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ELA Second Grade Pacing Guide 2013-2014First-Six Weeks

(August 27- October 8)Second-Six Weeks

(October 9-November 21)Third-Six Weeks

(November 22-January 17)Fourth-Six Weeks(January 22-March 6)

Fifth-Six Weeks(March 7-April 28)

Six-Six Weeks(April 29-June 11)

Embedded Standards: RL.2.10, RI.2.10, SL.2.1, L.2.1, L.2.2, L.2.3Reading FoundationalRF.2.3

Reading LiteratureRL.2.1RL.2.2RL.2.7

Reading InformationalRI.2.1RI.2.2RI.2.5

WritingW.2.3W.2.5W.2.8

LanguageL.2.5L.2.6

Speaking & ListeningSL.2.2SL.2.3

Reading FoundationalRF.2.3RF.2.4 a

Reading LiteratureRL.2.1RL.2.2RL.2.3RL.2.6

Reading InformationalRI.2.4RI.2.1RI.2.6RI.2.8


LanguageL.2.4L.2.6

Speaking & ListeningSL.2.4SL.2.5SL.2.6

Reading FoundationalRF.2.3RF.2.4 a, b

Reading LiteratureRL.2.3RL.2.4RL.2.5RL.2.7



LanguageL.2.4


Reading FoundationalRF.2.3RF.2.4 a, b, c




LanguageL.2.4L.2.6





WritingW.2.2W.2.6

LanguageL.2.5L.2.6



Reading LiteratureRL.2.1RL.2.2RL.2.5RL.2.6RL.2.9



LanguageL.2.4L.2.5


ELA Second Grade Pacing Guide 2013-2014Embedded Standards: These standards are embedded in each six-week period.RL.2.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.

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

SL.2.1-Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussion.b. Build on others’ talk in conversations by linking their comments to the remarks of others.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

L.2.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c. Use reflexive pronouns (e.g., myself, ourselves).

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

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

ELA Second Grade Pacing Guide 2013-2014e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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

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

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

Concepts (What students need to know)

Skills (What students must be able to do)

Essential Vocabulary Essential Questions

DecodingLong & Short VowelsPrefixesSuffixesIrregular Spelled Words

Know and apply decoding skills

syllable, vowel team, short vowel, long vowel

-How do I apply phonics and word analysis skills to decode words?

Text Resources Other Resources Suggested Thinking Maps

Story Hour, Starring MeganTomas and the Library Lady

Chapter Books:Stories That Julian Tells

Double Bubble MapBubble Map

ELA Second Grade Pacing Guide 2013-2014Nate the GreatAlexander… No Good, Very Bad DayAuthor Locked in the Library

Flow Map

Common Core Standard- Reading Literature 1st 6 WeeksPriority Standards Supporting Standards

RL.2.1- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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

RL.2.7- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Unpacking:RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details.RL.2.2-Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables.RL.2.7-Students are required to use information from pictures, print, or digital text to show they understand characters, setting and plot.Concepts (What students need to know)


Essential Vocabulary

Essential Questions

Key DetailsMessage/ThemeIllustrationsPrint or Digital Text

Ask & answer questions Recount stories Use information to

demonstrate understanding

illustrationscharactersettingplotmessagelessonmoral

-How can I use the 5Ws to retell a fable or folktale and determine a message, lesson, or moral?-How can illustrations and words help me to better understand a text?


Unit 1 Sharing Stories (Open Court):Ant and the Three FigsCome Back Jack

Chapter Books:Stories That Julian TellsNate the GreatAlexander… No Good, Very Bad Day

Double Bubble MapBubble MapFlow Map

ELA Second Grade Pacing Guide 2013-2014The LibraryStory Hour, Starring MeganTomas and the Library Lady

Author Locked in the Library

Common Core Standard- Reading Informational 1st 6 WeeksPriority Standards Supporting Standards

RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Unpacking:RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how.RI.2.2-They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to understand the overall focus of a text with several paragraphs.RI.2.5-They need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information.Concepts (What students need to know)



Text FeaturesMain TopicKey DetailsText Features

Ask and answer questions

Know and use various text features

Identify the main topic

Locate information or facts

text features, captions, bold print, heading, subheadings, glossaries, indexes, electronic menus, icons

-How do I use text features to locate information?


Unit 1 Sharing Stories (Open Court): Chapter Books: Double Bubble Map

ELA Second Grade Pacing Guide 2013-2014Ant and the Three FigsCome Back JackThe LibraryStory Hour, Starring MeganTomas and the Library Lady

Stories That Julian TellsNate the GreatAlexander… No Good, Very Bad DayAuthor Locked in the Library

Bubble MapFlow Map

Common Core Standard- Writing 1st 6 WeeksPriority Standards Supporting Standards

W.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

Unpacking:W.2.3-Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written presentation). Narrative writing must describe the order of events as they occurred using temporal words (first, next, then, last, etc).W.2.5-With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills.W.2.8-They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge to find the key information they need to answer research questions and take notes.Concepts (What students need to know)



RevisingEditingTemporal WordsConclusion

Focus & strengthen writing

Recall/gather information to answer a question

Write a narrative

revise, edit, topic, compose, focus, peer edit, closure

-How do I revise and edit to strengthen my writing?-How can I relate my personal experiences through writing?-How do I write a narrative?


Unit 1 Sharing Stories (Open Court):Ant and the Three FigsCome Back JackThe LibraryStory Hour, Starring Megan

Chapter Books:Stories That Julian TellsNate the GreatAlexander… No Good, Very Bad DayAuthor Locked in the Library

Double Bubble Map, Bubble Map, Flow Map

WRITING:Write another version of a Jack story.Make a brochure for your own library.

ELA Second Grade Pacing Guide 2013-2014Tomas and the Library Lady

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

L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).Unpacking:L.2.5 & L.2.6-Learning words at this stage consists in part of exploring different shades of the same verb (run/sprint) and closely related adjectives, growing vocabulary by using known word parts (prefix, root or compound part) to acquire unknown words, and developing print and digital reference use (glossary and dictionary).Concepts (What students need to know)



VerbsAdjectivesAdverbs

Demonstrate understanding of word relationships

Use words and phrases in conversations

adjectivesadverbsverbs

-How do we distinguish between closely related words?-How can I use descriptive language in my writing?


Unit 1 Sharing Stories (Open Court):Ant and the Three FigsCome Back JackThe Librarytory Hour, Starring Megan



ELA Second Grade Pacing Guide 2013-2014Tomas and the Library Lady

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

SL.2.3- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.Unpacking:SL.2.2- Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.Concepts (What students need to know)



Key IdeasSpeakerTopic/Issue

Recount or describe key information from texts

Ask and answer questions to clarify and gather information

key ideas, details, justify, clarify, topic

-How can I speak using sentences using key ideas and details?-How do I ask and answer questions to deepen understanding?


Unit 1 Sharing Stories (Open Court):Ant and the Three FigsCome Back JackThe LibraryStory Hour, Starring MeganTomas and the Library Lady



ELA Second Grade Pacing Guide 2013-2014

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

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



Essential Questions

PhonicsPrefixesSuffixesVowel Teams

Read with accuracy and fluency Know and apply grade level

phonics &word analysis skills

prefixes, suffixes, vowel teams

-How do I apply phonics and word analysis skills to decode words?-How do I decode and use expression to read fluently?


Unit 6 (Open Court):The First AmericansNew Hope

Chapter Books:Molly’s Pilgrim, The Courage of Sarah NobleDust for Dinner, The Adventures of Laura/ Jack

Tree MapMulti-Flow MapBrace Map

ELA Second Grade Pacing Guide 2013-2014The Story of the Statue of LibertyA Piece of HomeJalapeno Bagels

Pioneer Sisters, Animal AdventuresSchool Days, Sarah Plain and TallEllis Island Websites

Bubble Map

Common Core Standard- Reading Literature 2nd 6 WeeksPriority Standards Supporting Standards

RL.2.1- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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

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

RL.2.3-Describe how characters in a story respond to major events and challenges.

Unpacking:RL.2.1- Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details.RL.2.2- Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables.RL.2.3- Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’ reaction to what is taking place in the story.RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for different characters.Concepts (What students need to know)



FablesFolktalesChallengesDialogueCultureMessageLessonMoral

Ask and answer questions on texts

Recount texts indicating the central message, lesson, or moral

Acknowledge differences in points of view of characters

Describe how characters

details, recall, character, story, setting, plot, author, retell, culture, diversity, folktales, fables

-How can asking and answering questions help me to better understand the text?-How can I use graphic organizers to recall key details?-How can I use the 5Ws to retell a fable or folktale and determine a message, lesson, or moral?-How can you learn from the way a character acts?-What is the difference between the characters’

ELA Second Grade Pacing Guide 2013-2014respond in texts


Unit 6 (Open Court):The First AmericansNew HopeThe Story of the Statue of LibertyA Piece of HomeJalapeno Bagels

Chapter Books:Molly’s Pilgrim, The Courage of Sarah NobleDust for Dinner, The Adventures of Laura/ JackPioneer Sisters, Animal AdventuresSchool DaysSarah Plain and TallEllis Island Websites

Tree MapMulti Flow MapBrace MapBubble Map


Common Core Standard- Reading Informational 2nd 6 WeeksPriority Standards Supporting Standards

RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.


RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

RI.2.8- Describe how reasons support specific points the author makes in a text.

Unpacking:RI.2.1- Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how.RI.2.4- Students are required to find out word meanings and phrases that are specific to grade 2.RI.2.6- Students are required to tell the main purpose of a text according to what the author wants the reader to know.RI.2.8- At this level, students should also be able describe the author’s reasoning by finding support within the text.Concepts (What students need to know)



Key DetailsWords and PhrasesSpecific Points (in text)

Determine the meaning of words and phrases


Identify the main purpose

Describe how reasons supports the text

key detailsmain idea

-What reasons support an author’s ideas?-How can asking and answering questions help me to better understand a text?-What is the author’s purpose


Unit 6:The First AmericansNew HopeThe Story of the Statue of LibertyA Piece of HomeJalapeno Bagels

Chapter Books:Molly’s Pilgrim, The Courage of Sarah NobleDust for Dinner, The Adventures of Laura/ JackPioneer Sisters, Animal Adventures, School Days, Sarah Plain and Tall, Ellis Island Websites

Tree MapMulti-Flow MapBrace MapBubble Map


Common Core Standard- Writing 2nd 6 WeeksPriority Standards Supporting Standards

W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Unpacking:W.2.1- Second grade students should be able to express their opinion and demonstrate the ability to share their opinion and reasoning with others.W.2.5- With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills.W.2.6- With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology).Concepts (What students need to know)



Concluding statementLinking wordsDigital Tools

Write opinion pieces Use digital tools to

produce and publish writing

Strengthen writing

opinion pieces, linking words, reasons, concluding statements, revising, editing

-How can I use digital tools to publish and produce writing?-How do I write opinion pieces using reasons to support?-How do I revise and edit to strengthen my writing?



Chapter Books:Molly’s Pilgrim, The Courage of Sarah NobleDust for Dinner, The Adventures of Laura/ JackPioneer Sisters, Animal Adventures, School DaysSarah Plain and Tall, Ellis Island Websites

Tree Map, Multi Flow Map, Brace Map, Bubble MapWRITING:

Make a totem pole. Write about what they learned about totem poles or the symbols they used.

Choose one of the Indian tribes to write a summary.

Create a Lap Book of facts learned about Native Americans or Statue of Liberty. (See Pinterest)


Common Core Standard- Language 2nd 6 WeeksSupporting StandardsL.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).Unpacking:L.2.4 & L.2.6-As students at this level focus on word acquisition and use, the intent of the CCSS is to introduce grammatical knowledge in basic ways that will be relearned in more sophisticated contexts in the upper grades.Concepts (What students need to know)



Compound WordsPrefixRoot WordAdjectivesAdverbs

Determine/clarify the meaning of unknown and multiple meaning words

Use words and phrases when responding to texts

prefix, root word, compound words, glossaries, dictionaries

-How can I determine/clarify the meaning of unknown and multiple meaning words?-How can I use descriptive language in responding?



Chapter Books:Molly’s Pilgrim, The Courage of Sarah NobleDust for Dinner, The Adventures of Laura/ JackPioneer Sisters, Animal AdventuresSchool Days, Sarah Plain and TallEllis Island Websites

Tree MapMulti-Flow MapBrace MapBubble Map

ELA Second Grade Pacing Guide 2013-2014Common Core Standard- Speaking & Listening 2nd 6 Weeks

Priority Standards Supporting StandardsSL.2.4- Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL.2.5-Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Unpacking:SL.2.4-Second grade students should be able to engage in storytelling and report facts and relevant details about an experience.SL.2.5-They should be able to utilize digital media (Garage Band, personal computers) to make audio recordings of stories or poems and add visual displays to illuminate chosen facts or details.SL.2.6-Students will need to engage in behaviors that lead to the expression of complete ideas both verbally and in writing: turn and talk, small group discussion, computer use, and writing and speaking learning activities.Concepts (What students need to know)



visual displaysaudio recordingscomplete sentencesrelevant descriptive details

Tell stories Recount experiences Create audio

recordings, visual displays

Produce complete sentences

audio recordings, descriptive details, visual displays

-How can I speak using complete sentences using key ideas and details in a logical order?-How can I design a multimedia presentation?-Why is it important to respond appropriately in group discussion?



Chapter Books:Molly’s Pilgrim, The Courage of Sarah NobleDust for Dinner, The Adventures of Laura/ JackPioneer Sisters, Animal AdventuresSchool Days, Sarah Plain and TallEllis Island Websites

Tree MapMulti Flow MapBrace MapBubble Map

ELA Second Grade Pacing Guide 2013-2014Common Core Standard- Reading Foundational 3rd 6 WeeksSupporting StandardsRF.2.3-Know and apply grade-level phonics and word analysis skills in decoding words.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for additional common vowel teams.c. Decode regularly spelled two-syllable words with long vowels.d. Decode words with common prefixes and suffixes.e. Identify words with inconsistent but common spelling-sound correspondences.f. Recognize and read grade-appropriate irregularly spelled words.

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

be able to do)Essential Vocabulary Essential Questions

PhonicsPrefixesSuffixesVowel Teams

• Read with accuracy and fluency• Know and apply grade level phonics &word analysis skills

prefixes, suffixes, vowel teams

-How do I apply phonics and word analysis skills to decode words?-How do I decode and use expression to read fluently?


Unit 2: Kindness (Open Court)Mushroom in the RainThe Paper CraneCorduroy, CinderellaThe Story of the Three WhalesThe Elves and the Shoe Maker

( Use this unit to teach Economics Standards.) Flow MapBubble Map/ Double Bubble MapFlow Map

ELA Second Grade Pacing Guide 2013-2014Common Core Standard- Reading Literature 3rd 6 Weeks

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

RL.2.3- Describe how characters in a story respond to major events and challenges.RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.RL.2.7- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Unpacking:RL.2.3- Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’ reaction to what is taking place in the story.RL.2.4-Students are required to tell how words and phrases provide meaning to a story, poem, or song.RL.2.5-They begin to understand story structure by explaining how the introduction is the beginning and the conclusion is where the action ends.RL.2.7-Students are required to use information from pictures, print, or digital text to show they understand characters, setting and plot.Concepts (What students need to know)



Story StructureAlliterationRhymesIllustrationsCharactersSettingPlot

Describe the structure of the story

Describe how characters respond

Describe how words and phrases add to the text

Use information from various sources to understand text

characters, alliteration, rhymes, illustration, setting, plot, digital text, introduction, conclusion

-Why is the order of events in a story important?-How do words and phrases add meaning to a story, poem, or song?-How can illustrations and words help me to better understand a text?-What can you learn from the way a character acts?


Unit 2: Kindness (Open Court)Mushroom in the Rain, The Paper CraneCorduroy, CinderellaThe Story of the Three WhalesThe Elves and the Shoe Maker

Other versions of Cinderella( Use this unit to teach Economics Standards.)

Flow MapBubble Map/ Double Bubble MapFlow Map

ELA Second Grade Pacing Guide 2013-2014Common Core Standard-Reading Informational 3rd 6 Weeks

Priority Standards Supporting StandardsRI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Unpacking:RI.2.3-Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text.RI.2.5-As students continue to build the skill of using text features to find information with proficiency; they need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information.RI.2.6-Students are required to tell the main purpose of a text according to what the author wants the reader to know.RI.2.7-Students are required to integrate visual and print information to clarify understanding.Concepts (What students need to know)



Essential Questions

Text Features (captions, bold print, subheadings, glossaries, indexes, electronic menus, icons)

Know and use text features Identify the main purpose Describe the connection

between informational text Explain textual uses of

images

historical eventsscientific ideastechnical procedures

-How can I compare events, scientific ideas, or steps in technical procedures?-How do I use text features to locate information?-How can using diagrams help me comprehend informational text?-What is the author’s purpose?


Unit 2: Kindness (Open Court)Mushroom in the RainThe Paper CraneCorduroyThe Story of the Three WhalesThe Elves and the Shoe MakerCinderella



Common Core Standard- Writing 3rd 6 Weeks

ELA Second Grade Pacing Guide 2013-2014Priority Standards Supporting Standards

W.2.2- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.7- Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

W.2.8- Recall information from experiences or gather information from provided sources to answer a question.

Unpacking:W.2.2-Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions as part of informative/explanatory writing.W.2.7-Second grade students are required to participate in shared research projects. Students will need to understand their role (job on the team) and how they will contribute (work they will do) on the project from beginning to end.W.2.8- At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge to find the key information they need to answer research questions and take notes.Concepts (What students need to know)



Research Write informative texts Participate in shared research and

projects Recall/gather information to

answer questions

informative/explanatory texts, concluding statements

-How can I contribute and collaborate to a group writing project?-How do I compose a factual writing to explain a topic?-How can I relate my personal experiences through writing?



Other versions of Cinderella( Use this unit to teach Economics Standards.)WRITING:Write about a time you showed kindness.Write about a time someone showed you kindness.Write about a way we can create a kinder world.Write an opinion piece about how they feel about saving the whales. Support with details from our story.


Common Core Standard-Language 3rd 6 WeeksSupporting Standards

ELA Second Grade Pacing Guide 2013-2014L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.Unpacking:L.2.4- The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts.Concepts (What students need to know)



PrefixesContext CluesRoot Words

Determine/clarify the meaning of unknown and multiple-meaning words and phrases

context clues, prefixes, root words, glossary, dictionary, thesaurus, multiple meaning words, root/base word, clarify

-How does knowing root words and prefixes help me to determine meaning?-What resources can I use to determine and clarify meaning?




Flow MapBubble Map/ Double Bubble MapFlow MapDouble Bubble

Common Core Standard-Speaking & Listening 3rd 6 Weeks

ELA Second Grade Pacing Guide 2013-2014Supporting StandardsSL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.Unpacking:SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.Concepts (What students need to know)



*Asking appropriate questions Recount or describe key ideas


analyze information, clarify, topic, question

-How do I ask and answer questions to deepen understanding?-How can I speak using complete sentences using key ideas and details?




Flow MapBubble Map/ Double Bubble MapFlow MapDouble Bubble

Common Core Standard-Reading Foundational 4th 6 Weeks

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

f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 a, b, c- Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unpacking:RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling ability, and vocabulary development.RF.2.4 a, b, c- Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.Concepts (What students need to know)



Long & Short VowelsVowel TeamsPrefixesSuffixes

Know and apply grade level phonics and word analysis skills

Read with accuracy and fluency

decode, syllable, long and short vowel, root word/base word, prefix, suffix, vowel teams, high frequency/word wall words,

-How do I decode words with short and long vowels?-How do I use prefixes and suffixes to decode words?


Unit 5: Courage (Open Court)Molly the Brave and MeDragons and GiantsThe Hole in the DikeA Picture Book of Martin Luther King Jr.The Empty PotBrave As a Mountain Lion

Chapter Books:Black History TextsThe True Story of BaltoStone FoxStories of Courage:Amelia EarhartSally RideGeorge Washington Carver

Bubble MapDouble BubbleDouble Bubble-Compare/ContrastBubbleFlow MapBridge Maps

Common Core Standard-Reading Literature 4th 6 WeeksPriority Standards Supporting Standards

ELA Second Grade Pacing Guide 2013-2014RL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.9-Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Unpacking:RL.2.2- Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables.RL.2.4- Students are required to tell how words and phrases provide meaning to a story, poem, or song.RL.2.9- They read versions of the same story and find similarities and differences.Concepts (What students need to know)



Moral, Lesson, or MessageCompare and ContrastAlliteration

Recount stories to determine message

Compare and contrast version of the same text

Describe how words and phrases contribute to the text’s meaning

compare , contrast, characters, setting, events, problems, resolution, plot, word choice

-How are stories alike and different?-How does an author’s choice of words add meaning to a story, poem, or song?-How can I use the 5Ws to retell a fable or folktale and determine a message, lesson, or moral?



Chapter Books:Black History TextsThe True Story of BaltoStone FoxStories of Courage:Amelia EarhartSally RideGeorge Washington Carver

Bubble Map, Double BubbleFlow MapBridge Maps

Common Core Standard-Reading Informational 4th 6 WeeksPriority Standards Supporting Standards

ELA Second Grade Pacing Guide 2013-2014RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a textRI.2.9-Compare and contrast the most important points presented by two texts on the same topic.

Unpacking:RI.2.2- They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to understand the overall focus of a text with several paragraphs.RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2.RI.2.7- Students are required to integrate visual and print information to clarify understanding.RI.2.9- They should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic .Concepts (What students need to know)



Compare & ContrastText Features & Images

Identify the main idea of texts

Explain how images contribute to text

Compare and contrast texts Determine the meaning of

grade appropriate vocabulary

diagrams, images, graphs, interpret, nonfiction, informational

-How do I make inferences to identify main idea?-How can I use a graphic organizer to diagram main idea and key details?-How can using diagrams help me comprehend informational text?- How can I analyze two texts on the same topic?

Text Resources Other Resources Suggested Thinking MapsUnit 5: Courage (Open Court)Molly the Brave and MeDragons and GiantsThe Hole in the DikeA Picture Book of Martin Luther King Jr.The Empty PotBrave As a Mountain Lion

Stories of Courage:Amelia EarhartSally RideGeorge Washington CarverChapter Books:Black History TextsThe True Story of BaltoStone Fox

Bubble MapDouble BubbleFlow MapBridge Maps

Common Core Standard-Writing 4th 6 WeeksPriority Standards Supporting Standards

W.2.1-Write opinion pieces in which they introduce the topic or book they are writing W.2.5-With guidance and support from adults and peers, focus on a topic and

ELA Second Grade Pacing Guide 2013-2014about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.7-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

strengthen writing as needed by revising and editing.

Unpacking:W.2.1- Second grade students should be able to express their opinion and demonstrate the ability to share their opinion and reasoning with others.W.2.5- With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills.W.2.7- Second grade students are required to participate in shared research projects.Concepts (What students need to know)



Opinion PiecesLinking WordsRevisingEditingPlanning

Write opinion pieces Participate in shared

research Strengthen writng

revise, edit, topic, compose, focus, peer editresearch, collaborate, reports, observations, record, contribute, scientific observations

-How can I contribute and collaborate to a group writing project?-How do I revise and edit to strengthen my writing?- How do I write an opinion piece using reasons to support?




Bubble MapDouble BubbleFlow MapBridge Maps with Similes

WRITING:Write about a person who is an everyday hero.Research a famous hero/American.

Common Core Standard-Language 4th 6 WeeksSupporting StandardsL.2.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

ELA Second Grade Pacing Guide 2013-2014a). Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).b). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).c). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

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



PrefixRoot WordAdjectivesAdverbs

Determine the meaning of unknown words

Use words and phrases in tasks.


-How does knowing root words and prefixes help me to determine meaning?-What resources can I use to determine and clarify meaning?-How can I use descriptive language in my writing?

Text Resources Other Resources Suggested Thinking MapsUnit 5: Courage (Open Court)Molly the Brave and MeDragons and GiantsThe Hole in the DikeA Picture Book of Martin Luther King Jr.The Empty PotBrave As a Mountain Lion


Bubble MapDouble BubbleBubbleFlow MapBridge Maps with Similies

Common Core Standard-Speaking & Listening 4th 6 WeeksPriority Standards Supporting Standards

SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

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


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

Concepts (What students need to know)



Descriptive Details Ask and answer questions to gain information

Recount experiences or students

facts, details, organize, coherent, logical, sequenceanalyze information, clarify, topic, question

-How can I speak using complete sentences using key ideas and details?-How do I ask and answer questions to deepen understanding?



Stories of Courage:Amelia EarhartSally RideGeorge Washington Carver

Chapter Books:Black History TextsThe True Story of BaltoStone Fox

Bubble MapDouble BubbleFlow MapBridge Maps

Common Core Standard-Reading Foundational 5th 6 WeeksSupporting StandardsRF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.a. Distinguish long and short vowels when reading regularly spelled one-

RF.2.4 a, b, c- Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.

ELA Second Grade Pacing Guide 2013-2014syllable words.b. Know spelling-sound correspondences for additional common vowel teams.c. Decode regularly spelled two-syllable words with long vowels.d. Decode words with common prefixes and suffixes.e. Identify words with inconsistent but common spelling-sound correspondences.f. Recognize and read grade-appropriate irregularly spelled words.

b. Read grade-level text orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unpacking:RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling ability, and vocabulary development.RF.2.4 a, b, c- Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.Concepts (What students need to know)




• Know and apply grade level phonics and word analysis skills• Read with accuracy and fluency

decode, syllable, long and short vowel, root word/base word, prefix, suffix, vowel teams, high frequency/word wall words,



Unit 4: Fossils (Open Court)Dinosaur FossilsThe Dinosaur Who Lived in my Backyard, Why Did the Dinosaurs Disappear?Monster TracksFossils Tell of Long Ago

Chapter Books:Cam Jansen and the Mystery of the Dinosaur BonesIvey and Bean Break the Fossil RecordDinosaurs Before Dark(Dinosaur Research Projects)

Flow MapMulti Flow

Common Core Standard-Reading Literature 5th 6 WeeksPriority Standards Supporting Standards

RL.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading

RL.2.3-Describe how characters in a story respond to major events and challenges

ELA Second Grade Pacing Guide 2013-2014dialogue aloud.Unpacking:RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details.RL.2.3-Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’ reaction to what is taking place in the story.RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for different characters.Concepts (What students need to know)



Point of ViewDialogueKey Details

Ask and answer questions to demonstrate understanding

Acknowledge differences in texts

Describe how characters respond to challenges

details, recall, character, story, setting, plot, beginning, middle, end, author, point of view, characters, dialogue, volume, time, speed

-How can asking and answering questions help me to better understand a text?-How can I use graphic organizers to recall key details?-What is the difference between the characters’ points of view?


Unit 4: Fossils (Open Court)Dinosaur FossilsThe Dinosaur Who Lived in my BackyardWhy Did the Dinosaurs Disappear?Monster TracksFossils Tell of Long Ago


Flow MapMulti Flow

Common Core Standard-Reading Informational 5th 6 WeeksPriority Standards Supporting Standards


RI.2.4-Determine the meaning of words and phrases in a text relevant to a

RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.8-Describe how reasons support specific points the author makes

ELA Second Grade Pacing Guide 2013-2014grade 2 topic or subject area. in a text.Unpacking:RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how.RI.2.3-Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text.RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2.RI.2.8-At this level, students should also be able describe the author’s reasoning by finding support within the text.Concepts (What students need to know)



Essential Questions

Question StemsTechnical ProceduresAuthor’s PurposeWords & Phrases

Ask and answer questions about text

Determine the meaning of words and phrases

Describe connections between informational texts

Describe how reasons supports the author’s purpose

historical, scientific, technical, procedures, sequence, purpose, time line, context, glossary, dictionary, internet, word bank

-How can I compare events, scientific ideas, or steps in technical procedures?-What strategies and resources are used to understand unfamiliar words?-How can asking and answering questions help me to better understand a text?-How can I use graphic organizers to recall key details?




Flow MapMulti Flow

Common Core Standard-Writing 5th 6 WeeksPriority StandardsW.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.Unpacking:

ELA Second Grade Pacing Guide 2013-2014W.2.2- Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written presentation).W.2.6- With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology).Concepts (What students need to know)



Digital ToolsInformative/Explanatory TextsConcluding Statements

Write informative/explanatory texts

Produce and publish writing with the use of digital tools.

compose, facts, concluding statement, introduce, topic, definition, explanatory/informative text, research, source, publish

How do I compose a factual writing to explain a topic?What digital tools can I use to publish writing?




Flow MapMulti Flow

WRITING:Research a dinosaur.

Common Core Standard-Language 5th 6 WeeksSupporting StandardsL.2.5-Demonstrate understanding of word relationships and nuances in word meanings.a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

ELA Second Grade Pacing Guide 2013-2014Unpacking:L.2.5 & L.2.6-Learning words at this stage consists in part of exploring different shades of the same verb (run/sprint) and closely related adjectives, growing vocabulary by using known word parts (prefix, root or compound part) to acquire unknown words, and developing print and digital reference use (glossary and dictionary).Concepts (What students need to know)



PrefixSuffixAdjectivesVerbsAdverbs

Use words and phrases to respond to tasks

Demonstrate understanding of vocabulary

read aloud, teacher conversation, teacher model, descriptive language, adjectives, adverbs, shades of meaning, verbs, adjectives, figurative language, nuances (synonyms)

-How do we distinguish between closely related words?- How can I use descriptive language in my writing?




Flow MapMulti Flow



SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

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

ELA Second Grade Pacing Guide 2013-2014understanding of a topic or issue.

Unpacking:SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.SL.2.4- Second grade students should be able to engage in storytelling and report facts and relevant details about an experience.Concepts (What students need to know)



Descriptive DetailsKey IdeasMedia

Ask and answer questions to aid comprehension

Recount/describe key details from texts

Tell story or recount experiences with appropriate facts

key ideas and details, complete sentence, justify, facts, details, organize, coherent, logical, sequence

-How can I speak using complete sentences using key ideas and details?- How can I speak using complete sentences using key ideas and details in a logical order?




Flow MapMulti Flow

Common Core Standard-Reading Foundational 6th 6 WeeksSupporting StandardsRF.2.3- Know and apply grade-level phonics and word analysis skills in decoding words.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for additional common vowel teams.c. Decode regularly spelled two-syllable words with long vowels.

ELA Second Grade Pacing Guide 2013-2014d. Decode words with common prefixes and suffixes.e. Identify words with inconsistent but common spelling-sound correspondences.f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 a, b, c- Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Unpacking:RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling ability, and vocabulary development.RF.2.4 a, b, c-Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.Concepts (What students need to know) Skills (What students

must be able to do)Essential Vocabulary Essential Questions


• Know and apply grade level phonics and word analysis skills• Read with accuracy and fluency

decode, syllable, long and short vowel, root word/base word, prefix, suffix, vowel teams, high frequency/word wall words



Butterfly HouseThe Butterfly Seeds

Unit 3: Camouflage (Open Court):I See Animals HidingAnimal CamouflageThey Thought They Saw HimHungry Little HareHow to Hide an OctopusHow the Guinea Fowl Got Her Spots

Other Stories about camouflage:HibernationJane GoodallHow Animals Sleep, ManateesSeals, Sea Lions and WalrusesCritter CrossingEndangered BirdsSaving the Last Wild Tiger

Flow MapMulti flow


Common Core Standard-Reading Literature 6th 6 WeeksPriority StandardsRL.2.1- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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

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

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


RL.2.9-Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.Unpacking:RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where, why, and how) focus on what the text says explicitly and include key details.RL.2.2-Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables .RL.2.5-They begin to understand story structure by explaining how the introduction is the beginning and the conclusion is where the action ends.RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for different characters.RL.2.9-They read versions of the same story and find similarities and differences.Concepts (What students need to know)



Key DetailsFablesFolktalesCentral MessagePoint of ViewDialogue

Ask and answer questions Recount texts

determining the message Describe the structure of

texts Acknowledge differences

with characters Compare and contrast

texts

details, recall, character, story, setting, plot, beginning, middle, end, author, retell, culture, diversity, events, details, fables, folktales, lesson, moral, message, compare , contrast, characters, setting, events, problems, resolution, plot, word choice

-How can asking and answering questions help me to better understand a text?-How can I use graphic organizers to recall key details?-How can I use the 5Ws to retell a fable or folktale and determine a message, lesson, or moral?-What is the difference between the characters’ points of view?-Why is the order of events in a story important?- How are stories alike and different?



Unit 3: Camouflage (Open Court):I See Animals HidingAnimal CamouflageThey Thought They Saw HimHungry Little HareHow to Hide an Octopus

Other Stories about camouflage:HibernationJane GoodallHow Animals SleepManateesSeals, Sea Lions and WalrusesCritter CrossingEndangered BirdsSaving the Last Wild Tiger

Flow MapMulti flow

ELA Second Grade Pacing Guide 2013-2014How the Guinea Fowl Got Her Spot

Common Core Standard-Reading Informational 6th 6 WeeksPriority StandardsRI.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

ELA Second Grade Pacing Guide 2013-2014RI.2.9-Compare and contrast the most important points presented by two texts on the same topic.Unpacking:RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how.RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2.RI.2.5-As students continue to build the skill of using text features to find information with proficiency, they need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information.RI.2.9-They should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic.Concepts (What students need to know)



Text FeaturesGrade Level VocabularyQuestion Stems

Ask and answer questions to demonstrate understanding

Determine the meaning of words

Know and use text features

Compare and contrast texts

mental images, tone, poem, story, song, word choice, alliteration, rhyme, rhythm, repeated lines, text features: captions, bold print, heading, subheadings, glossaries, indexes, electronic menus, icons, pictures/photographs, table of contents, underline, italics

-How do I use text features to locate information?-How does an author’s choice of words add meaning to a story, poem, or song?-How can asking and answering questions help me to better understand a text?-How can I use graphic organizers to recall key details?



Unit 3: Camouflage (Open Court):I See Animals HidingAnimal Camouflage

Other Stories about camouflage:HibernationJane GoodallHow Animals SleepManateesSeals, Sea Lions and WalrusesCritter CrossingEndangered Birds

Flow MapMulti flow

ELA Second Grade Pacing Guide 2013-2014They Thought They Saw HimHungry Little HareHow to Hide an OctopusHow the Guinea Fowl Got Her Spots

Saving the Last Wild Tiger

Common Core Standard-Writing 6th 6 WeeksPriority Standards Supporting Standards

W.2.3-Write narratives, in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.8-Recall information from experiences or gather information from provided sources to answer a question

Unpacking:Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions

ELA Second Grade Pacing Guide 2013-2014as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written presentation). Narrative writing must describe the order of events as they occurred using temporal words (first, next, then, last, etc).Concepts (What students need to know)



Narrative piecesPublishing WritingProducing Writing Tasks

Write narratives Recall/gather

information to answer questions

Publish and produce writing

publish, produce, collaborate, digital tools, word processors, digital cameras, web search engines, temporal words, summarize, sequence, recount, narrative, details, closing sentence, conclusion statement, closure, focus

-What digital tools can I use to publish writing?-How do I summarize events using details?-How can I relate my personal experiences through writing?


Butterfly HouseThe Butterfly SeedsUnit 3: Camouflage (Open Court):I See Animals HidingAnimal CamouflageThey Thought They Saw HimHungry Little HareHow to Hide an OctopusHow the Guinea Fowl Got Her Spots


Flow MapMulti flow

Common Core Standard-Language 6th 6 WeeksSupporting StandardsL.2.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.a). Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).b). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).c). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.L.2.5-Demonstrate understanding of word relationships and nuances in word meanings.a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).Unpacking:

ELA Second Grade Pacing Guide 2013-2014L.2.4-With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and are beginning to use reference materialsL.2.5-Concepts (What students need to know)



PrefixRoot WordAdjectivesAdverbs

Determine the meaning of unknown words


-How does knowing root words and prefixes help me to determine meaning?-What resources can I use to determine and clarify meaning?-How do we distinguish between closely related words?





Flow MapMulti flow

WRITING:Research an animal that uses camouflage.Create Lap Book about an animal.



SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

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

Unpacking:SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.SL.2.4- Second grade students should be able to engage in storytelling and report facts and relevant details about an experience.

ELA Second Grade Pacing Guide 2013-2014Concepts (What students need to know)



Descriptive DetailsKey IdeasMedia

• Ask and answer questions to aid comprehension• Recount/describe key details from texts• Tell story or recount experiences with appropriate facts

read aloud, teacher conversation, teacher model, descriptive language, adjectives, adverbs, shades of meaning, verbs, adjectives, figurative language, nuances (synonyms)

-How can I speak using complete sentences using key ideas and details?- How can I speak using complete sentences using key ideas and details in a logical order?





Flow MapMulti flow

pacing+guide+ela… · web vieww.2.5-with guidance and support from adults and ......

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