Second Grade Reading Pacing Guide - Waynesboro Public Schools

through an understanding of
homophones, prefixes, suffixes,
synonyms, and antonyms.
• Students will also develop vocabulary
by discussing meanings of words and
by listening and reading a variety of
text across the content areas.
2.9 The student will read and demonstrate comprehension of nonfiction texts.
b) Make and confirm predictions about the main idea.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
UNDERSTANDING THE STANDARD
(Background Information for
Instructor Use Only)
• Common graphic organizers include:
• ° Venn diagram;
° cause and effect;
° sequencing;
° compare and contrast; and
° cycle.
• 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.
them read unfamiliar words. meaning of compound words (e.g.,
birdhouse, lighthouse, notebook).
ESSENTIAL UNDERSTANDINGS
All students should:
• demonstrate comprehension of
nonfiction.
• 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:
• 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.
• organize information, using graphic
organizers.
• use knowledge of sequence to make
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