Second Grade Reading Pacing Guide - Waynesboro Public Schools

More documents

Recommendations

Info

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. 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. • 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 ESSENTIAL UNDERSTANDINGS All students should: ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to: • 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
Page 1 and 2: Second Grade Reading Pacing Guide R
Page 3 and 4: The 2010 English Standards of Learn
Page 5: WEEKS 2.1 ORAL LANGUAGE: STRUCTURE
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 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
Page 55 and 56: Instructor Use Only) students are e
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 67 and 68:
PRIMARY Resources and Activities Th
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 73 and 74:
Page 75 and 76:
Instructor Use Only) students are e
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 89 and 90:
Page 91 and 92:
Instructor Use Only) students are e
Page 94:
Appendix A 94
show all

Second Grade Reading Pacing Guide - Waynesboro Public Schools

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?