SharpSchool
| | | | |
|Standards |Conv| | |
| |enti| | |
| |ons | | |
| |of | | |
| |Stan| | |
| |dard| | |
| |Engl| | |
| |ish | | |
| | | | |
|Language |Know|Language | |
| |ledg| | |
| |e of| | |
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| |Acqu|Use | |
| |isit| | |
| |ion | | |
| |and | | |
| |Voca| | |
| |bula| | |
| |ry | | |
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|Standard | |Essential | | |Learning Targets |Vocabulary |Res| | | |
| | | | | | | |our| | | |
| | | | | | | |ces| | | |
| | | | | | | |/In| | | |
| | | | | | | |teg| | | |
| | | | | | | |rat| | | |
| | | | | | | |ion| | | |
|of the conventions of standard | |use irregular plural | | |plural nouns |nouns, |• A Mink, A Fink, A | | |
|English grammar and usage | |nouns? | | | |conventions | |Skating Rink What is a | | |
|when writing or speaking. | | | | | | | |noun? | | |
|b). Form and use frequently | | | | | | |• Cloudy with a Chance | | |
|occurring irregular plural | | | | | | | |of Meatballs | | |
|nouns (e.g., feet, children, | | | | | | | | | | |
|teeth, mice, fish). | | | | | | | | | | |
|L.2.2.Demonstrate command | |What are the rules | |• |Demonstrate consistent |capitalization, | | | | |
|of the conventions of standard | |for capitalization of | | |use of conventions |punctuation, | | | | |
|English capitalization, | |proper nouns? | | |(capitalization, |spelling, proper | | | | |
|punctuation, and spelling when | | | | |punctuation and spelling) |nouns | | | | |
| | | | | |when writing. | | | | | |
|writing. | | | | | | | | | | |
| | | | |• |Capitalize proper nouns | | | | | |
|a). Capitalize holidays, product | | | | |(holidays, product names, | | | | | |
| | | | | |and geographic names.) | | | | | |
|names, and geographic names. | | | | | | | | | | |
| | | | | | | | | | | |
|L.2.3. Use knowledge of | |What is the | |• |Use formal |formal, informal |• |Junie B. Jones | | |
|language and its conventions | |difference between | | |language/conventions |language, |• |Fancy Nancy | | |
|when writing, speaking, | |formal and informal | | |when writing, speaking, |compare, | | | | |
|reading, or listening. | |language? | | |reading or listening. |conventions, | | | | |
| | | | |• |Compare formal and | | | | | |
| | | | | | |slang, dialect | | | | |
|a). Compare formal and | | | | |informal uses of English. | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
|informal uses of English. | | | | | | | | | | |
|L.2.5. Demonstrate | |How do I use | |• |Use figurative language, |figurative |• It’s Raining Cats and | | |
|understanding of figurative | |synonyms to enrich | | |word relationships and |language, | |Dogs | | |
|language, word relationships | |my writing? | |• |nuances (synonyms) . |synonyms, |• My Momma Likes to | | |
|and nuances in word | | | | |Connect words with real |nuances, real life | |Say | | |
| | | | | |life use | |• My Teacher Likes to | | |
|meanings. | | | | | |connection, | | | |
| | | | | | | | |Say | | |
| | | | | | |thesaurus | | | | |
| | | | | | | | | | | |
|a). Identify real-life | | | | | | | | | | |
| | | | | | | | | | | |
|connections between words | | | | | | | | | | |
|and their use (e.g., describe | | | | | | | | | | |
|foods that are spicy or juicy). | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | |5 | |
| | | | | | | | |Revised 06/12 | |
First Nine Weeks Continued
|C|Cluster |Standard | |Essential | | |Learning Targets |V|
|o| | | | | | | |o|
|m| | | | | | | |c|
|m| | | | | | | |a|
|o| | | | | | | |b|
|n| | | | | | | |u|
| | | | | | | | |l|
| | | | | | | | |a|
| | | | | | | | |r|
| | | | | | | | |y|
| | | | | | |Second Nine Weeks | | | |
| | | | | | | | | | | |
| | |
|Core | |
|Strand | |
|Speaking | |Comprehension |
|andListeningStan| |andCollaboration |
|dards | | |
| | | |
|Language | |Conventions of |
|Standards | |Standard English |
| | | |
|Standard |Essential | |Learning Targets |Vocabulary | |Resources/Integration | |
|questions about what a |answer questions to | |communication to |information, |• |Webinar | |
|speaker says in order to |deepen understanding? | |organize and analyze |clarify, topic, |• |Webcasts | |
|clarify comprehension, | | |information by asking |question |• |Scholastic News | |
|gather additional | | |and answering | | |United Streaming | |
| | | |questions | | | | |
|information, or deepen | | | | | | | |
| | |• |Compare questions | | | | |
|understanding of a topic or | | | | | | | |
| | | |from a speaker. | | | | |
|issue. | | | | | | | |
|L.2.1. Demonstrate |What is a collective |• |Use collective nouns |collective nouns |• | | |
|command of the |noun? | | | | |words/collective.shtml | |
|conventions of standard | | | | |• Herd of Cows, Flock of | |
|English grammar and |How can collective | | | | |Sheep Adventures in | |
|usage when writing or |nouns make a story | | | | |Collective Nouns | |
|speaking. |more interesting? | | | | | | |
|a). Use collective nouns | | | | | | | |
|(e.g.,group). | | | | | | | |
|L.2.2. Demonstrate |Why do I use commas |• |Demonstrate consistent |capitalization, |• |Click Clack Moo | |
|command of the |and apostrophes? | |use of conventions |punctuation, |• |Dr. Mr. Faulker | |
|conventions of standard | | |(capitalization, |spelling, |• |Punctuation Takes a | |
| | | |punctuation and |commas, | |Vacation | |
|English capitalization, | | | | | | | |
| | | |spelling) when writing. |apostrophe, |• Eats, Shoots and Leaves | |
|punctuation, and spelling | | | | | | |
| | |• |Use apostrophes in |contractions, |• |Letter generator on | |
|when writing. | | |contractions and |possessives, | | | |
|b). Use commas in | | |possessives and use |greeting, closing | |rg/ | |
| | | |commas in letter | | | | |
|greetings and closings of | | |writing. | | | | |
|letters. | | | | | | | |
|c). Use an apostrophe to | | | | | | | |
|form contractions and | | | | | | | |
|frequently occurring | | | | | | | |
|possessives. | | | | | | | |
| | | | | | | | |
11
Revised 06/12
|Commo | |Cluste |
|n Core | |r |
|Strand | | |
| | | |
|Reading | |Key |
|Standards | |IdeasandDetai|
|forLiterature | |ls |
| | | |
Second Grade ELA Pacing Guide 2012-2013
Third Nine Weeks
|Standard | |Essential | | |Learning Targets |Vocabulary | | |R|
| | | | | | | | | |e|
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| | | | | | | | | |n|
| | | | | |and details | |• |Hare and Tortoise | |
|lesson, or moral. | |or moral? | | | | | | | |
| | | | |• |Compare various | |• Everybody Cooks Rice (Text | |
| | | | | | | | | |
| | |How can I connect | | |versions of fables and | | | |Talk) | |
| | | | | |folktales | |• Just Plain Fancy (Text Talk) | |
| | |the text to the | | | | | | |
| | | | |• |Make a judgment | |• | | | |
| | |world, myself or | | | | | | | | |
| | | | | |bas| | | | |
| | | | | |ed | | | | |
| | | | | |on | | | | |
| | | | | |the| | | | |
| | | | | |imp| | | | |
| | | | | |ort| | | | |
| | | | | |ant| | | | |
| | | | |Pur| | | | |
| | | | |pos| | | | |
| | | | |es | | | | |
| | | |P| |Dis| | | | |
| | | |r| |tri| | | | |
| | | |o| |but| | | | |
| | | |d| |ion| | | | |
| | | |u| | | | | | |
| | | |c| | | | | | |
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| | | |t| | | | | | |
| | | | |C| |
| | | | |o| |
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| | | | |v| |
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| | | | |f| |
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| | | | |i| |
| | | | |s| |
| | | | |h| |
|Third Nine Weeks Continued | | |
|Essential | | |Learning Targets |V| | |Resources/Integration | |
| | | | |o| | | | |
| | | | |c| | | | |
| | | | |a| | | | |
| | | | |b| | | | |
| | | | |u| | | | |
| | | | |l| | | | |
| | | | |a| | | | |
| | | | |r| | | | |
| | | | |y| | | | |
|to explain a | | |points. |definition, | | | | | |
| | | | | | | | |Americans | |
|topic? | |• |Provide a concluding |explanatory/informative | |• | | | |
| | | | | | | | |Science: 2.L.1 | |
| | | | | | | | | | |
| | | | | | |• | |Emperor’s Egg | |
| | | | | | |• Where Do Polar Bears Live? | |
|How do I | |• |Compose a writing |revise, edit, topic, | | | |by Thomson | |
| | | | | | | | | | |
|contribute and | | |research and produce |reports, observations, | |• | |Emperor’s Egg | |
|collaborate to a | | |reports. |record, contribute, | |• | |Where Do Polar Bears Live? | |
|group writing | |• |Record science |scientific observations | | | |by Thomson | |
|project? | | |observations. | | |• | | | |
|adjectives, | | |adjectives and |past tense, irregular | | | |(Adjectives) | |
|adverbs, and | | |adverbs. |verbs, | |• | |To Root, To Toot to Parachute | |
|irregular | |• Form and use past | | | | |What is a Verb? | |
|verbs? | | |tense irregular | |
| | | |verbs | |
| |Conventionsof|of the conventions of standard |apostrophes? | |
| |StandardEngli| | | |
| |sh | | | |
| | |English capitalization, | | |
| | |punctuation, and spelling when | | |
| | |writing. | | |
| | |c). Use an apostrophe to form | | |
| | |contractions and frequently | | |
| | |occurring possessives. | | |
| | |L.2.4. Determine or clarify the |How does | |
| | |meaning of unknown and |knowing root | |
| | |multiple-meaning words and |words and | |
|Language | |phrases based on grade 2 |prefixes help | |
|Standards | | | | |
| | |reading and content, choosing |me to | |
| | |flexibly from an array of |determine | |
| | | |meaning? | |
| | |strategies. | | |
| |Acquisition | | | |
| |and Use | | | |
| | |b). Determine the meaning of | | |
| | |the new word formed when a |What resources | |
| | |known prefix is added to a | | |
| | | |can I use to | |
| | |known word (e.g., | | |
| | | |determine and | |
| | |happy/unhappy, tell/retell). |clarify | |
| | |c). Use a known root word as a |meaning? | |
| |Vocabulary | | | |
| | |clue to the meaning of an | | |
| | |unknown word with the same | | |
| | |root (e.g., addition, | | |
| | |additional). | | |
e). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
|Learning Targets |Vocabulary | |Resources/Integration |
| | | | |
|• Use apostrophes in |apostrophe, contraction • Greedy Apostrophe |
|contractions and |possessives |
|possessives | |
|• |Determine meaning |context clues, prefixes, |• |Amelia Bedelia Books |
| |using context clues, |root words, glossary, |• Max Found Two Sticks |
| |prefixes and root |dictionary, thesaurus, |• Miss Nelson Has a Field Day |
| |words |multiple meaning | |(United Streaming) |
|• |Select appropriate |words, root/base word, |• | |
| |reference tools such as |clarify |• |FCRR Activities |
| |glossaries, | | | |
| |dictionaries, and | | | |
| |thesauruses to | | | |
| |examine and clarify | | | |
| |unknown words | | | |
16
Revised 06/12
Third Nine Weeks Continued
|C| |Cluster |S| |E| |Learning |Vocabulary | |R|
|o| | |t| |s| |Targets | | |e|
|m| | |a| |s| | | | |s|
|m| | |n| |e| | | | |o|
|o| | |d| |n| | | | |u|
|n| | |a| |t| | | | |r|
| | | |r| |i| | | | |c|
| | | |d| |a| | | | |e|
| | | | | |l| | | | |s|
| | | | | | | | | | |/|
| | | | | | | | | | |I|
| | | | | | | | | | |n|
| | | | | | | | | | |t|
| | | | | | | | | | |e|
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| | | | | | | | | | |a|
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| | | | | | | | | | |i|
| | | | | | | | | | |o|
| | | | | | | | | | |n|
| | | | | | |
| | | |pieces in which they |opinion piece using | |
| | |Purposes |introduce the topic or |reasons to support? | |
| | | |book they are writing | | |
| | | |about, state an opinion, | | |
| | | |supply reasons that | | |
| | |and | | | |
| | | |support the opinion, | | |
| | |Types |use linking words (e.g., | | |
| | | |because, and, also) to | | |
| | | |connect opinion and | | |
| | | |reasons, and provide a | | |
| | | |concluding statement | | |
| | | |or section. | | |
| | | |W.2.5. With guidance |How do I revise and | |
|WritingStandards| |of WritingText | | | |
| | | |and support from |edit to strengthen my | |
| | | |adults and peers, focus |writing? | |
| | | |on a topic and | | |
| | | |strengthen writing as | | |
| | | |needed by revising and | | |
| | |Distribution | | | |
| | | |editing. | | |
| | | |W.2.6. With guidance |What digital tools can | |
| | | |and support from |I use to publish | |
| | |and | | | |
| | | |adults, use a variety of |writing? | |
| | | |digital tools to produce | | |
| | |Production | | | |
| | | |and publish writing, | | |
| | | |including in | | |
| | | |collaboration with | | |
| | | |peers. | | |
| | | | | | |
| | | | | | |
| |Learning Targets |Vocabulary | |Resources/Integration | |
| | | | | |
|• Plan and compose an |opinion piece, |• |Newspaper Articles | |
| | | | | |
| |opinion piece about a |support, justify, |• |Kidsville | |
|• |book or topic. |concluding | | | |
| |Justify reasons to |statement, | | | |
| |support. | | | | |
| | |reasons, linking | | | |
|• Use linking words to | | | | |
| |words, source, | | | |
| |connect opinion and | | | | |
| | |research, | | | |
| |reasons. | | | | |
|• |Provide a concluding |evidence | | | |
| |statement | | | | |
|• |Compose a writing |revise, edit, | | | |
| |focused on one topic. |topic, compose, | | | |
|• |Revise and edit |focus, peer edit | | | |
| |writings with teacher | | | | |
| |guidance. | | | | |
|• |Collaborate with |publish, produce, |• |Letter generator on | |
| |peers to produce and |collaborate, | | | |
| |publish writing. |digital tools, | | | |
|• Use digital tools to |word processors, | | | |
| |publish writing. | | | | |
| | |digital cameras, | | | |
| | | | | | |
| | |web search | | | |
| | |engines | | | |
| | | | | | |
22
Revised 06/12
Fourth Nine Weeks Continued
Common Cluster Standard Essential
Core Questions
Strand
| | |L.2.1. Demonstrate |What are reflexive | |
| | |command of the |pronouns? | |
| | |conventions of Standard | | |
| | |English grammar and | | |
| | |usage when writing or |How do I write | |
| | |speaking. | | |
| | |c). Use reflexive |complex sentences | |
| | |pronouns (e.g., myself, |to enrich my | |
| | |ourselves). |writing? | |
| | |f). Produce, expand, and | | |
| |Conventions of |rearrange complete | | |
| |Standard English| | | |
| | |simple and compound | | |
|Language | |sentences (e.g., The boy | | |
|Standards | | | | |
| | |watched the movie; The | | |
| | |little boy watched the | | |
| | |movie; The action movie | | |
| | |was watched by the little | | |
| | |boy). | | |
| | |L.2.2. Demonstrate |How can I use | |
| | |command of the |spelling patterns | |
| | |conventions of Standard |when writing new | |
| | |English capitalization, |words? | |
| | |punctuation, and spelling |What resources can | |
| | |when writing. | | |
| | | |I use to check and | |
| | |d). Generalize learned | | |
| | | |correct spelling? | |
| | |spelling patterns when | | |
| | |writing words (e.g., cage | | |
| | |→ badge; boy → boil). | | |
| | |e). Consult reference | | |
| | |materials, including | | |
| | |beginning dictionaries, as | | |
| | |needed to check and | | |
| | |correct spellings | | |
| |Learning Targets | |Vocabulary |Resources/Integration |
| | | | | |
|• |Use reflexive | |reflexive | |
| |pronouns, | |pronouns, | |
|• |Produce more | |complex sentence, | |
| |complex sentence | |rearrange, | |
| | | |compound | |
| | | |sentence, | |
| | | |complete | |
| | | |sentence, linking | |
| | | |words | |
|• |Use spelling patterns |spelling patterns, |
| |when writing. |dictionaries, |
| | |reference |
| | |materials |
|• |Consult dictionaries | |
| |and other reference | |
| |materials to check | |
| |and correct spelling. | |
23
Revised 06/12
Fourth Nine Weeks Continued
|Common | |Cluster |S|
| | | |t|
| | | |a|
| | | |n|
| | | |d|
| | | |a|
| | | |r|
| | | |d|
| |Simple Sentences, Main Idea, |Write a paragraph about yourself, your | |
|First Quarter |Details, Single paragraph with |friend, your favorite animal, family | |
| |complete sentences |member, favorite enrichment class | |
| | | | |
| |Personal Narrative or |Tell about a time you lost a tooth, Tell | |
|Second Quarter |Imaginative Narrative (Give a |about a time you felt sad, happy, | |
| |choice on a the assessment) |excited, scared, embarrassed | |
| | | | |
| |Informative or Explanatory |How to Make a Peanut Butter | |
|Third Quarter | |Sandwich, How to check out a book | |
| | | | |
| |(How to) |from the library, Choose a game and | |
| | | | |
| | |explain how to play that game. | |
| | | | |
| | | | |
| | |What do you think about Saturday | |
| | |school, school uniforms, year round | |
| | |school, silent lunch, homework? Do | |
|Fourth Quarter |Opinion Writing |you think we should have recess in | |
| | |school? What is the best book in the | |
| | | | |
| | |library? What is the best movie? What | |
| | |is the best season? What is the best | |
| | |sport? | |
| | | | |
25
Revised 06/12
Character Traits
|caring, loving, compassionate |creative, inventive, |flexible thinker |
|curious, inquisitive |imaginative |precise, careful |
|persistent |positive, cheerful |responsible |
|lazy |negative |irresponsible |
|impulsive, |sympathetic |mischievous |
|selfish, greedy |gracious, thankful |loyal |
|kind, considerate |polite, friendly |brave |
|helpful |respectful, mannerly |gullible |
|honest |impolite, rude |generous |
|dishonest |disrespectful |serious, studious |
|intelligent, smart |cruel, mean spirited |proud |
|athletic |shy, timid |gentle |
|bossy |outgoing |confident |
|empathetic |controlling, demanding |gullible |
|reflective, thoughtful |determined |adventurous |
|jealous, |ambitious |bold, daring |
|energetic |leader |conceited |
|patient |problem-solver, resourceful |dreamer |
|impatient |humorous, funny |fighter |
|organized, neat |playful, fun loving |cooperative |
|disorganized, messy | |talkative, expressive |
26
Revised 06/12
Sample Oral Comprehension Questions:
What was the main idea of the story?
Tell about the setting of the story.
Describe character traits of one of the characters in the story.
What did they mean by this term or vocabulary word in the story (fill in a vocab word)?
Explain what is meant by….
What examples can you find to support?
How is ___________ similar to ________________?
How would you compare…?
How would you contrast…?
What evidence can you find…?
What is the theme of the story? What lesson was learned?
Explain how the problem was solved.
What is the relationship between __________ and ___________?
27
Revised 06/12
Sample Written Comprehension Questions: (Answer in complete sentences.)
What is the main idea and three supporting details from the story? Give an example of cause and effect from the story.
Write about a character and his/her character traits.
Explain how the problem was solved in the story. Use information from the story to support your answer. How are two characters alike? How are they different?
Is the story real or make-believe and explain your answer using examples from the story. What do you think happens next? Support your answer using clues from the story.
How does a character feel and explain how you know?
What lesson does this story teach? Use details from the story to support your answer. Describe the events from the story…
What did they mean by this term or vocabulary word in the story (fill in a vocab word) and how do you know? What would be another title for this story?
Tell about a text feature in the story and how does the text feature help you? Do you agree or disagree with…? Support your answer.
Describe a character’s actions. Write a summary of the text.
What is meant by this phrase and how do you know? (fill in a phrase from the story) What is the relationship between ______________ and _________________?
28
Revised 06/12
Student Reading Strategies for Decoding Text
• Look at the pictures for clues.
• Say beginning and ending sounds.
• Look for chunks (look for sounds or words you know).
• Cover up the ending or beginning and read the root/base word.
• Stretch and blend sounds together.
• Read it again and get your mouth ready to say the sound.
• Try a word that makes sense.
• Skip the word, read on, think, go back.
• Flip the vowel sound (try short vowel first, then long vowel).
• Point to the words.
• Ask – Does that make sense?
• Think about the story. Predict.
Student Comprehension Strategies
• Reread text, especially if what you read didn’t make sense.
• Summarize the story. Make a story map.
• Determine most important parts of text.
• Use visual imagery. When I am reading, I can see the “movie” in my head.
• Use context to figure out the text.
• Ask questions. I am unsure of what the text means. Let me ask questions about the story and search for the answer in the text.
• Make connections (text-to-self, text-to text, text-to-world).
• As you read, predict what will happen next.
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Additional Resources:
• If you click on 2nd grade ELA it breaks down each area. If you click on the book to the right it will display different books aligned with the skill.
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• Science Essential Standards:
• Social Studies Essential Standards: studies/k-2.pdf
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