Grade Pacing Guide 2014-2015
Reading Studies Writing Studies
Classroom Community:
Establish Expected Reading Routines and Behaviors
(i.e. Daily Five) / September / Classroom Community: Launching Writers Workshop with Stamina, Volume and Independence
Narrative Reading: Reading Stories to Develop
Understanding of Story Elements (i.e. character, setting, plot, problem/solution)
Making Connections / October / Narrative Writing:
Discover Author’s Craft
Writing True Stories With Focus on Craft
Genre Study Fairy Tales: Compare and Contrast Two or More Versions of the Same Story (i.e. Cinderella Stories)(Central Message) / November / Narrative Writing Celebrations
Informational Writing: Writing Science Experiments
Information Reading: Reading Information Books
Non-fiction Text Features / December/January/February / Informational Writing: Writing Science Experiments
All About Books
Close Reading: Reading a Variety of Genres to gather evidence in order to form an opinion (i.e. characters, motives & actions, authors purpose/message) / March/April / Opinion Writing: Writing About Reading
Poetry: Rhythm, Meaning, Word Choice
Genre Choice
ELP End of Year Assessments / May/June / Poetry Writing
Penfield Central School District
Grade 2 Pacing Guide Reading 2014-2015
Dates Reading Unit of Study Indicators of Understanding Assessment Guide
September
Essential Skills: Predictions, Unfamiliar Words / Classroom Community:
Establish Expected Reading Routines and Behaviors
(i.e. Daily Five)
RF2.3, RF2.4, SL2.1 / In this first unit students will :
· Increase independent reading stamina
· Select “just right” books
· Use a variety of strategies to decode unknown words
· Develop understanding of expected reading routines
· Engage in meaningful conversations about text
· Make predictions use text evidence
· Read text aloud with accuracy, expression, and appropriate rate / · Beginning of year ELP Assessments (RRR including comprehension check of sequential detailed retelling and inferential thinking, sight words)
October
Essential Skills: Retelling, Connections / Narrative Reading: Reading Stories to Develop
Understanding of Story Elements (i.e. character, setting, plot, problem/solution)
Making Connections
RL2.1, RL 2.3, RL2.5, RL2.7, RL2.11 / In this unit students will:
· Retell story including important details
· Ask and Answer basic 5W questions to demonstrate understanding
· Identify and explain the sequence structure of a story and its purpose
· Students will describe how characters respond to events in a story
· Use text details to demonstrate understanding of characters, setting, and plot
· Make connections between text (story structure, character traits… etc.)
· Make connections with text (self, world) / · Summative Story Map (setting, characters, problem, events, solution)
· Formative Reading Group
November
Essential Skills: Compare/Contrast, central message, Point of View / Genre Study Fairy Tales/ Folktales/ Fables: Compare and Contrast Two or More Versions of the Same Story (i.e. Cinderella Stories)(Central Message)
RL2.2, RL 2.6, RL2.9 / In this unit students will:
· Describe common elements of a Fairy Tale/Folktale/Fables
· Explain the central message, lesson, or moral
· Identify details that support the central message/lesson/moral
· Compare and contrast two versions of the same story
· Identify point of view / · Central Message of a Fairytale piece
· Compare and Contrast Two Versions of Same Story piece
Dec/Jan/Feb
Essential Skills:
Determining Importance, Main Topic, Summary, Author’s Purpose / Information Reading: Reading Information Books
Non-fiction Text Features
RI 2.1, RI2.2, RI 2.3, RI2.4, RI2.5, RI2.6, RI2.7, RI2.8 / In this unit students will:
· Identify and use various non-fiction text features locate information
· Ask and answer 5W and How about details in a text
· Identify the main topic of a text and/or paragraphs within a text
· Explain how charts, diagrams, illustrations are helpful
· Identify authors purpose
· Research a topic / · Ready Book Unit 3 Interim Assessment pages 123 -127
· Main Topic Puzzle Graphic Organizer (Use “Flying Dreams” passage from Ready interim assessment)
Mar/Apr
Essential Skills:
Ask & Answer
Cause and Effect / Close Reading: Reading a Variety of Genres to gather evidence in order to form an opinion (i.e. characters, motives & actions, authors purpose/message)
RL 2.1, RL 2.5, RL 2.7, RI2.9 / In this unit students will:
· Develop previewing skills
· Develop text annotation skills
· Engage in multiple readings of the same text for a variety of reasons
· Answer text dependent questions
· Form an opinion/claim about text and support with evidence
May/June
Essential Skills:
Author’s Purpose
Point of View / Poetry: Rhythm, Meaning, Word Choice
Genre Choice
ELP End of Year Assessments
RL2.4, SL2.5 / In this unity students will:
· Describe how an author’s words supply rhythm and meaning in a poem
· Analyze author’s purpose and technique
Penfield Central School District
Grade 2 Pacing Guide Writing 2014-2015
Dates Writing Unit of Study Indicators of Understanding Summative Assessment Guide
September
Essential Skills: / Classroom Community: Launching Writers Workshop with Stamina, Volume and Independence W2.3 / In this unit students will:
· Learn strategies to rehearse their writing
· Become familiar with the routines and expectations of a writer’s workshop / Pre-Assessment - Narrative On Demand Writing Assessment (Calkins)
October / Narrative Writing:
Discover Author’s Craft
Writing True Stories With Focus on Craft W2.3, W2.5 / In this unit students will:
· Recount a life experience
· Elaborate actions thoughts and feelings with detail
· Provide a sense of closure
· Learn strategies for revising and editing / Post-Assessment - Narrative On Demand Writing Assessment (Calkins)
November / Narrative Writing Celebrations
Informational Writing: Writing Science Experiments W 2.2, 2.7 / In this unit students will:
· Learn how to record scientific observations
· Use facts and definitions to support a claim / Pre-Assessment – Informational Writing (Calkins)
Dec/Jan/Feb / Informational Writing: Writing Science Experiments
All About Books W2.2, W2.6, W2.7 / In this unit students will:
· Participate in shared research projects
· Write informational text where they
a. Introduce a topic
b. Include facts and definitions
c. Provide a concluding statement or section
· Use digital tools to produce and publish writing / Post-Assessment – Informational Writing (Calkins)
Mar/Apr / Opinion Writing: Writing About Reading W2.1, W2.5 / In this unit students will:
· Write opinion pieces in which they
a. State a claim and support with evidence
b. Introduce a topic or book they are writing about
c. Use linking words to connect opinions and reasons
d. Provide a concluding section or statement
· Use guidance from peers to strengthen and revise writing / Pre-Assessment – Opinion Writing (Calkins)
Post-Assessment – Opinion Writing (Calkins)
May/June / Poetry Writing
W2.11 / In this unit students will:
· Create and present a poem
SEPTEMBER
Reading
Essential Questions
What does it mean to be a member of a reading community?What are the habits of good readers?
Core Standards
RF 2.3Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
RF2.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL2.1
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
d. Seek to understand and communicate with individuals from different cultural backgrounds.
Assessments
Beginning of year ELP Assessments (RRR including comprehension check of sequential detailed retelling and inferential thinking, sight words)Learning Objectives/Targets
In this first unit students will :· By the end of 2nd grade I can read independently for 30 minutes.
· I can choose a “just right” book that interests me.
· I can use a variety of strategies to figure out unknown words.
· I can follow classroom reading routines.
· I can discuss my reading with others.
· I can use what I know from a story to help me make a prediction.
· I can read fluently and with expression.
Resources
· Organized, student friendly classroom library· Daily Five and Café by Gail Boushey & Joan Moser
· Mentor Texts
ü Owl Moon by Jane Yolen
ü The Leaving Day by Angela Johnson
ü The Snowy Day by Ezra Jack Keats
ü Fireflies by Julie Brinckloe
ü The Dot by Peter H. Reynolds
ü All the Places To Love by Patricia MacLachlan
ü When I Was Young in the Mountains by Cynthia Rylant
ü Bad Case of the Stripes by David Shannon (On Storyline Online)
SEPTEMBER
Writing
Essential Questions
How does understanding story structure help a reader?How do characters in a story respond to challenges?
How can making connections strengthen a reader’s understanding of a story?
Core Standards
Assessments
Pre-Assessment - Narrative On Demand Writing Assessment (Calkins)Learning Objectives/Targets
In this unit students will:· Learn strategies to rehearse their writing
· Become familiar with the routines and expectations of a writer’s workshop
Resources
· Lucy Calkins· See Reading Mentor Texts
· The Best Story by Eileen Spinelli
OCTOBER
Reading
Essential Questions
How does understanding story structure help a reader?How do characters in a story respond to challenges?
How can making connections strengthen a reader’s understanding of a story?
Core Standards
RL 2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL 2.3
Describe how characters in a story respond to major events and challenges.
RL 2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL 2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL 2.11
Make connections between self, text, and the world around them (text, media, social interaction).
Assessments
Summative Assessments (Required?)· Summative Story Map (setting, characters, problem, events, solution)
Suggested Formative Assessments (can be used throughout the unit)
· Formative Assessments could include: oral retellings of stories, Text to Text Connections piece, Text to Self Connections piece
Learning Objectives/Targets
· I can retell a story including important details.· I can ask questions (5W’s and How) about important details in a text.
· I can answer questions (5 W’s and How) to show I understand important details in a text.
· I can explain how a story is organized.
· I can describe how characters respond to events in a story.
· I can identify story elements.
· I can make connections between stories I’ve read.
· I can make connections with stories.
Resources
Connections Self to Textü The Pain and the Great One by Judy Blume
ü Ira Sleeps Over by Bernard Waber
ü The Relatives Came by Cynthia Rylant
ü My Friend Harry by Kim Lewis
ü The Teddy Bear Tree by Barbara Dillon
Connections Text to Text
ü Wemberly Worried by Kevin Henkes
ü Alexander and theTerrible, Horrible, No Good, Very Bad Day by Judith Viorst
ü Today Was a Terrible Day by Patricia Reilly Giff
ü Oliver Button Is A Sissy by Tommy DePaola
ü Stand Tall Molly Lou Melon by Patty Lovell
ü Leo the Late Bloomer by Robert Krauss
ü Chrysanthemum by Kevin Henkes
ü Tacky the Penguin by Helen Lester
ü Frederick by Leo Lioni
ü Ferdinand by Munro Leaf
Sequencing
ü Tom and Pippo Goes For a Walk by Helen Oxenbury (for struggling readers)
ü Stellaluna by Janell Canon
ü Somebody Loves You Mr. Hatch by Eileen Spinelli (on Storyline Online)
Structure
ü My Lucky Day by Keiko Kasza
ü Alistair In Outerspace by Marilyn Sadler
ü Imogene’s Antlers by David Small
ü A Duck On a Bike by David Shannon
ü If You Give A Mouse a Cookie by Laura Numeroff
ü www.readinglady.com
ü Ready Lessons 7 (Recounting Stories), 9 (How Characters Act), 16 (Parts of a Story),
OCTOBER
Writing
Essential Questions
Core Standards
Assessments
Post-Assessment - Narrative On Demand Writing Assessment (Calkins)Learning Objectives/Targets
· Recount a life experience· Elaborate actions thoughts and feelings with detail
· Provide a sense of closure
· Learn strategies for revising and editing
Resources
NOVEMBER
Reading
Essential Questions
Why are there multiple versions of traditional fairy tales?What life lessons can be taught through fairy tales and folktales?
Core Standards
RL 2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL 2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL 2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Assessments
Summative Assessments (Required?)· Central Message of a Fairytale piece
· Compare and Contrast Two Versions of Same Story piece
Learning Objectives/Targets
· I can identify elements of a Fairy Tale/Folktale/Fable.· I can explain the central message, lesson, or moral of a story using details.
· I can compare and contrast to versions of the same story.
· I can describe when there are different characters telling a story.
Resources
ü See ehow on fairytales/folktales/fablesü Cinderella
ü Bubba the Cowboy Prince
ü CinderHazel
ü Seriously Cinderella Is So Annoying
ü Trollerella
ü The Three Little Pigs
ü The True Story of the Three Little Pigs
ü The Three Little Javelinas
ü The Big Bad Pig and the Three Little Wolves
ü Goldilocks and the Three Bears
ü Goldilocks and the Three Marians
ü Dustylocks and the Three Bears
ü The Emperors New Clothes
ü The Principals New Clothes
ü The Boy Who Cried Wolf
ü The Wolf Who Cried Boy
ü http://gatheringbooks.org/2011/12/28/list-of-fractured-fairy-tales/
ü http://theartofsimple.net/10-picture-books-that-teach-important-life-lessons/
ü Ready Lesson 8 (Central Message), 22 (Compare/Contrast),
NOVEMBER