaffolding cards)Resource RoomComprehension ToolkitActive Participation, Tier II

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Standard 3 2.5.a Read with fluency passagescontaining complex sentences.2.5.B.1 Reading 90-100 wordsper minute2.5.B.2 Recognizing secondgrade high frequency words2.5.B.3 Using punctuation tohelp phrase2.5.B.4 Making self-corrections2.5.B.5 Reading with expression

Taught throughout the textReader’s Theater AnthologyFresh ReadsAudio CD with textBig BooksPhonics and Songs andRhymes ChartLeveled Books FlashcardsWord Lists, Phrasing listsResource RoomDIBELS ORF ProgressMonitoring

Leveled text/passages-choralreading, echo reading

Standard 4 2.7.a Explain how authors usetext features to identify key andsupporting ideas in informationaltexts.

Taught throughout the textComprehension toolkit(resource room)

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2.8.a Organize sentences into aparagraph address a topic.2.8.B.1 Sorting information usinggraphic organizers2.8.B.2 Generating a topicsentence and a concludingsentence in a paragraph2.8.B.3 Drafting a written pieceincluding an introductoryparagraph and a concludingparagraph2.8.B.4 Editing for spelling,punctuation, capitalization andsentence variety2.8.B.5 Publishing final draft2.8.B. 6 Using descriptive,narrative Organize sentences intoa paragraph to, and expositorymodes of writing2.8.B.7 Writing free verse poetryto express ideas

Taught throughout the textGraphic OrganizersJournal WritingGrammar and Writing BookFour Square WritingTeach Me Writing

Literacy Centers

Resource Room

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2.8.b Organize sentences into aparagraph to tell a story.2.8.B.1 Sorting information usinggraphic organizers2.8.B.2 Generating a topicsentence and a concludingsentence in a paragraph2.8.B.3 Drafting a written pieceincluding an introductoryparagraph and a concluding

paragraph2.8.B.4 Editing for spelling,punctuation, capitalization andsentence variety2.8.B.5 Publishing final draft2.8.B. 6 Using descriptive,narrative organize sentences intoa paragraph to, and expositorymodes of writing2.8.B.7 Writing free verse poetryto express ideas

Taught throughout the textGraphic OrganizersJournal WritingGrammar and Writing BookWriting TransparenciesFour Square WritingTeach Me Writing

Literacy Centers

Resource Room

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2.11.a Write words in sentenceslegibly with proper spacing inmanuscript.

Taught throughout the textGrammar and WritingWorkbookPopsicle sticks for spacing

2.15.a Select appropriate voice toenhance meaning.2.15.B.1 Using active listeningskills2.15.B.2 Retelling stories andevents in logical order2.15.B.3 Remaining on topicwhen speaking2.15.B.5 Using appropriategrammar and word choice in oralpresentations and in conversations

Taught throughout the textAudio CD’sTen Most Important SentencesRetelling CardsGrammar and WritingWorkbookModeling by teacher-Readalouds weeklyReaders’ Theater AnthologyActive Participation

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1ST SixWeeks

Standard 1 2.2.a Apply phonetic strategies todecode unfamiliar words usinggraphophonemic clues and lettersound correspondences, includingdiphthongs and diagraphs.2.2.B.1 Correcting wordrecognition errors2.2.B.2 Reading phoneticallyregular and irregular two syllablewords

Reading Street-Unit 1: Henry and Mudge, AWalk in the Desert, TheStrongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook, Multi-syllableWord Routine Cards,Decodable Text, GraphicOrganizers, Sound-SpellingCards, Vocabulary Cards,Literacy Centers, Small groupinstruction, Tier II

TimePeriod

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ARMTCorrelations

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Assessment(Pacing –how well)

adjustment)

1ST SixWeeks

Standard1 2.2.b Apply phonetic strategiesto decode multi-syllable wordsusing graphophonemic clues andletter sound correspondences,including diphthongs anddiagraphs,2.2.B.1 Correcting wordrecognition errors

Reading Street-Unit 1: Henry and Mudge, AWalk in the Desert, TheStrongest OneUnit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM;Unit 5: Horace and MoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook

Word work, choral reading,multi-syllable word routinecards, Small groups instruction(taken from third grade routinecards-Reading Street)Decodable Text, VocabularyCards, Literacy Centers, Tier II

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1ST SixWeeks

Standard 2 2.3.a Exhibit vocabulary skills,including explaining simplecommon antonyms.2.3.B.1 Responding to questions2.3.B.2 Using symantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words

Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word Walls

Word Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters

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1ST SixWeeks

Standard 2 2.3.b Exhibit vocabulary skills,including simple commonsynonyms2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words

Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing Book

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ARMTCorrelations

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1ST SixWeeks

Standard 4 2.4.a Demonstratecomprehension of second gradereading materials across thecurriculum, including drawingsimple conclusions frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions2.4.B.3 Identifying characters

Reading Street-Unit1:Exploring Space, Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs, Helen Keller; Unit 5:Firefighter; Unit 6- Red,White, and Blue, CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)Leveled Texts, ELL Books andpostersResource RoomComprehension ToolkitActive Participation Tier II

TimePeriod

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ARMTCorrelations

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1ST SixWeeks

Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)Resource RoomComprehension ToolkitActive Participation, Tier II

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1ST SixWeeks

Standard 5 2.6.a Differentiate amongfolktales, tall tales, and fables.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic Organizers, ActiveParticipation, Tier II

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1ST SixWeeks

Standard 3 2.6.b Differentiate amongrealistic fiction and othernarrative texts.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersActive Participation, Tier IIFiction scaffolding cards

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1ST SixWeeks

2.10.a Use concrete nouns inwritten communication.2.10.B.1 Describing nouns usingadjective in writing2.10.B.2 Substituting nouns withpronouns in writing2.10.B.3 Using singular andplural nouns in writing

Reading Street- Unit 2Grammar TransparenciesGrammar and Writing Book

2.10.b Use action verbs inwritten communication

Reading Street-Unit 3Grammar TransparenciesGrammar and Writing Book

Pantomime action verbs, thensee in written communication,then write their own sentences.

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2nd SixWeeks2ND SixWeeks

Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbookDecodable Text, GraphicOrganizers, Sound-SpellingCards, Vocabulary CardsWorkbook, Multi-syllableRoutine Cards, DecodableText, Graphic Organizers,Sound-Spelling Cards,Vocabulary Cards, Centers

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2ND SixWeeks

Standard 1 2.2.b Apply phonetic strategiesto decode multi-syllable wordsusing graphophonemic clues andletter sound correspondences,including diphthongs anddiagraphs,2.2.B.1 Correcting wordrecognition errors

Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook ,Word work, choralreading, multi-syllable wordroutine cards(taken from third grade routinecards-Reading Street)Decodable Text, VocabularyCards, Literacy Centers

TimePeriod

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ARMTCorrelations

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2ND SixWeeks

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic Organizers

TimePeriod

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ARMTCorrelations

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adjustment)

2ND SixWeeks

2.10.a Use concrete nouns inwritten communication.2.10.B.1 Describing nouns usingadjective in writing2.10.B.2 Substituting nouns withpronouns in writing2.10.B.3 Using singular andplural nouns in writing

2ND SixWeeksIntroducedin Unit 2TaughtthroughoutUnit 3-6

2.12.a Utilize research skills tocollect information on a specifictopic.2.12.B.2 Locating boldface anditalicized words to identifyessential information2.12.B.3 Using captions,illustrations, and photographs toextend meaning of written text

Reading Street- Unit 2Throughout the year,according to textReading Practice WorkbookComprehension Toolkit(Resource Room)

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3rd SixWeeks3RD SixWeeks

Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters

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ARMTCorrelations

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3RD SixWeeks

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3RD SixWeeks

Standard 2 2.3.c Exhibit vocabulary skills,including descriptive words2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.5 Recognizing possessiveforms2.3.B.6 Identifying multiplemeaning words

TimePeriod

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ARMTCorrelations

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adjustment)

3RD SixWeeks

Reading Street-Unit1:Exploring Space, Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs, Helen Keller; Unit 5:Firefighter; Unit 6- Red,White, and Blue, CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. Test,Nonfiction/informationalcomprehensionCards (Scaffolding cards)ELL Books and PostersResource RoomComprehension ToolkitActive Participation Tier II

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

3RD SixWeeks

Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)ELL Books and PostersResource RoomComprehension ToolkitActive Participation Tier II

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

3RD SixWeeks

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersSmall group instructionComprehension Toolkit

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

3RD SixWeeks

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersSmall group instructionComprehension ToolkitFiction scaffolding cards

TimePeriod

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ARMTCorrelations

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3RD SixWeeks

2.13.a Locate information inreference material usingalphabetical order,2.13.B.1 Generating oral andwritten questions before, duringand after research2.13.B.2 Using table of contents,glossary and index to locateinformation2.13.B.3 Reporting on a specifictopic with facts and details

Reading Street-Introduced inUnit 3: AnansiTaught throughout the rest ofthe text

Nonfiction/informationalcomprehensionCards (Scaffolding cards)Comprehension ToolkitTier II Instruction

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4th SixWeeks4TH SixWeeks

Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook multi-syllableword routine cards (taken fromthird grade routine cards-Reading Street) DecodableText, Vocabulary Cards,Literacy Centers, GraphicOrganizers, Sound-SpellingCards, Vocabulary Cards

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

4TH SixWeeks

Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbookLiteracy Centers Ell Postersand booksWord work, choral reading,multi-syllable word routinecards(taken from third grade routinecards-Reading Street)Decodable Text

TimePeriod

(Pacing –when)

ARMTCorrelations

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(Pacing – how)

adjustment)

4TH SixWeeks

TimePeriod

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4TH SixWeeks

Active Word WallsWord Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters

TimePeriod

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ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

4TH SixWeeks

Active Word WallsWord Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

4TH SixWeeks

Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)Resource RoomComprehension ToolkitActive Participation, Tier II

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

4TH SixWeeks

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled Readers,Comprehension ToolkitGraphic Organizers

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

4TH SixWeeks

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic Organizers,Comprehension ToolkitGraphic OrganizersFiction scaffolding cards

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook, Word sortsSmall group instructionLiteracy Centers, Tier II

Decodable Text, GraphicOrganizers, Sound-SpellingCards, and Vocabulary Cards

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

5TH SixWeeks

Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook, Word sortsSmall group instructionLiteracy Centers, Tier IIWord work, choral reading,multi-syllable word routine cards(taken from third grade routinecards-Reading Street) DecodableText

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

MappingComments

5TH SixWeeks

Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord sortsSmall group instructionLiteracy Centers Tier IIActive Participation

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

5TH SixWeeks

Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing BookWord SortsSmall group instructionLiteracy Centers, Tier II

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

5TH SixWeeks

Word sortsSmall group instructionLiteracy Centers, Tier II

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

5TH SixWeeks

Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)

Resource RoomComprehension ToolkitActive Participation, Tier II

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

5TH SixWeeks

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen Town Musicians,Turkey for Thanksgiving; Unit 3:Pearl and Wagner, Anansi, Roseand Blanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, Sign MakersAssistant; Unit 6-Just Like JoshGibson, A Birthday Basket forTia, Jingle DancerWorkbook pages that correspondwith storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersFiction scaffolding cardsActive Participation, Small groupinstruction, Tier II

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

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adjustment)

6TH SixWeeks

Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing BookWord sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

6TH SixWeeks

Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

MappingComments

6TH SixWeeks

Word sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

6TH SixWeeks

Word sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

MappingComments

(What workswhat needsadjustment)

6TH SixWeeks

Reading Street-Unit1:Exploring Space, Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs, Helen Keller; Unit 5:Firefighter; Unit 6- Red,White, and Blue, CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. Test,Nonfiction/informationalcomprehensionCards (Scaffolding cards)

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

6TH SixWeeks

Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)

TimePeriod

(Pacing –when)

ARMTCorrelations

(Pacing – what)

(Pacing – how)

adjustment)

6TH SixWeeks

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersActive Participation, Tier IIComprehension Toolkit

TimePeriod

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6TH SixWeeks

Standard 3 2.6.b Differentiate among realisticfiction and other narrative texts.2.6.B.1 Recognizing the author’spurpose or intent in a variety of texts2.6.B.2 Inferring the main idea andsupporting details in narrative texts2.6.B.3 Summarizing the plot andcharacters’ actions and motivationsin narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts

Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen Town Musicians,Turkey for Thanksgiving; Unit 3:Pearl and Wagner, Anansi, Roseand Blanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, Sign MakersAssistant; Unit 6-Just Like JoshGibson, A Birthday Basket forTia, Jingle DancerWorkbook pages that correspondwith storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersFiction scaffolding cardsSmall group instruction, ActiveParticipation, Resource Room

TimePeriod

(Pacing –when)

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(Pacing – what)

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adjustment)

6TH SixWeeks

2.9.a Demonstrate correct use ofquestion marks in writtenexpression.

Teacher-created worksheetsELMOTeach Me Writing

2.9.b Demonstrate correct use ofcapitalization of names, months,days of the week, and holidays inwritten expression.2.9.B.1 Use abbreviations,apostrophes in a contractions,and apostrophes in possessives inwriting2.9.B.2 Using commas in writing2.9.B.3 Using exclamation pointsat the end of sentences to showemotion in writing

Reading Street- Throughoutthe text-especially Unit 6Grammar TransparenciesGrammar and Writing BookMarc Brown-Arthur Series

2.11.B.1 Forming upper andlower case letters in cursive

Taught second semesterCursive writing workbook

TimePeriod

(Pacing –when)

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adjustment)

Sixth SixWeeks

2.12.b Utilize research skills torecord information on a specifictopic.2.12.B.1 Listing key conceptsfrom texts2.12.B.3 Using captions,illustrations, and photographs toextend meaning of written text

Reading Street- Unit 2Throughout the year,according to textReading Practice WorkbookComprehension Toolkit(Resource Room)

2nd grade ela instructional guide - pc\|macimages.pcmac.org/uploads/pickenscountyschools... ·...

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