Second Grade Reading Pacing Guide - Waynesboro Public Schools

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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. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only) • 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. ESSENTIAL UNDERSTANDINGS All students should: • understand that spoken words are made up of individual phonemes, which can be manipulated to make new words. ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to: 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. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only) • The intent of this standard is that students will continue to learn and apply their phonetic skills to decode and spell words. ESSENTIAL UNDERSTANDINGS All students should: • 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/). ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to: • apply knowledge of consonants and consonant blends to decode and spell words. • apply knowledge of consonant digraphs (sh, wh, ch, th) to decode and spell words. • apply knowledge of consonantvowel patterns, such as CV (e.g., go) and VC (e.g. in) to decode and spell words 11
Page 1 and 2: Second Grade Reading Pacing Guide R
Page 3 and 4: The 2010 English Standards of Learn
Page 5 and 6: WEEKS 2.1 ORAL LANGUAGE: STRUCTURE
Page 7 and 8: 2.6 d 2.8 j 2.9 h 2.10 a 2.6 The st
Page 9: 50 51 72 89 Hasbrouck, J.E., & Tind
Page 13 and 14: 2.10 b 2.1 The student will demonst
Page 15 and 16: clues and syntax to expand vocabula
Page 17 and 18: Story Structure: Events Week 3 SOLs
Page 19 and 20: segment, substitute and blend sound
Page 21 and 22: 2.9 The student will read and demon
Page 23 and 24: Instructor Use Only) students are e
Page 25 and 26: clues and syntax to expand vocabula
Page 27 and 28: Theme 1: Mrs. Brown Goes to Town Lo
Page 29 and 30: • The intent of this standard is
Page 31 and 32: c) Use [dictionaries,] glossaries,
Page 33 and 34: UNDERSTANDING THE STANDARD (Backgro
Page 35 and 36: PRIMARY Resources and Activities Th
Page 37 and 38: • Students learn to use selected
Page 39 and 40: to locate specific information in n
Page 41 and 42: 2.2 b, c 2.5 a 2.6 a, b, c 2.7 d 2.
Page 43 and 44: d) Discuss meanings of words and de
Page 45 and 46: Instructor Use Only) To be successf
Page 47 and 48: UNDERSTANDING THE STANDARD (Backgro
Page 49 and 50: 2.10 The student will demonstrate c
Page 51 and 52: sentence structure, verb tenses, an
Page 53 and 54: understanding of homophones, prefix
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Page 57 and 58: a vowel is followed by an r it make
Page 59 and 60: • Students will continue to respo
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2.2 c, e 2.3 a, b, c, d 2.5 b 2.6 a
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speaker; and o eliciting informatio
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comprehension of nonfiction texts a
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PRIMARY Resources and Activities Th
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2.8 i 2.9 b, d, e, f 2.10 c, d 2.1
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2.7 The student will expand vocabul
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Instructor Use Only) students are e
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• Synonyms are words with similar
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• The intent of this standard is
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language and vocabulary. • Teache
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f) Identify the problem and solutio
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Problem & Solution, Summarize Weeks
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ased on familiar word order or gram
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Instructor Use Only) students are e
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Appendix A 94
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Second Grade Reading Pacing Guide - Waynesboro Public Schools

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