Second Grade Reading Pacing Guide - Waynesboro Public Schools

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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 2.3 The student will use oral communication skills. c) Participate as a contributor and leader in a group. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only) • 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. ESSENTIAL UNDERSTANDINGS All students should: • participate in group activities by sharing stories or information and by following and giving directions. 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. d) Add or delete phonemes (sounds) to make words. e) Blend and segment multisyllabic words at the syllable level. ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to: • ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others). 46
UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only) • 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). 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: • 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). • 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/). 2.5 The student will use phonetic strategies when reading and spelling. b) Use knowledge of short, long, [and r-controlled] vowel patterns to decode and spell words. UNDERSTANDING THE STANDARD ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE AND SKILLS (Background Information for All students should: To be successful with this standard, Instructor Use Only) students are expected to: • The intent of this standard is that students will continue to learn and • understand the need to apply phonetic strategies to decode and spell words. • apply knowledge of the consonantvowel patterns, such as CVVC (e.g., apply their phonetic skills to decode and spell words. wait) 2.7 The student will expand vocabulary when reading. d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. UNDERSTANDING THE STANDARD ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE AND SKILLS (Background Information for All students should: To be successful with this standard, Instructor Use Only) students are expected to: • The intent of this standard is that students will expand their vocabulary • understand that their knowledge of homophones, prefixes, suffixes, synonyms, and antonyms can help • use knowledge of the meaning of individual words to predict the 47
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 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: Instructor Use Only) To be successf
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
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
Page 65 and 66: comprehension of nonfiction texts a
Page 69 and 70: 2.8 i 2.9 b, d, e, f 2.10 c, d 2.1
Page 71 and 72: 2.7 The student will expand vocabul
Page 77 and 78: • Synonyms are words with similar
Page 79 and 80: • The intent of this standard is
Page 81 and 82: language and vocabulary. • Teache
Page 83 and 84: f) Identify the problem and solutio
Page 85 and 86: Problem & Solution, Summarize Weeks
Page 87 and 88: ased on familiar word order or gram
Page 94: Appendix A 94

Second Grade Reading Pacing Guide - Waynesboro Public Schools

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