Second Grade Reading Pacing Guide - Waynesboro Public Schools

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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. e) Blend and segment multisyllabic words at the syllable level. 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. ESSENTIAL UNDERSTANDINGS All students should: • understand that spoken words are made up of individual phonemes, which can be manipulated to make new words. • Through songs, poems, stories, and word play, students will count phonemes, create rhyming words, segment, substitute and blend sounds to make words. 2.5 The student will use phonetic strategies when reading and spelling. 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. 2.6 The student will use semantic clues and syntax to expand vocabulary when reading. c) Use knowledge of story structure and sequence. UNDERSTANDING THE STANDARD ESSENTIAL UNDERSTANDINGS (Background Information for Instructor Use Only) All students should: • The intent of this standard is that students will use information from the story and their knowledge of semantic • 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: • 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/). • manipulate sounds in words to form new or nonsense words. ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to: • 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 ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to: • 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. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only) • Homophones are words that are pronounced the same and have different meanings regardless of their spelling (e.g., principle/ principal, prince/prints). ESSENTIAL UNDERSTANDINGS All students should: • understand that their knowledge of homophones, prefixes, suffixes, synonyms, and antonyms can help them read unfamiliar words. 2.8 The student will read and demonstrate comprehension of fictional texts. a) Count phonemes (sounds) within one-syllable 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. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only) • The intent of this standard is that 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. ESSENTIAL UNDERSTANDINGS All students should: • understand that comprehension requires making, confirming and revising predictions. • understand that they must attend to the details of the text in order to comprehend. ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to: • use knowledge of homophones (e.g., such as pair and pear). ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to: • 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
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 and 10: 50 51 72 89 Hasbrouck, J.E., & Tind
Page 11 and 12: 2.4 a 2.5 a, b 2.10 a 2.4 The stude
Page 13: 2.10 b 2.1 The student will demonst
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
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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
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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
Page 61 and 62: 2.2 c, e 2.3 a, b, c, d 2.5 b 2.6 a
Page 63 and 64: 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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