Second Grade Reading Pacing Guide - Waynesboro Public Schools

Second Grade Reading Pacing Guide 

Revised: May 21, 2012 

Waynesboro Public Schools 

301 Pine Avenue 

Waynesboro, Virginia 22980 

www.waynesboro.k12.va.us 

Important Pacing Guide Information: 

This pacing guide represents Waynesboro Public School’s 

curriculum, based on the 2010 Virginia English Standards of 

Learning for Virginia Public Schools found in the State 

Curriculum Framework. 

Pacing guides are always a work in progress. Please keep 

notes regarding your experiences with the pacing guides and 

associated assessments. This information will be used to 

improve the pacing guides over time. 

Any information found within [brackets] is listed as a part of the 

SOL but is not explicitly taught or assessed during the unit.

The purpose of a pacing guide is 

• for curriculum alignment with the Standards of Learning (SOL). 

• so that teachers may make decisions about movement. 

• to assist with the transient population of students within Waynesboro to ensure their needs are being met. 

• to connect instruction vertically. 

• for cross curricular alignment with other content areas during the same time/similar frames. 

There are many different components to daily and weekly reading instruction. 

Whole 

Group 

Reading 

Small 

Group 

Reading 

• Provides universal exposure of oral language and reading Standards of Learning (SOL) to all students, regardless of 

reading ability 

• Utilizes the reading pacing guide to determine a focus for instruction for all students 

• Reading instruction, utilizing leveled readers or level appropriate text, should be provided at the students’ instructional 

level. 

• Skills taught during whole group reading time should be reinforced at the students’ reading level using appropriately 

leveled materials. 

• For those students that are below level, instruction should include areas in need of improvement for each child/group based 

on intervention skills and grade level SOL skills. 

• Weaknesses identified by PALS should be addressed during small group reading. 

• If reading novels with groups of students during small group instruction, please note that in some weeks, at some grade 

levels, the focus for instruction may shift to a different type of text (from fiction to nonfiction), please continue to have 

students read the novels, but also provide opportunities to practice the skills learned during whole group instruction during 

small group time. 

PALS identified student should receive 2 ½ hours of extra support each week in addition to whole group and small group reading instruction 

provided by the classroom teacher. 

The Houghton Mifflin Reading Program is Waynesboro Public Schools’ core reading program. The Houghton Mifflin anthology is the primary 

resource for whole group reading instruction and should be used for universal exposure of content for all students. Teachers may determine if 

supplemental materials are needed to adequately instruct the Standards of Learning ,after Houghton Mifflin materials have been used, for each 

unit/week during whole group reading. These materials should be used along with the Houghton Mifflin anthology, not in replacement of the 

anthology. Teachers may determine how much time will be spent using primary and supplementary reading materials. Houghton Mifflin leveled 

readers should be used during small group instruction, but may be supplemented with other leveled resources as needed. Teachers may also 

determine how much time will be spent using primary (Houghton Mifflin) and supplementary reading materials.

The 2010 English Standards of Learning Curriculum Framework is a companion document to the 2010 English Standards of Learning and 

amplifies the English Standards of Learning by defining the content knowledge, skills, and understandings that are measured by the Standards of 

Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an 

instructional program appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining 

essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater 

specificity the content that all teachers should teach and all students should learn. 

Each topic in the English Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the 

Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction 

for each standard. The Curriculum Framework is divided into three columns: Understanding the Standard; Essential Understandings; and Essential 

Knowledge, Skills and Processes. The purpose of each column is explained below. 

Understanding the Standard 

This section includes background information for the teacher. It contains content that may extend the teachers’ knowledge of the standard 

beyond the current grade level. This section may also contain suggestions and resources that will help teachers plan lessons focusing on 

the standard. 

Essential Understandings 

This section delineates the key concepts and ideas that all students should grasp to demonstrate an understanding of the Standards of 

Learning. These essential understandings are presented to facilitate teacher planning. 

Essential Knowledge, Skills, and Processes 

Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in 

each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to 

identify the key knowledge, skills, and processes that define the standard. 

The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a 

verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge, skills, and 

processes from Standards of Learning presented in previous grades as they build expertise in English.

Strand: Oral Language 

Overview 

At the second-grade level, students will engage in a variety of oral activities to develop an understanding of language structure and enhance their ability to 

communicate effectively. They will listen and speak in discussions and presentations that expand their vocabularies, increase their background knowledge, 

and enhance both their reading and writing skills. 

Strand: Reading 

At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about 

phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with 

some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students will understand and enjoy books that are 

considerably longer and more complex in plot, syntax, and structure. Students will read and reread to build fluency, which provides the bridge between word 

recognition and comprehension. Fluent readers are able to make connections among the ideas in the text and between the text and their background 

knowledge. Students will learn and apply the comprehension strategies of identifying main ideas, making and confirming predictions, and formulating 

questions about what they are learning across the curricula. Students will also use their knowledge of alphabetical order to locate information. 

Resources: VDOE Videos 

In this set of video vignettes, Virginia elementary teachers demonstrate vocabulary and comprehension strategies that can be used in elementary classrooms 

to promote students’ vocabulary development and comprehension skills. Each of the strategies presented is taken from the Enhanced Scope and Sequence 

for English Standards of Learning. The strategies and activities presented in the vignettes may be adapted and used with students at all grade levels. 

(The videos on this page link to Flash files which require the Adobe Flash Player plug-in. Download the free player.) 

http://www.doe.virginia.gov/instruction/english/elementary/reading/reading_vocabulary_strategies.shtml

WEEKS 2.1 

ORAL LANGUAGE: 

STRUCTURE 

2.2 


WORD MEANING 

2.3 


COMMUNICATION 

2.4 


SPEECH SOUNDS 

Second Grade 

SOL Progression Chart 

2.5 

PHONETIC 

PRINCIPLES 

2.6 

VOCABULARY 

2.7 

VOCABULARY 

2.8 

FICTION 

2.9 

NONFICTION 

ALL YEAR D J H A 

A A B A 

Back to 

School-‐ 1 

1-‐2 A B C A E B C A A E F H B 

3 B D D C A B E B C C D A C E F G A C D E F C 

4-‐5 D E A B A C C D E B A B D A B C E A 

6-‐8 C E A B C E B A E A B F A B C D 

9-‐10 D E B D B E H I A B D E F 

11-‐12 B D E F B C A C A B C D E F A B C D 

13-‐14 A B C A A B C D A B D A B D C 

15-‐17 C D E B D B E F G A B C D 

18-‐19 D C D E C A B C B A F H 

20-‐21 D A B C D B B A I A C D A B C D 

22-‐26 C E A B C D B A B C C D A B D E F G A B C D 

27-‐28 D C C A B C C D I B D E F C D 

29-‐30 D C E C D E C B B E F H B E F A B C D 

31-‐32 C D E F A A C D E F G H I A B C D 

33-‐34 B C D E A B C B F A B C 

35-‐38 B E A B C C D E 

NOTE: 

Practice book pages match the SKILL being taught in each “unit”. Sometimes, practice book pages from a different story are 

referenced as a resource. 

2.10 

REFERENCE 

MATERIALS 

Houghton-Mifflin Theme Skills pages have been listed as a possible resource for your grade level to make decisions about as a team. 

Your team may decide that the portions of the test that are listed are not a direct match with the SOL or that the questions may be 

rewritten to be a more precise match with the Standards of Learning or the instruction that has occurred in second grade. 

5

There are reader’s theater scripts listed for several stories. The links to these scripts have been updated, but we urge you to go to the 

websites and print these scripts, as we will be unable to ensure their availability in the future. 

The following Houghton-Mifflin stories were not used in this pacing guide. However, your grade level may decide to use these 

materials as a supplemental resource throughout the school year. 

• China Town 

• Jamaica Louse James 

• Brothers and Sisters 

• Carousel 

• Art Lesson 

• Great Ball Game 

The following resources may be used to assist with planning for instruction throughout the school year: 

http://www.vickymoore2.com/houghton.cfm Multiple Choice Test options for each story 

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=5812&catfilter=382#showDoc Multiple Activities for 

each theme 

http://www.sbusd.org/Page/1746 Additional activities – syllabication, sequence of stories, etc. 

http://www.quia.com/pages/newsfrom2.html Computer games or Smartboard Activities 

http://www.cajon.k12.ca.us/educational_services/resources/teacher_resources.shtml story summaries for fluency and repeated readings 

http://www.sanjacinto.k12.ca.us/parkhill/croxton/index_files/page0004.htm Activities to support phonics readers 

http://www.sanjacinto.k12.ca.us/parkhill/croxton/index_files/page0002.htm Activities to support HM stories 

http://www.sbusd.org/Page/1746 Links for multiple activities to support HM stories 

SOLs: ALL YEAR 

6

2.6 d 

2.8 j 

2.9 h 

2.10 a 

2.6 The student will use semantic clues and syntax to expand vocabulary when reading. 

d) Reread and self-correct. 

UNDERSTANDING THE STANDARD 

(Background Information for 

Instructor Use Only) 

• The intent of this standard is that students will 

use information from the story and their 

knowledge of semantic clues and syntax to 

expand vocabulary when reading. 

ESSENTIAL UNDERSTANDINGS 

All students should: 

• understand that they will use a variety 

of strategies to read unfamiliar words. 

ESSENTIAL KNOWLEDGE AND 

SKILLS 

To be successful with this standard, 

students are expected to: 

• use phonetic strategies, semantic clues, 

and syntax to reread and self-correct. 

• reread to clarify meaning. 

2.8 The student will read and demonstrate comprehension of fictional texts. 

j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. 




• The intent of this standard is that students will 

continue to develop and demonstrate 

comprehension skills by reading a variety of 

fictional texts. 

• To determine a student’s functional reading 

level for a specific text consider these word 

accuracy rates from Virginia’s Phonological 

Awareness Literacy Screening (PALS): 

° independent level – 98-100% accuracy, or 

about two of every 100 words misread; 

student reads independently with little or 




SKILLS 



• practice reading and rereading text that 

is on their independent reading level to 

develop accuracy, fluency, and 

prosody. 

• pause at commas and periods during 

oral reading. 

• apply phonics, meaning clues, and 

language structure to decode words 

and increase fluency. 

7

no instructional support, and 

comprehension is strong. 

° instructional level – 90-97% accuracy, or 

three to ten words of every 100 words 

misread; student reads with modest 

accuracy and variable fluency and 

comprehension should be closely 

monitored. 

° frustration level – less than 90% accuracy, 

or more than ten of every 100 words 

misread; student reads with neither 

accuracy nor fluency, and therefore his or 

her comprehension will be affected. 

• Prosody refers to the rhythmic and 

intonational aspect of language, which should 

be noticeable during oral reading. Prosody 

contributes to reading fluency and 

comprehension. 

• The table below presents the results of 

research on oral reading fluency rates for 

students at the 90 th , 75 th and 50 th percentiles 

throughout the school year. These rates are 

reported as words correct per minute 

(WCPM) for second-grade students reading 

second-grade text: 

Percenti 

le 

Fall 

WCPM 

Midyear 

WCPM 

Spring 

WCPM 

90 106 125 142 

75 79 100 117 

8

50 51 72 89 

Hasbrouck, J.E., & Tindal, G.A. (2006) 

• When fully developed, reading fluency refers 

to a level of accuracy and rate where decoding 

is relatively effortless; where oral reading is 

smooth and accurate with correct prosody; and 

where attention can be allocated to 

comprehension.* 

2.9 The student will read and demonstrate comprehension of nonfiction texts. 

h) Read and reread familiar passages with fluency, accuracy, and meaningful expression. 




• Fluency develops as students have many 

opportunities to practice reading at their 

independent reading level. 



2.10 The student will demonstrate comprehension of information in reference materials. 

a) Use table of contents. 




• The intent of this standard is that students 

will use available reference materials to 

locate information. 



• understand how to locate 

information in simple reference 

materials. 


SKILLS 



• reread as necessary to confirm and 

self-correct for word accuracy and 

comprehension. 


SKILLS 



• locate titles and page numbers, 

using a table of contents. 

• use a table of contents to locate 

information in content-area books. 

PRIMARY HOUGHTON MIFFLIN SUPPLEMENTAL 

9

Resources and Activities Resources and Activities Resources and Activities 

NOTE: SOL 2.6 states that students should use 

semantic clues to reread and self-correct. For 

example, when reading a story about cats, good 

readers develop the expectation that it will 

contain words associated with cats, such as tail, 

purr, and whiskers. Sentence context clues are 

more specific. In the sentence "My cat likes to 

_____," given the sentence context and what 

most of us know about cats, words like play, 

jump, and scratch seem reasonable. (From 

http://www.eduplace.com/rdg/res/teach/rec.html) 

NOTE: SOL 2.10 a states that students will use a 

table of contents. This SOL has been included as 

an all year SOL as this is a task that should be 

done multiple times throughout the week with 

varying texts from different subject areas. 

Introduction and Review Back to School Week 

SOLs: 

10

2.4 a 

2.5 a, b 

2.10 a 

2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. 

a) Count phonemes (sounds) within one-syllable words. 




• Explicit, step by step, instruction is 

engaging and allows students to 

consciously reflect on and manipulate 

sounds. 

• Through songs, poems, stories, and 

word play, students will count 

phonemes, create rhyming words, 

segment, substitute and blend sounds 

to make words. 



• understand that spoken words are 

made up of individual phonemes, 

which can be manipulated to make 

new words. 

ESSENTIAL KNOWLEDGE AND SKILLS 



2.5 The student will use phonetic strategies when reading and spelling. 

a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. 

b) Use knowledge of short vowel patterns to decode and spell words. 




• The intent of this standard is that 

students will continue to learn and 

apply their phonetic skills to decode 

and spell words. 



• understand the need to apply phonetic 

strategies to decode and spell words. 

• count phonemes in one-syllable 

words (e.g., man has three phonemes 

/m/-/a/-/n/, chop has three phonemes 

/ch/-/o/-/p/, and drop has four 

phonemes /d/-/r/-/o/-/p/). 




• apply knowledge of consonants and 

consonant blends to decode and spell 

words. 

• apply knowledge of consonant 

digraphs (sh, wh, ch, th) to decode 


• apply knowledge of consonantvowel 

patterns, such as CV (e.g., go) 

and VC (e.g. in) to decode and spell 

words 

11







students will use available reference 

materials to locate information. 

PRIMARY 

Resources and Activities 



• understand how to locate information 

in simple reference materials. 

HOUGHTON MIFFLIN 


Teacher Read Aloud: The Sandwich Practice Book Pages: 

Back to School Theme: 2-18 




• locate titles and page numbers, using 

a table of contents. 

SUPPLEMENTAL 


Fiction: Story Structure Weeks 1-2 

SOLs: 

2.1 a 

2.3 b, c 

2.4 a, e 

2.5 b 

2.6 c 

2.7 a 

2.8 a, e, f, h 

12

2.10 b 

2.1 The student will demonstrate an understanding of oral language structure. 

a) Create oral stories to share with others. 




• Teachers will provide opportunities 

for students to use their knowledge of 

sentence structure, verb tenses, and 

vocabulary to create oral stories that 

have a beginning, middle, and end. 

2.3 The student will use oral communication skills. 

b) Share stories or information orally with an audience. 

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





students will use oral language skills 

to respond appropriately in group 

situations. 

• Students will learn to retell 

information as they continue to share 

stories. 

• Teachers should provide opportunities 

for students to learn the dynamics and 

roles of working in small groups. 



• participate in group activities by 

creating oral stories using complex 

sentences and appropriate verb tenses. 



• understand that oral communication 

can be used for a variety of purposes. 


sharing stories or information and by 

following and giving directions. 




• use the story structure of beginning, 

middle, and end to tell a story of an 

experience. 

• maintain and manipulate voice, such 

as pausing, tempo, and pitch, to 

convey mood. 




• share and retell an experience or 

story to an audience in a logical 

order, with appropriate facts, and 

descriptive details. 

• engage in taking turns in 

conversations by: 

o making certain all group 

members have an opportunity 

to contribute; 

o listening attentively by 

making eye contact while 

facing the speaker; and 

o eliciting information or 

opinions from others. 

13



e) Blend and segment multisyllabic words at the syllable level. 







sounds. 






new words. 







b) Use knowledge of short vowel patterns to decode and spell words. 













c) Use knowledge of story structure and sequence. 

UNDERSTANDING THE STANDARD ESSENTIAL UNDERSTANDINGS 





students will use information from the 

story and their knowledge of semantic 











• manipulate sounds in words to form 

new or nonsense words. 




• apply knowledge of consonantvowel 

patterns, such as CV (e.g., go), 

VC (e.g. in), and CVC (e.g., pin) to 

decode and spell words 




• use story structure, titles, and 

pictures to check for meaning. 

14

clues and syntax to expand 

vocabulary when reading. 

2.7 The student will expand vocabulary when reading. 

a) Use knowledge of homophones. 




• Homophones are words that are 

pronounced the same and have different 

meanings regardless of their spelling 

(e.g., principle/ principal, prince/prints). 



• understand that their knowledge of 

homophones, prefixes, suffixes, 

synonyms, and antonyms can help 

them read unfamiliar words. 



e) Describe characters, setting, and important events in fiction. 

f) Identify the problem and solution. 

h) Summarize stories and events with beginning, middle, and end in the correct sequence. 





students will continue to develop and 

demonstrate comprehension skills by 

reading a variety of fictional texts. 

• Students will demonstrate 

comprehension of story elements in 

fiction by identifying the characters, 

setting, and main idea. 

• Teachers should provide 

opportunities for students to respond 

in writing to what is read. 



• understand that comprehension 

requires making, confirming and 

revising predictions. 

• understand that they must attend to the 

details of the text in order to 

comprehend. 




• use knowledge of homophones (e.g., 

such as pair and pear). 




• use information from illustrations 

and words to demonstrate 

comprehension of characters, 

settings, and plots. 

• identify the problems and solutions 

in stories. 

• begin to use knowledge of transition 

words (e.g., first, next, and soon), to 

understand how information is 

organized in sequence. 

• organize information, using graphic 

organizers (e.g., story map, sequence 

15


b) Use [pictures, captions, and] charts. 







PRIMARY 


Theme 1 : Dragon Gets By 







Practice Book Pages: 

Short Vowels (a, i): 21, 25, 31, 34, 35 

Vocabulary: 22, 23 

Comprehension: 24, 27, 28, 29 

Homophones: 32 

Theme Skills Test Resources: 

Theme 1: A- Short a, i 

Theme 1: E- Story Structure 

of events). 

• describe the structure of a story (e.g., 

beginning introduces the story, 

ending concludes the action). 

• apply knowledge of story structure to 

predict what will happen next (e.g., 

beginning/middle/end, 

problem/solution). 




• interpret information presented in 

bar graphs, charts, and pictographs. 

Phonics Readers 

SUPPLEMENTAL 


Dragon Gets By Readers’ Theater Script 

16

Story Structure: Events Week 3 

SOLs: 

2.1b, d 

2.2 d 

2.3 c 

2.4 a, b, e 

2.5 b 

2.6 c 

2.7 c, d 

2.8 a, c, e, f, g 

2.9 a, c, d, e, f 

2.10 c 


b) Create and participate in oral dramatic activities. 

d) Use increasingly complex sentence structures in oral communication. 





students will continue to demonstrate 

their growth in the use of oral 

language and vocabulary. 











2.2 The student will expand understanding and use of word meanings. 

d) Identify and use synonyms and antonyms. 




• dramatize familiar stories (e.g., 

plays, skits, reader’s theater). 

• use more complex sentence structure 

with conjunctions, such as while, 

when, if, because, so, and but, when 

describing events and giving 

explanations. 

17





for students to use antonyms, 

synonyms, and descriptive language 

to explain and clarify ideas. 



• understand that specific vocabulary 

helps explain and clarify ideas. 










situations. 











b) Blend sounds to make one-syllable words. 








sounds. 









new words. 




• recognize when different words are 

being used orally to mean the same 

or similar things. 




• participate in a range of 

collaborative discussions building on 

others’ ideas and clearly expressing 

their own (e.g., one-on-one, smallgroup, 

teacher led). 











18




b) Use knowledge of short and long vowel patterns to decode and spell words. 


























c) Use knowledge of synonyms. 

d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. 




• Synonyms are words with similar 

meanings (e.g., small, little, tiny). 

• Students will also develop vocabulary 

by discussing meanings of words and 

by listening and reading a variety of 










• apply knowledge of the consonantvowel 

patterns, such as CVC (e.g., 

pin), 




• use diagrams to check for meaning. 




• use knowledge of synonyms when 

reading (e.g., small/little, 

happy/glad). 

• supply synonyms for a given word. 

• discuss meanings of words and 

19

text across the content areas. develop vocabulary (e.g., closely 

related adjectives such as slender, 

thin, scrawny; closely related verbs 

such as look, peek, glance). 


a) Make and confirm predictions. 

c) Ask and answer questions about what is read. 

e) Describe important events in fiction. 


g) Identify the main idea. 








• The main idea is the most important 

idea from the paragraph or story. 











comprehend. 





in stories. 

• describe the important events of a 

story. 



comprehension of plots. 

• describe how characters in a story 

respond to key events. 

• ask and answer simple who, what, 

when, where, why, and how 

questions to demonstrate 

understanding of main details and 

events in text. 

• determine the main idea or theme of 

paragraphs or stories. 




20


a) Preview the selection using text features. 

c) Use prior and background knowledge as context for new learning. 

d) Set purpose for reading. 

e) Ask and answer questions about what is read. 

f) Locate information to answer questions. 




• Students will continue to respond in 

writing to what is read. 





• demonstrate comprehension of 

nonfiction. 






comprehend. 


c) Use [dictionaries,] glossaries, [and indices.] 





• The intent of this standard is that • understand how to locate information 




PRIMARY 


Theme 1 : Julius 




Short Vowels (e, o, u): 43, 47, 53, 56, 





• explain how illustrations, images, 

and charts contribute to and clarify 

text 

• identify the sequence of steps in 

functional text such as recipes or 

other sets of directions. 




• use glossaries to locate information. 


SUPPLEMENTAL 


21

Theme 1 : Social Studies Link - It’s Easy to 

be Polite (Functional Text) 

NOTE: SOL 2.9 (nonfiction) is for 

use with the Social Studies Link. 

72, 93 


Comprehension: 50 

Homophones: 54, 85 


Theme 1: B- Short o, u, e 

Theme 1: E- Story Structure 

Theme 1: J- Synonyms (Q 6-10) 

Julius Readers’ Theater Script 

Fiction: Predictions & Setting Weeks 4-5 

SOLs: 

2.1 d, e 

2.2 a, b 

2.3 a, c 

2.4 c, d, e 

2.5 b 

2. 6 a, b 

2.7 d 

2.8 a, b, c, e 

2.10 a 



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







22

Instructor Use Only) students are expected to: 









a) Increase listening and speaking vocabularies. 

b) Use words that reflect a growing range of interests and knowledge. 




• Growth in oral language aids in the 

development of fluency, vocabulary, 

and comprehension. 









explanations. 

• speak in complete sentences when 

appropriate to task and situation to 

provide details and clarification. 

• begin to self-correct errors made 

when communicating orally. 




• listen to and discuss a variety of 

texts. 

• use appropriate descriptive language 

to express ideas, opinions, and 

feelings. 


a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. 















• use proper pitch and volume. 

• speak clearly and distinctly. 

23


• express ideas clearly and in an 

organized manner. 


c) Segment one-syllable words into individual speech sounds (phonemes). 

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


UNDERSTANDING THE STANDARD ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE AND SKILLS 






• Phonemes are the smallest units of 

sound in language (e.g., man has 

three phonemes /m/-/a/-/n/). 




new words. 

• 

• 

isolate and manipulate phonemes. 

manipulate sounds in words to form 



b) Use knowledge of short and long vowel patterns to decode and spell words. 









• understand the need to apply 

phonetic strategies to decode and spell 

words. 


a) Use information in the story to read words. 

b) Use knowledge of sentence structure. 















patterns, CVCE (e.g., take) 




• use meaning clues to support 

decoding. 

• use surrounding words in a sentence 

24






text across the content areas. 

to determine the meaning of a word. 

• determine which of the multiple 

meanings of a word in context makes 

sense by using semantic clues. 

• use knowledge of word order, 

including subject, verb, and 

adjectives, to check for meaning. 















develop vocabulary (e.g., closely 







b) Relate previous experiences to the main idea. 


e) Describe characters, setting, and important events in fiction and poetry. 




• Students will continue to learn to 

relate their prior knowledge to the 





• use knowledge of the meaning of 

individual words to predict the 

meaning of compound words (e.g., 

birdhouse, lighthouse, notebook). 




• use prior knowledge to predict 

information, and to interpret 

25

topic of the text and use this 

knowledge, along with information 

from the text, to make and confirm 

predictions. 








comprehend. 









PRIMARY 








Practice Book Pages: Phonics Readers 

pictures and diagrams. 

• find evidence to support predictions 

(e.g., return to text to locate 

information, support predictions, and 

answer questions). 

• describe the setting of a story. 



comprehension of setting. 













• locate titles and page numbers, 

using a table of contents. 



SUPPLEMENTAL 


26

Theme 1: Mrs. Brown Goes to Town Long vowels (a, i): 60, 64, 70, 73 


Comprehension: 67, 68, 69 

Predictions: 63 

Multiple Meaning Words; 71 


Theme 1: C- Long Vowels 

Theme 1: D- High Frequency Words 

Theme 1: G- Predicting Outcomes 

Making Words or Word Ladders Activities 

Nonfiction: Text Features, Main Idea, & Reference Skills Weeks 6-8 

SOLs: 

2.2 c, e 

2.3 a, b, c 

2.4 e 

2.5 b 

2.6 a 

2.7 e 

2.9 a, b, f 

2.10 a, b, c, d 


c) Clarify and explain words and ideas orally. 

e) Use vocabulary from other content areas. 


27











• ask questions to clarify or gain 

further information. 

• use specific content area vocabulary 

in discussions. 


a) Use oral language for different purposes: to inform, [to persuade, to entertain, to clarify, and to respond.] 

b) Share information orally with an audience. 











situations. 

• Students learn to use selected 

vocabulary and information to match 

their purpose — to inform, to 

persuade, to entertain, to clarify, and 

to respond. 






• participate in collaborative 

conversations for various purposes 

(e.g., to inform). 

• select vocabulary and nonverbal 

expressions appropriate to purpose 

and audience. 

• carry out a specific group role, such 

as leader, recorder, materials 

manager, or reporter. 

• confer with small-group members 

about how to present information to 

the class. 


b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. 







28














patterns, such as CVC (e.g., 

pin), and CVCE (e.g., take), to 

decode and spell words. 

















sounds. 

new words. 





• Semantic clues are words that 

provide meaning and help readers 

decode and comprehend a text (e.g., 

The bear scared me. The test was a 

bear.) 














decoding. 





29



students will expand their vocabulary 

through an understanding of 


synonyms, and antonyms. 











b) Make and confirm predictions about the main idea. 





• Students will also begin to learn the 

skills of summarizing and skimming 

to locate specific information in 

nonfiction text. 








nonfiction. 






comprehend. 



b) Use pictures, captions, and charts. 

• use specific vocabulary from content 

area study to express interests and 

knowledge (e.g., in discussions, by 

summarizing, through generating and 

answering questions). 




• explain how illustrations, images, 

and charts (e.g., a diagram showing 

how a machine works) contribute to 

and clarify text 

• locate information in texts to answer 

questions (e.g., use text features to 

locate and answer questions - 

headings, subheadings, bold print, 

charts, tables of contents). 

• interpret illustrations, such as 

diagrams (timelines), charts, graphs 

to make predictions about the text. 

30

c) Use [dictionaries,] glossaries, and indices. 

d) Use online resources. 







PRIMARY 


NOTE: This introductory non-fiction unit 

does not have support pieces from H.M.. It 

is important during this three-week unit to 

expose students to many different high 

quality nonfiction materials in order to teach 

about text features and the elements of 

nonfiction literature. Please make use of 









Compare Stories: 78, 79 

Phonics Review: 81, 93 100, 103, 108 

Test Practice: 89, 90 




• use online resources to gather 

information on a given topic (e.g., 

teacher identified Web sites and 

online reference materials). 



• locate words in reference materials, 

using first, second, and third letter. 

• locate entry words in indices. 

• use glossaries, and indices to locate 

key facts or information. 

• interpret pictures, captions, 

diagrams, and tables. 

• consult reference materials as needed 

to spell, check spelling, and 

understand grade-appropriate words. 

SUPPLEMENTAL 


31

your science and social studies textbooks as 

a mentor text. Leveled books, from your 

schoolbook room, should be utilized during 

small group instruction. 

Theme 1 Wrap Up: Hippos 

NOTE: William Perry does not have 

this resource. 

Theme 1: George and Martha: The Surprise 


Characterization Weeks 9-10 

SOLs: 

2.1 d 

2.4 e 

2.5 a 

2.7 d 

2.8 b, e, h, i 

2.9 a, b, d, e, f 























• 

32





will expand understanding and use of 

word meanings through the use of a 

variety of texts that reflect the Virginia 

Standards of Learning for English, 

history and social science, science, and 

mathematics. 









• blend and segment multisyllabic 

words at the syllable level. 

• identify syllables in a word (e.g., 

students tap snowball → /snow/- 

/ball/, clap out the word hamburger 

→ /ham/- /bur/-/ger/). 
















phonetic strategies to decode and spell 

words. 


patterns, such as CVCE (e.g., 

take) to decode and spell words. 






















33

y discussing meanings of words and 







i) Draw conclusions based on the text. 















comprehend. 


















comprehend. 




• describe a character’s traits, feelings, 

and actions as presented in a story or 

poem. 




organizers (e.g., venn diagram, story 

map, sequence of events). 




• follow the steps in a set of written 

directions (e.g., recipes, crafts, board 

games, mathematics problems, 

science experiments). 

34

PRIMARY 


Theme 2 : Henry & Mudge Starry Night 

NOTE: Use a Venn Diagram to 

compare characters. 

Theme 2 : Social Studies Link : Campfire 

Games (Functional Text) 






Characterization: 117, 122, 123 

Compound Words: 125, 233 

NOTE: Transparency: 2-10 (Pg 83) may be 

used as an activity with this unit. 


Theme 2: A- Long Vowels 

Theme 2: G- Compare and Contrast 

Theme 2: J- Maps 

Theme 2: L- Compound Words (Q 1- 

3) 

• interpret illustrations, such as maps, 

to make predictions about the text. 


SUPPLEMENTAL 


Henry & Mudge Readers’ Theater Script 

See Appendix D : Characterization Graphic 

Organizer 

Predictions & Connections in Nonfiction Texts Weeks 11-12 

SOLs: 

2.1 b 

2.2 d 

35

2.3 e, f 

2.4 b, c 

2.5 a 

2.7 c 

2.9 a, b, c, d, h 

2.10 a, b, c, d, e, f 
















d) Identify and use synonyms and antonyms. 






for students to use antonyms, 

synonyms, and descriptive language 

to explain and clarify ideas. 




e) Follow three- and four-step directions. 

f) Give three- and four-step directions. 














• recognize when two or more 

different words are being used orally 

to mean contrasting or opposite 

things. 

• use synonyms and antonyms in oral 

communication. 




36




persuade, to entertain, to clarify, 

and to respond. 

• All students should 







b) Blend sounds to make one-syllable words. 

c) Segment one-syllable words into individual speech sounds (phonemes). 




• Students orally blend phonemes 

(sounds) together to make a word 

(e.g., /m/-/a/-/n/ → man, /ch/-/o/-/p/ 

→ chop). 

• Students segment spoken words into 

individual sounds (e.g., man → /m/- 

/a/- /n/, chop → /ch/-/o/- /p/). 

str). 






new words. 

• follow three-step and four-step 

directions. 

• give three-step and four-step 

directions. 




• blend sounds to make one-syllable 

words (e.g., /p/-/a/-/n/ → pan , /d/-/r/- 

/i/-/p/ → drip). 

• segment words by saying each sound 

(e.g., pan → /p/-/a/-/n/, drip → /d/- 

/r/-/i/-/p/). 









• Consonant blends are voiced (each 

letter is heard) combinations of two or 

three consonants (e.g., fl-, cl-, dr-, 




blends to decode and spell words. 


c) Use knowledge of antonyms [and synonyms]. 


37



• Antonyms are words with opposite 

meanings (e.g., off/on, fast/slow). 



















students will read and demonstrate 

comprehension of nonfiction texts 

across the curriculum, including ageappropriate 

materials that reflect the 

Virginia Standards of Learning in 

English, history and social science, 

science, and mathematics. 






predictions. 






nonfiction. 






comprehend. 



• supply [synonyms and] antonyms 

for a given word. 

• use knowledge of antonyms when 

reading (e.g., hot/cold, fast/slow, 

first/last). 




• set a purpose for reading 

• skim text for bold type and picture 

captions to help set a purpose for 

reading. [Get Set to Read pages] 

• use text features to make predictions 

(e.g., illustrations) 


information. 

• use information from the text to make 

and revise predictions. 

• use information from a selection to 

confirm predictions (e.g., return to the 

text to locate information, support 

predictions and answer questions). 

38




















• use knowledge from their own 

experiences to make sense of and talk 

about a topic, recognizing similarities 

between: 

o personal experiences and the 

text; 

o the current text and other texts 

read; and 

o what is known about the topic 

and what is discovered in the 

new text. 

• use text features to locate information 

and answer questions (e.g., graphs). 















39

PRIMARY 


Theme 2 : Exploring Parks with Ranger 

Dockett 





KWL Chart: 140 


Antonyms: 148, 179 


Theme 2: C- Consonant Clusters 

Theme 2: G- Compare & Contrast 

Theme 2: K- Clusters (Q 1, 3, 5, 7, 8) 

Theme 2: L- Antonyms (Q 4-7) 



SUPPLEMENTAL 



Ranger Dockett Readers’ Theater Script 

See Appendix B : Connections Chart 

Connections & Context Clues in Fictional Texts Weeks 13-14 

SOLs: 

2.1 a 

40

2.2 b, c 

2.5 a 

2.6 a, b, c 

2.7 d 

2.8 a, b, d 

2.9 a, b, d 

2.10 c 


a) Create oral stories to share with others. 




• Teachers will provide opportunities for 

students to use their knowledge of 


vocabulary to create oral stories that have a 

beginning, middle, and end. 





sentences and appropriate verb 

tenses. 


b) Use words that reflect a growing range of interests and knowledge. 







o and comprehension. 






SKILLS 



• add appropriate elaboration and 

detail while recounting or 

describing an event. 


SKILLS 



• use language to categorize objects, 

people, places, or events. 

• explain the meanings of words 

within the context of how they are 

used. 



UNDERSTANDING THE STANDARD ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE AND 

41



• Consonant digraphs are combinations of 

two consonants forming a new sound (e.g., 

sh-, wh-, ch-, th-). 



phonetic strategies to decode and 

spell words. 









will use information from the story and 

their knowledge of semantic clues and 

syntax to expand vocabulary when 

reading. 

• Semantic clues are words that provide 

meaning and help readers decode and 

comprehend a text (e.g., The bear scared 

me. The test was a bear.) 

• Syntactic (syntax) knowledge is based on 

familiar word order or grammar that helps 

readers determine meaning (e.g., students 

familiar with oral language would know 

which of the following two sentences 

sounds right and/or makes sense: The 

pitcher threw the ball or The ball threw the 

pitcher). 




• understand that they will use a 

variety of strategies to read 

unfamiliar words. 

SKILLS 




digraphs (sh, wh, ch, th) to decode 



SKILLS 




meanings of a word in context 

makes sense by using semantic 

clues. 




• use story structure, titles, pictures, 

and diagrams to check for 

meaning. 

42























d) Reread and self-correct. 





will continue to develop and demonstrate 

comprehension skills by reading a variety 

of fictional texts. 

• Students will continue to learn to relate 

their prior knowledge to the topic of the 

text and use this knowledge, along with 

information from the text, to make and 

confirm predictions. 

• Strategies to increase prior knowledge 

include building on what students already 






• understand that they must attend to 

the details of the text in order to 

comprehend. 









SKILLS 



• use information from the text to 

make predictions before, during 

and after reading. 


information and to interpret 

pictures. 


confirm predictions (e.g., recall 

and/or return to the text to locate 

information to confirm 

predictions). 

43

know, discussing real-life experiences, 

and providing vicarious experiences 

through reading. 

• Students will demonstrate comprehension 

of story elements in fiction by identifying 

the characters, setting, and main idea. 

• The main idea is the most important idea 

from the paragraph or story. 

• Teachers should provide opportunities for 

students to respond in writing to what is 

read. 








• Students will also begin to learn the skills 

of summarizing and skimming to locate 

specific information in nonfiction text. 

• The main idea is the most important idea 

from the paragraph or story. 




nonfiction. 






comprehend. 


c) Use dictionaries, glossaries, and indices. 




• find evidence to support 

predictions (e.g., return to text to 

locate information, support 

predictions, and answer questions). 

• begin to skim for information to 

answer questions 

• explain how illustrations and 

images contribute to and clarify 

text. 


SKILLS 



• use titles, headings, and 

subheadings to generate ideas 

about the text (Use Science Link) 

• use print clues, such as italics to 

assist in reading 

• skim text for section headings to 

help set a purpose for reading. 


SKILLS 

44

Instructor Use Only) To be successful with this standard, 



will use available reference materials to 

locate information. 

• understand how to locate 

information in simple reference 

materials. 

• locate guide words, entry words, 

and definitions in dictionaries and 

indices. 

PRIMARY 


NOTE: SOL 2.6 states that students should 

determine which of the multiple meanings of a 

word in context makes sense by using semantic 

clues. For example, when reading a story about 

cats, good readers develop the expectation that it 

will contain words associated with cats, such as 

tail, purr, and whiskers. Sentence context clues 

are more specific. In the sentence "My cat likes 

to _____," given the sentence context and what 

most of us know about cats, words like play, 

jump, and scratch seem reasonable. (From 

http://www.eduplace.com/rdg/res/teach/rec.html) 

Theme 2 : Around the Pond (2.8) 

Theme 2 : Science Link – How to be a Wildlife 




Vocabulary: 155, 156, 171, 174 


Multiple Meanings: 165 

Graphic Organizer/Compare: 172, 173 


Classify: 186 

Digraphs: 209, 214, 220, 223 

Phonics: 232, 237, 243, 246, 263 


Theme 3: A- Digraphs 

• locate words in reference 

materials, using first, second, and 

third letter. 

• consult reference materials as 

needed to spell, check spelling, and 

understand grade-appropriate 

words. 

SUPPLEMENTAL 


Also by Lindsay Barrett George: 

Around the World- Who’s been here? 

In the Garden – Who’s been here? 

In the Snow – Who’s been here? 

In the Woods – Who’s been here? 

Each book in this series includes a map in 

the 

front cover of the hard copy! 

See Appendix A: Prediction Chart 

See Appendix B : Connections Chart 

Around the Pond Readers’ Theater Script 

45

Spy (2.9) 

Theme 2 Wrap Up: Owl Moon and Owls 

(nonfiction text) 

Questioning & Main Idea in Nonfiction Texts Weeks 15-17 

SOLs: 

2.3 c 

2.4 d, e 

2.5 b 

2.7 d 

2.9 b, e, f, g 

2.10 a, b, c, d 








stories. 















• ask and respond to questions to 

check for understanding of 

information presented (e.g., stay on 

topic, link remarks to those of 

others). 

46




• Phonological awareness typically 

progresses in a developmental 

continuum, (i.e., rhyming → sentence 

segmenting → syllable 

blending/segmenting → syllable 

splitting [onset and rime 

blending/segmenting] → phoneme 

blending, segmenting, and 

manipulating). 






new words. 




• add a phoneme from an orally 

presented word or rime to make a 

new word (e.g., pie/pipe, four/fork, 

cab/crab, ot/lot, ap/map). 






→ /ham/- /bur/-/ger/). 


b) Use knowledge of short, long, [and r-controlled] vowel patterns to decode and spell words. 












patterns, such as CVVC (e.g., 



wait) 
















47
















• Common graphic organizers include: 

• ° Venn diagram; 

° cause and effect; 

° sequencing; 

° compare and contrast; and 

° cycle. 







them read unfamiliar words. meaning of compound words (e.g., 





nonfiction. 






comprehend. 




• begin to skim text for information to 

answer specific questions 

• ask and answer questions about what 

is read to demonstrate understanding 

(e.g., who, what, when, where, why, 

and how) 

• use text features to locate 

information and answer questions 

(e.g., illustrations and captions, 

heading and subheadings, bold and 

italic print, tables of contents, 

glossaries, charts, tables). 

• determine the main idea. 


organizers. 

• use knowledge of sequence to make 

48












PRIMARY 








predictions while reading functional 

text such as recipes and other sets of 

directions (e.g., first, second, next). 

[Fire-Safety Tips] 




















SUPPLEMENTAL 


49

Theme 3 : A Trip to the Firehouse 

Theme 3 : Fire-Safety Tips 




Main Idea: 236, 241, 242 

Compound Words: 233 


Theme 3: C- Vowel Pairs (ai, ay) 

Theme 3: D- Compound Words 

Theme 3: K- Main Idea and Details 

Collaborate with school librarian to 

investigate available NONFICTION texts. 

See Appendix C : QAR 

See Appendix F : Topic, Main Ideas, 

Supporting Details Graphic Organizer 

Problem Solution Weeks 18-19 

SOLs: 

2.1 d 

2.2 c 

2.4 d, e 

2.5 c 

2.6 a, b, c 

2.7 b 

2.8 a, f, h 
























explanations. 

50











o and comprehension. 

























new words. 


c) Decode regular multisyllabic words. 


SKILLS 



• explain the meanings of words 

within the context of how they are 

used. 




• delete a phoneme from an orally 

presented word to make a new word 

(e.g., rice/ice, beach/bee, 

weight/weigh, couch/cow). 






→ /ham/- /bur/-/ger/). 

• delete a syllable from a word and 

state what remains (e.g., say 

celebrate without brate [cele]). 

51




























bear.) 






b) Use knowledge of prefixes and suffixes. 






will expand their vocabulary through an 






• use phonetic strategies and context to 

self-correct for comprehension. 

• decode words with common prefixes 

and suffixes. 





decoding. 







and diagrams to check for meaning. 




• identify and recognize meanings of 

common prefixes and suffixes (e.g., -ly, 

52

understanding of homophones, prefixes, 

suffixes, synonyms, and antonyms. 

• Affixes are word elements that are 

attached to a stem, base, or root. Common 

affixes are prefixes, which are added to 

the beginning of words (e.g., un-, re-, mis- 

, dis-, non- and pre-), and suffixes, which 

are added to the end of words (e.g., -ly, - 

er, -y, -ful, -less, -able, -ed, -ing, -est). 

synonyms, and antonyms can help them 

read unfamiliar words. 
























comprehend. 

-ful). 

• use common prefixes and suffixes to 

decode words. 









words (e.g., first, next, and soon), to 

understand how information is 

organized in sequence. 


organizers (e.g., story map, sequence 

of events). 

• describe the structure of a story (e.g., 

beginning introduces the story, ending 

concludes the action). 

• identify the problems and solutions in 

stories. 

53

PRIMARY 


Theme 3: Big Bushy Mustache 

NOTE: The story, Big Bushy Mustache, has 

suffixes –ed, -ly, -ing, and -er 

(kindergartener). The Phonics Reader used 

during this week has the suffixes –ly, -ful. 




Suffixes: 251 



Problem/Solution: 254, 259, 260 

Context Clues: 262 


Theme 3: F- Suffixes 

Theme 3: Problem Solving 

SUPPLEMENTAL 


Drawing Conclusions, Pronouns Weeks 20-21 

SOLs: 

2.1 d 

2.3 a, b, c, d 

2.5 b 

2.6 b 

2.8 a, i 

2.9 a, c, d 

2.10 a, b, c, d 









54


















explanations. 





d) Retell information shared by others. 







situations. 





to respond. 



stories. 














• participate in a range of collaborative 

discussions building on others’ ideas 

and clearly expressing their own (e.g., 

one-on-one, small-group, teacher led). 



(e.g., to inform, to persuade, to 

entertain, to clarify, and to respond). 

• ask and respond to questions to check 

for understanding of information 

presented (e.g., stay on topic, link 

remarks to those of others). 

• follow rules for discussions and 

assigned group roles. 


55




and audience. 



• contribute information, ask questions, 

clarify, gather additional information, 

retell, respond, or build on another 

person’s idea in a small-group setting. 



the class. 


as leader, recorder, materials manager, 

or reporter. 






o listening attentively by making 

eye contact while facing the 

speaker; and 




b) Use knowledge of [short, long, and] r-controlled vowel patterns to decode and spell words. 







• R-controlled vowel patterns – when • understand the need to apply phonetic 

• apply knowledge of r-controlled 

56

a vowel is followed by an r it makes a 

special sound (e.g., /ar/- as in car, 

/or/- as in storm, /ir/- as in bird, /ur/as 

in turn, /er/- as in butter). 














• Syntactic (syntax) knowledge is 

based on familiar word order or 

grammar that helps readers determine 

meaning (e.g., students familiar with 

oral language would know which of 

the following two sentences sounds 

right and/or makes sense: The pitcher 

threw the ball or The ball threw the 

pitcher). 












strategies to decode and spell words. vowel patterns to decode and spell 

words. 












including subject, verb, and adjectives, 

to check for meaning. 









57

elate their prior knowledge to the 




predictions. 





















predictions. 





comprehend. organizers (e.g., story map, sequence of 

events). 




nonfiction. 






comprehend. 

• write responses to what they read (e.g., 

response logs, write the story with a new 

ending). 




• set a purpose for reading. 

• skim text for section headings, bold 

type, and picture captions to help set a 

purpose for reading. 


diagrams, charts, graphs, and maps, to 

make predictions about the text. 

• use title and headings to generate 

ideas about text. 

• use print clues, such as bold type, 

italics, and underlining, to assist in 

reading. 

• use knowledge from their own 

experiences to make sense of and talk 

about a topic, recognizing similarities 

between: 

o personal experiences and the 

58






o Venn diagram; 

o cause and effect; 

o sequencing; 

o compare and contrast; and 

o cycle. 
















text; 

o the current text and other texts 

read; and 

o what is known about the topic 

and what is discovered in the 

new text. 


words (signal words) (e.g., first, next, 

and soon), to understand how 

information is organized. 

• write responses to what they read. 













59

PRIMARY 


Theme 4: Officer Buckle & Gloria 

Theme 4: Social Studies Link – The Story of 

Owney 




R-controlled Vowels: 3, 4, 8, 17, 39 



Drawing Conclusions: 7, 12, 13 

Pronouns: 9, 18, 20, 66 


Theme 4: A- R-controlled (ar) 

Theme 4: B- R-controlled (or, ore) 

Theme 4: G- Drawing Conclusions 

Theme 4: M- Pronouns (Q 1-4) 


• interpret pictures, captions, diagrams, 

and tables. 



teacher identified Web sites and online 

reference materials). 

SUPPLEMENTAL 


See Appendix G : Book Look from FCRR 

Biography, Reference Skills/Research Project and Nonfiction Weeks 22-26 

SOLs: 

60

2.2 c, e 

2.3 a, b, c, d 

2.5 b 

2.6 a, b, c 

2.7 c, d 

2.9 a, b, d, e, f, g 

2.10 a, b, c, d 
































situations. 














• participate in a range of collaborative 

discussions building on others’ ideas 

and clearly expressing their own (e.g., 

one-on-one, small-group, teacher led). 




61


to respond. 



stories. 





• ask and respond to questions to check 

for understanding of information 

presented (e.g., stay on topic, link 

remarks to those of others). 







and audience. 



• contribute information, ask questions, 

clarify, gather additional information, 

retell, respond, or build on another 

person’s idea in a small-group setting. 



the class. 


as leader, recorder, materials manager, 

or reporter. 






o listening attentively by making 

eye contact while facing the 

62

speaker; and 











• R-controlled vowel patterns – when 

a vowel is followed by an r it makes a 

special sound (e.g., /ar/- as in car, 

/or/- as in storm, /ir/- as in bird, /ur/- 



• apply knowledge of r-controlled 

vowel patterns to decode and spell 

words. 

as in turn, /er/- as in butter). 


patterns, such as CVCC (e.g., 

wind), to decode and spell words. 














decoding. 










bear.) 











• use story structure, titles, pictures, and 

63







pitcher). 


































nonfiction. 

diagrams to check for meaning. 






happy/glad). 


• demonstrate an understanding of 

what the apostrophe signifies in 

singular possessive words (e.g., 

Maria’s). 




• set a purpose for reading. 


64












predictions. 










o Venn diagram; 

o cause and effect; 

o sequencing; 

o compare and contrast; and 

o cycle. 






comprehend. 

information. 

• interpret illustrations, such as diagrams, 

charts, graphs, and maps, to make 

predictions about the text. 

• explain how illustrations and images 

(e.g., a diagram showing how a machine 

works) contribute to and clarify text. 

• use titles and headings to generate ideas 

about the text. 

• skim text for section headings, bold type, 

and picture captions to help set a purpose 

for reading. 

• use print clues, such as bold type, italics, 

and underlining, to assist in reading. 

• use information from the text to make and 

revise predictions. 

• use text features to make predictions, 

locate information, and answer questions 

(e.g., illustrations and captions, heading 

and subheadings, bold and italic print, 

tables of contents, glossaries, graphs, 

charts, tables). 


confirm predictions (e.g., return to the text 

to locate information, support predictions 

and answer questions). 

• use knowledge of sequence to make 

predictions while reading functional text 

such as recipes and other sets of directions 

(e.g., first, second, next). 

• begin to skim text for information to 

65

answer specific questions. 

• determine the main idea. 

• ask and answer questions about what is 

read to demonstrate understanding (e.g., 

who, what, when, where, why, and how). 


questions (e.g., use text features to locate 

and answer questions - headings, 

subheadings, bold print, charts, tables of 

contents). 


words (signal words) (e.g., first, next, and 

soon), to understand how information is 

organized. 


organizers. 

• write responses to what they read. 

























66

PRIMARY 


Theme 4 : Focus on Biography & 

Corresponding Leveled Readers 

NOTE: Please make use of your school’s 

library and/or literacy center to locate 

additional examples of biographies and 

autobiographies during this unit. It is 

especially important that students are 

exposed to a wide variety of these texts. 

Theme 4 : Ant 

NOTE: During the instruction of synonyms, 

it is important for students to have 

experience utilizing a thesaurus to find 




R-Controlled Vowels: 77, 84, 87, 92 


Text Features: 81, 82, 86, 88, 89 


Pronouns: 85, 93 


Theme 4: C- CVCC 

Theme 4: H- Text Organization 

Theme 4: K- R-controlled, CVCC 


CVCC: 26, 31, 37, 40 


Main Idea: 30, 36 

Synonyms: 36, 69 





• interpret pictures, captions, diagrams, 

and tables. 



teacher identified Web sites and online 

reference materials). 

SUPPLEMENTAL 


• Check out autobiographies and biographies 

from the school or local library. 

• Integrate with Social Studies Famous 

Americans Unit. 

• Great opportunity to use Social Studies 

textbook table of contents, index, boldface 

words, photographs, and captions. 

http://kidsreads.wordpress.com/category/biogr 

aphy/ 

http://www.kidsreads.com/authors/au-rylantcynthia.asp 

http://www.biography.com/bio4kids/bio4kidsmeet.jsp 

67

synonyms. This would be a great 

opportunity to teach/reinforce how to use the 

thesaurus while engaged in instruction about 

synonyms. 

Theme 4: Science Link- Bat Attitude 

Functional Text- Make an Origami Bat 

Theme Wrap Up: Little Grunt and the Big 

Egg & Mighty Dinosaurs (nonfiction) 

Possessive Nouns: 32, 41, 43, 71 


Theme 4: L- Synonyms/Using a 

Thesaurus 

Theme 4: M- Possessive Nouns (Q 4, 

6, 9) 

Practice Book Pages for Theme Wrap Up: 


Graphic Organizers/Compare: 62 63 

Text Organization: 68 


Context: 75 

http://gardenofpraise.com/leaders.htm 

See Appendix G : Book Look from FCRR 

Drawing Conclusions Weeks 27-28 

SOLs: 

2.1 d 

2.2 c 

2.3 c 

2.6 a, b, c 

2.7 c, d 

68

2.8 i 

2.9 b, d, e, f 

2.10 c, d 

























• Growth in oral language aids in the • understand that specific vocabulary 












• provide a referent for pronouns (e.g., 

Serena wanted to sing but she was 

afraid). 

• demonstrate subject-verb 

agreement. 








69





situations. 

























bear.) 









pitcher). 











decoding. 









• use story structure, titles, pictures, and 

diagrams to check for meaning. 

70

































predictions. 








comprehend. 









happy/glad). 



develop vocabulary (e.g., closely 







• use the framework of beginning, 

middle, and end to summarize and 

retell story events. 

• write responses to what they read 

(e.g., response logs, write the story 

with a new ending). 

71












predictions. 






nonfiction. 






comprehend. 


c) Use dictionaries, [glossaries, and indices.] 
















confirm predictions (e.g., return to 

the text to locate information, support 

predictions and answer questions). 

• identify the sequence of steps in 

functional text such as recipes or 

other sets of directions. 

• follow the steps in a set of written 

directions (e.g., recipes, crafts, board 

games, mathematics problems, 

science experiments). 

• 













72

PRIMARY 


Theme 5: Jalapeno Bagels 

Theme 5: Health Link: Welcome to the 

Kitchen 




Contractions: 119, 124, 130, 133, 


Functional Text: 123 

Comprehension: 127, 128, 129 

Multiple Meanings: 131, 181 

Verb Tenses: 125, 134, 136, 143, 152, 

154 


Theme 5: B Contractions (Q 1, 2) 

Theme 5: N Contractions (Q 1, 2) 

Theme 5: J- Following Directions 

• locate guide words, entry words, and 

definitions in dictionaries. 

• use dictionaries to locate information. 

SUPPLEMENTAL 


Questioning & Text Organization in Nonfiction Texts Weeks 29-30 

SOLs: 

2.1 d 

2.2 c, e 

2.3 c, d 

2.4 e 

2.5 c 

2.6 b 

73

2.7 b 

2.8 e, f, h 

2.9 b, e, f 

2.10 a, b, c, d 










































• provide a referent for pronouns (e.g., 

Serena wanted to sing but she was 

afraid). 

• demonstrate subject-verb 

agreement. 










74





situations. 





to respond. 








stories. 




















new words. 



• contribute information, ask 

questions, clarify, gather additional 

information, retell, respond, or build 

on another person’s idea in a smallgroup 

setting. 









→ /ham/- /bur/-/ger/). 




75
















































• decode regular multisyllabic words. 


self-correct for comprehension, 


and suffixes. 











common prefixes and suffixes (e.g., , 

-ed, -ing) 

• use a known root word as a clue to 

the meaning of an unknown word 

with the same root (e.g., sign, signal). 


decode words. 

76




e) Describe important events in fiction. 






















comprehend. 










• determine the meaning of words 

when a known prefix is added to a 

known word (e.g., tie/untie, 

fold/unfold, write/rewrite, 

call/recall). 





in stories. 

• describe the important events of a 

story. 



comprehension of plots. 





retell story events. 




77














predictions. 








nonfiction. 






comprehend. 











• use text features to make predictions 

(e.g., captions, heading and 

subheadings, bold and italic print, 

tables of contents, glossaries, graphs, 

charts, tables). 


diagrams, charts, graphs to make 

predictions about the text. 


words (signal words) (e.g., first, next, 

and soon), to understand how 

information is organized. 

• ask and answer questions about what 

is read to demonstrate understanding 

(e.g., who, what, when, where, why, 

and how). 


questions (e.g., use text features to 

locate and answer questions - 

headings, subheadings, bold print, 

charts, tables of contents). 




78




PRIMARY 


Theme 5: Thundercake 






Suffixes: 155, 160, 166, 167, 169, 221, 

248, 252, 258, 261 


Summarize/Sequence: 159, 164, 165 

Verb Tenses: 161, 170, 172, 178, 183 

Multisyllabic Words: 190, 203, 279 


Theme 5: E- Base Words and –ed. 

–ing endings 

Theme 5: L- Sequence of Events 

Theme 5: P- Verb Tense 

















SUPPLEMENTAL 


79

Theme Wrap Up: A Curve in the River & 

Slippery Siblings (nonfiction) 

Practice Book Pages for Theme Wrap Up: 


Graphic Organizer/Compare: 174 

Respond to Questions: 186 

Sequence of Events: 188 


Context: 75 

Summarizing Weeks 31-32 

SOLs: 

2.1 c, d 

2.3 e, f 

2.6 a 

2.7 a 

2.8 c, d, e, f, i 

2.10 a, b, c, d 


c) Use correct verb tenses in oral communication. 















• use present, past, and future tenses 

appropriately. 


80








e) Follow three- and four-step directions. 

f) Give three- and four-step directions. 







situations. 





to respond. 

sentences and appropriate verb tenses. with conjunctions, such as while, 



explanations. 





stories. 






















• follow three-step and four-step 

directions. 

• give three-step and four-step 

directions. 

• sequence three or four steps 

chronologically in oral directions. 




81





bear.) 









pitcher). 


a) Use knowledge of homophones. 























d) Locate information to answer questions. 



decoding. 











82








• Common graphic organizers include 

cause and effect 








comprehend. 









• begin to skim for information to 

answer questions. 


in stories. 

• determine the main idea or theme of 

paragraphs or stories. 

• explain how illustrations and images 

contribute to and clarify text. 



retell story events 

• write responses to what they read 

(e.g., response logs, write the story 

with a new ending). 




c) Use dictionaries, [glossaries, and indices.] 



83






PRIMARY 







Theme 6: Moses Goes to a Concert Practice Book Pages: 


Noting Details: 234, 239, 240 

Summary: 237, 246 


Homophones: 149, 189, 196, 199, 204 


Theme 6: F- Noting Details 

Theme 6: G- Problem Solving 

Theme 6: O- Homophones (Q 3-5) 

Theme 6: J- Homophones 











• use dictionaries to locate information. 







SUPPLEMENTAL 


84

Problem & Solution, Summarize Weeks 33-34 

SOLs: 

2.1 b, c 

2.4 e 

2.6 a, b, c 

2.7 b 

2.8 f 

2.10 a, b, c 



c) Use correct verb tenses in oral communication. 

















• dramatize familiar stories (e.g., plays, 

skits, reader’s theater). 

• use present, past, and future tenses 

appropriately. 





explanations. 











85


students will orally identify, produce, 

and manipulate various units of 

speech sounds within words. 




sounds. 









new words. 

















bear.) 






• state the word created by blending 

given syllables together (e.g., /fan/- 

/tas/-/tic/ → fantastic). 






→ /ham/- /bur/-/ger/). 








decoding. 










86

ased on familiar word order or 







pitcher). 











• Affixes are word elements that are 

attached to a stem, base, or root. 

Common affixes are prefixes, which 

are added to the beginning of words 

(e.g., un-, re-, mis-, dis-, non- and pre- 

), and suffixes, which are added to the 

end of words (e.g., -ly, -er, -y, -ful, - 

less, -able, -ed, -ing, -est). 














and diagrams to check for meaning. 







common prefixes and suffixes (e.g., - 

ed, -ing,) 

• use a known root word as a clue to 

the meaning of an unknown word 

with the same root (e.g., sign, signal). 


decode words. 

• determine the meaning of words 

when a known prefix is added to a 

known word (e.g., tie/untie, 

fold/unfold, write/rewrite, 

call/recall). 




87















comprehend. 




c) Use dictionaries, glossaries, and indices. 












in stories. 




• locate titles and page numbers, using 

a table of contents. 





• interpret information presented in 

bar graphs, charts, and pictographs. 

• use dictionaries, glossaries, and 

indices to locate key facts or 

information. 




88

PRIMARY 


Theme 5: The School Mural 

Theme Wrap Up: Join the Circus (nonfiction) 

& Raymond’s Best Summer 





Suffixes (-er, -est): 253, 262, 264 

Suffixes (-ed, -ing): 221, 248, 252, 258, 

261 


Problem/Solution: 251, 256, 257, 280 

Multiple Meanings: 242, 259, 273 


Theme 6: G- Problem Solving 

Theme 6: J- Context Multiple 

Meanings 

Theme 6: K- -er, -est (Q 4-6) 



Graphic Organizer/Compare: 266 

Noting Details: 272 

Sequence of Events: 188 


Context: 75 

• alphabetize words to the second and 

third letter. 



• locate guide words, entry words, and 

definitions in dictionaries and 

indices. 

SUPPLEMENTAL 


89

Comparing Characters using Folktales, Fables, Fairy Tales, and Poetry Week 35-39 

SOLs: 

2.1 b, e 

2.3 a, b, c 

2.5 c 

2.8 d, e 

2.8 e, j 



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























• begin to self-correct errors made 

when communicating orally. 











90





situations. 





to respond. 



stories. 


























• ask and respond to questions to 

check for understanding of 

information presented (e.g., stay on 

topic, link remarks to those of 

others). 








o listening attentively by 

making eye contact while 

facing the speaker; and 






• decode regular multisyllabic words. 


self-correct for comprehension. 


and suffixes. 

91


d) Locate information to answer questions. 





• Prosody refers to the rhythmic and 

intonational aspect of language, 

which should be noticeable during 

oral reading. Prosody contributes to 

reading fluency and comprehension. 

• When fully developed, reading fluency 

refers to a level of accuracy and rate 

where decoding is relatively effortless; 

where oral reading is smooth and 

accurate with correct prosody; and 

where attention can be allocated to 

comprehension.* 

PRIMARY 


Focus on Genre Theme 2 

Poems from H.M.: 

Theme 2 : Nature Poems 

Theme 3 : Family Poems 

Theme 5 : Brother and Sister Poems 








comprehend. 







• describe how characters in a poem 


• compare and contrast characters, 

setting, and important events in at 

least two versions of the same story 

(e.g., Cinderella stories). 

• to skim for information to answer 

questions. 

SUPPLEMENTAL 


NOTE: This unit allows an opportunity to 

integrate Science and Social Studies into 

Reading instruction by pulling folktales, 

fairy tales, or fables from the Egyptian, 

Chinese, or Native American cultures. 

Please consult your school library or teacher 

resource room to locate materials to allow 

for this integration to occur. 

92

Appendix A 

94

Second Grade Reading Pacing Guide - Waynesboro Public Schools

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