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B o o k s h o p R e a d i n g T e a c h e R ’ s g u i d e
Grade 2 Guided Instructional Reading Pacing Chart/Scope & Sequence
How to Use This ChartThe Guided Instructional Reading Pacing Chart/Scope & Sequence presents a sequenced list (simple to
more complex text gradient) containing each of the 70 Grade 2 leveled readers, grouped by stage of read-ing development.
The specific teaching focus from each of the two lesson plan sessions is catalogued under the appro-priate global comprehension strand (e.g., Comprehension Monitoring, Making Inferences, Summarizing/Synthesizing). Focuses have been assigned in a systematic and scaffolded manner, resulting in an effective sequence of instruction for small group guided instructional reading. In addition, the additional instruction featured on page 6 of each lesson plan is summarized.
Use this chart as a quick reference for order of difficulty, genre and text type, teaching focuses, and specific books at each reading level, and as a guide to instructional options for each individual student. Once specific starting points for instruction are established for each group, the chart enables teachers to navigate multiple instructional pathways (scope & sequence) for small group instruction across the entire year.
Bookshop Grade 2 Guided Instructional Reading–Books Pacing Chart/Scope & Sequence
Level Title/Genre/ Text Type Session 1 Session 2 Additional Instruction
Beginning Stage (D – G)
E Let’s Make a KiteNonfiction: Procedure
Comprehension Monitoring PredictionsTeaching Focus: Think about and form predictions about storyline in response to title and nonfiction text features
Summarizing/Synthesizing Summarizing nonfictionTeaching Focus: Interpret more complex charts and diagrams in nonfiction and link ideas and understandings presented in different formats.
• Phonics: Consonant blends• Word Study: Compound words• Writing: Student to write their own
how-to instructions
E My HaircutFiction: Realistic Fiction
Comprehension Monitoring PredictionsTeaching Focus: Use cover information, text type, story line, topic, and story structures to form, confirm, or adjust predictions
Inference ConnectionsTeaching Focus: Reveal understandings that are interpretive rather than literal in discussion of texts
• Phonics: Say the sounds• Word Recognition: High-frequency
words• Writing: Compare/contrast using
Venn diagram
F Butterflies in My GardenNonfiction: Explanation
Text Structure Nonfiction: text structuresTeaching Focus: Use problem/solution, sequence, and cause/effect in nonfiction to construct meaning and deepen understanding
Inference ConnectionsTeaching Focus: Interpret more complex charts and diagrams in nonfiction to draw personal conclusions about text
• Phonics: Single syllable, open syllable
• Word Study: Antonyms• Writing: Write a nonfiction narrative
F A Stone in the RoadFiction: Fable
Comprehension Monitoring PredictionsTeaching Focus: Confirm or reject predictions using text features and prior knowledge
Determining Importance Point of viewTeaching Focus: Articulate personal conclusions and compare/contrast with author’s message to determine own and/or author’s point of view
• Phonics: Suffix –ed• Vocabulary: Shades of meaning• Writing: Planning; mapping ideas
F SeahorsesNonfiction: Report
Questioning Generate/answer questions of textTeaching Focus: Use prior knowledge and past experience to generate questions of text and read with the intent of identifying the answers (explicit and implicit) in text
Visualizing Descriptive languageTeaching Focus: Isolate relevant images from personal experience or knowledge that link to descriptive language in text to deepen understanding of message and/or personal connection to text in fiction OR deepen understanding of complex concepts in nonfiction
• Phonics: R-controlled vowel or• Vocabulary: Multiple-meaning words• Writing: Informative paragraph
1 Tabs at the top of each spread clearly indicate the contents of each column.
2 The reading level of each book appears in the first column. Books are ordered from easy to hard.
3 Each title is accompanied by its genre and text type in the second column.
4 The global comprehension strategy precedes each teaching focus in columns 3 and 4.
5 There is a different specific teaching focus for Session 1 and Session 2 of each guided instructional reading lesson plan.
6 Page 6 of every lesson plan includes suggestions for additional targeted instruction in the areas of phonics/word recognition and vocabulary, as well as ideas for writing.
7 Information is categorized by stage of reading development.
1
2
3
4 5
7
6
grade 2 Backmatter p169-266_2C.indd 180 9/3/09 3:22:15 pm
181notes
n o T e s
grade 2 Backmatter p169-266_2C.indd 181 9/3/09 3:22:15 pm
182 bookshop Reading gRade 2
Book
shop
Gra
de 2
Gui
ded
Inst
ruct
iona
l Rea
ding
–Boo
ks P
acin
g Ch
art/S
cope
& S
eque
nce
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
Begi
nnin
g St
age
(D –
G)
ELe
t’s M
ake
a Ki
teNo
nfict
ion:
Pro
cedu
reCo
mpr
ehen
sion
Mon
itorin
g
Pred
ictio
nsTe
achi
ng F
ocus
: Th
ink
abou
t and
form
pr
edic
tions
abo
ut s
tory
line
in re
spon
se to
title
and
no
nfict
ion
text
feat
ures
Sum
mar
izin
g/Sy
nthe
sizi
ng
Sum
mar
izing
non
fictio
nTe
achi
ng F
ocus
: In
terp
ret m
ore
com
plex
cha
rts
and
diag
ram
s in
non
fictio
n an
d lin
k id
eas
and
unde
rsta
ndin
gs p
rese
nted
in d
iffer
ent f
orm
ats.
• P
honi
cs:
Cons
onan
t ble
nds
• W
ord
Stud
y: C
ompo
und
wor
ds•
Writ
ing:
Stu
dent
to w
rite
thei
r ow
n ho
w-to
inst
ruct
ions
EM
y Ha
ircut
Fict
ion:
Rea
listic
Fic
tion
Com
preh
ensi
on M
onito
ring
Pr
edic
tions
Teac
hing
Foc
us:
Use
cove
r inf
orm
atio
n, te
xt ty
pe,
stor
y lin
e, to
pic,
and
sto
ry s
truct
ures
to fo
rm,
confi
rm, o
r adj
ust p
redi
ctio
ns
Infe
renc
e
Conn
ectio
nsTe
achi
ng F
ocus
: Re
veal
und
erst
andi
ngs
that
are
in
terp
retiv
e ra
ther
than
lite
ral i
n di
scus
sion
of
text
s
• P
honi
cs:
Say
the
soun
ds•
Wor
d Re
cogn
ition
: Hi
gh-fr
eque
ncy
wor
ds•
Writ
ing:
Com
pare
/con
trast
usi
ng
Venn
dia
gram
FBu
tterfl
ies
in M
y Ga
rden
Nonfi
ctio
n: E
xpla
natio
n
Text
Stru
ctur
e
Nonfi
ctio
n: te
xt s
truct
ures
Teac
hing
Foc
us:
Use
prob
lem
/sol
utio
n, s
eque
nce,
an
d ca
use/
effe
ct in
non
fictio
n to
con
stru
ct
mea
ning
and
dee
pen
unde
rsta
ndin
g
Infe
renc
e
Conn
ectio
nsTe
achi
ng F
ocus
: In
terp
ret m
ore
com
plex
cha
rts
and
diag
ram
s in
non
fictio
n to
dra
w p
erso
nal
conc
lusi
ons
abou
t tex
t
• P
honi
cs:
Sing
le s
ylla
ble,
ope
n sy
llabl
e•
Wor
d St
udy:
Ant
onym
s•
Writ
ing:
Writ
e a
nonfi
ctio
n na
rrat
ive
FA
Ston
e in
the
Road
Fict
ion:
Fab
leCo
mpr
ehen
sion
Mon
itorin
g
Pred
ictio
nsTe
achi
ng F
ocus
: Co
nfirm
or r
ejec
t pre
dict
ions
us
ing
text
feat
ures
and
prio
r kno
wle
dge
Dete
rmin
ing
Impo
rtanc
e
Poin
t of v
iew
Teac
hing
Foc
us:
Artic
ulat
e pe
rson
al c
oncl
usio
ns
and
com
pare
/con
trast
with
aut
hor’s
mes
sage
to
dete
rmin
e ow
n an
d/or
aut
hor’s
poi
nt o
f vie
w
• P
honi
cs:
Suffi
x –e
d•
Voc
abul
ary:
Sha
des
of m
eani
ng•
Writ
ing:
Pla
nnin
g; m
appi
ng id
eas
FSe
ahor
ses
Nonfi
ctio
n: R
epor
tQu
estio
ning
Gene
rate
/ans
wer
que
stio
ns o
f tex
tTe
achi
ng F
ocus
: Us
e pr
ior k
now
ledg
e an
d pa
st
expe
rienc
e to
gen
erat
e qu
estio
ns o
f tex
t and
read
w
ith th
e in
tent
of i
dent
ifyin
g th
e an
swer
s (e
xplic
it an
d im
plic
it) in
text
Visu
aliz
ing
De
scrip
tive
lang
uage
Teac
hing
Foc
us:
Isol
ate
rele
vant
imag
es
from
per
sona
l exp
erie
nce
or k
now
ledg
e th
at
link
to d
escr
iptiv
e la
ngua
ge in
text
to d
eepe
n un
ders
tand
ing
of m
essa
ge a
nd/o
r per
sona
l co
nnec
tion
to te
xt in
fict
ion
OR d
eepe
n un
ders
tand
ing
of c
ompl
ex c
once
pts
in n
onfic
tion
• P
honi
cs:
R-co
ntro
lled
vow
el o
r•
Voc
abul
ary:
Mul
tiple
-mea
ning
wor
ds•
Writ
ing:
Inf
orm
ativ
e pa
ragr
aph
grade 2 Backmatter p169-266_2C.indd 182 9/3/09 3:22:16 pm
183guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
FBr
eakf
ast T
ime
Fict
ion:
Rea
listic
Fic
tion
Infe
renc
e
Conn
ectio
nsTe
achi
ng F
ocus
: Re
veal
und
erst
andi
ngs
that
are
in
terp
retiv
e ra
ther
than
lite
ral i
n di
scus
sion
of
text
s
Com
preh
ensi
on M
onito
ring
Re
read
ing
Teac
hing
Foc
us:
Whe
n re
adin
g do
esn’
t mak
e se
nse,
sto
p, re
read
, and
use
all
sour
ces
of
info
rmat
ion
(mea
ning
, syn
tax,
wor
ds) t
o re
gain
m
eani
ng
• P
honi
cs:
–ing
• W
ord
Stud
y: I
nter
ject
ions
• W
ritin
g: U
sing
imag
inat
ion
GDo
gs A
re M
y Fa
vorit
e Th
ing
Fict
ion:
Nar
rativ
e Po
em
Visu
aliz
ing
De
scrip
tive
lang
uage
Teac
hing
Foc
us:
Isol
ate
rele
vant
imag
es
from
per
sona
l exp
erie
nce
or k
now
ledg
e th
at
link
to d
escr
iptiv
e la
ngua
ge in
text
to d
eepe
n un
ders
tand
ing
of m
essa
ge a
nd/o
r per
sona
l co
nnec
tion
to te
xt in
fict
ion
Infe
renc
e
Auth
or p
urpo
se/b
ias
Teac
hing
Foc
us:
Form
ulat
e pe
rson
al re
spon
se
to a
utho
r’s m
essa
ge, p
urpo
se, o
r bia
s ba
sed
on
prio
r kno
wle
dge
or p
erso
nal e
xper
ienc
e
• P
honi
cs:
Soun
d, re
ad, a
nd c
heck
st
rate
gy•
Wor
d St
udy:
adj
ectiv
es•
Writ
ing:
Pla
nnin
g
GSu
per S
illy
Ridd
les
Fict
ion:
Hum
orQu
estio
ning
Ge
nera
te/a
nsw
er q
uest
ions
of t
ext
Teac
hing
Foc
us:
Use
prio
r kno
wle
dge
and
past
ex
perie
nce
to g
ener
ate
ques
tions
of t
ext a
nd re
ad
with
the
inte
nt o
f ide
ntify
ing
the
answ
ers
(exp
licit
and
impl
icit)
in te
xt
Dete
rmin
ing
Impo
rtanc
e
Mai
n id
eaTe
achi
ng F
ocus
: Id
entif
y m
ain
idea
and
link
to
over
all m
essa
ges,
them
es, a
nd/o
r inf
orm
atio
n fro
m p
assa
ge, c
hapt
er, w
hole
boo
k or
text
type
• P
honi
cs:
Diffe
rent
sou
nds
of g
• W
ord
Stud
y: G
ener
al a
nd s
peci
fic
wor
ds•
Writ
ing:
Writ
ing
riddl
es
Tran
sitio
nal S
tage
(G
– K)
GM
ilo a
nd th
e Fi
re
Engi
ne P
arad
eFi
ctio
n: R
ealis
tic F
ictio
n
Page
s 4–
15Co
mpr
ehen
sion
Mon
itorin
g
Pred
ictio
nsTe
achi
ng F
ocus
: Th
ink
abou
t cov
er in
form
atio
n,
text
type
, sto
ry li
ne, t
opic
, and
sto
ry s
truct
ures
(c
hara
cter
izatio
n, s
ettin
g, p
lot)
OR n
onfic
tion
text
fe
atur
es a
nd p
rior k
now
ledg
e co
nfirm
or r
ejec
t pr
edic
tions
Page
s 16
–32
Sum
mar
izin
g/Sy
nthe
sizi
ng
Sum
mar
izing
fict
ion
Teac
hing
Foc
us:
Use
past
exp
erie
nce
and
prio
r kn
owle
dge
to id
entif
y im
porta
nt d
etai
ls (p
lot,
setti
ng, e
tc) t
o as
sist
in s
umm
arizi
ng fi
ctio
n an
d sy
nthe
sizin
g in
to c
oher
ent u
nder
stan
ding
s
• P
honi
cs:
Read
the
Parts
• W
ord
Stud
y: C
ompo
und
wor
ds•
Writ
ing:
Des
crib
e an
eve
nt
GM
ilo a
nd th
e Gr
eate
st
Tric
k Ev
er!
Fict
ion:
Rea
listic
Fic
tion
Page
s 4–
15M
akin
g Co
nnec
tions
Te
xt to
sel
fTe
achi
ng F
ocus
: Is
olat
e re
leva
nt p
rior k
now
ledg
e an
d pe
rson
al e
xper
ienc
e an
d lin
k w
ith s
peci
fic
mes
sage
/info
rmat
ion
from
text
to c
onst
ruct
de
eper
und
erst
andi
ng o
f tex
t at p
assa
ge/c
hapt
er
and
who
le b
ook
leve
ls
Page
s 16
–32
Dete
rmin
ing
Impo
rtanc
e
Poin
t of v
iew
Teac
hing
Foc
us:
Iden
tify,
und
erst
and
and
rela
te
mor
e co
mpl
ex c
hara
cter
trai
ts, m
otiv
es, s
tory
lin
e (in
fict
ion)
• P
honi
cs:
Say
the
soun
ds•
Voc
abul
ary:
Ant
onym
s•
Writ
ing:
Cre
ate
a st
ory
web
grade 2 Backmatter p169-266_2C.indd 183 9/3/09 3:22:16 pm
184 bookshop Reading gRade 2
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
HUp
the
Hays
tack
Fict
ion:
Nar
rativ
e Po
emCo
mpr
ehen
sion
Mon
itorin
g
Pred
ictio
nsTe
achi
ng F
ocus
: Th
ink
abou
t cov
er in
form
atio
n,
text
type
, sto
ry li
ne, t
opic
, and
sto
ry s
truct
ures
to
confi
rm, o
r rej
ect p
redi
ctio
ns
Sum
mar
izin
g/Sy
nthe
sizi
ng
Lite
rary
dev
ices
Teac
hing
Foc
us:
Use
prio
r kno
wle
dge
of rh
yme,
an
d rh
ythm
, pat
tern
, and
repe
titio
n to
pre
dict
the
stor
y le
vel i
n m
ore
com
plex
text
s
• W
ord
Stud
y: O
nom
atop
oeia
• V
ocab
ular
y: R
elat
ed w
ords
• W
ritin
g: W
rite
a rh
yme
HJa
ke G
reen
thum
bFi
ctio
n: F
anta
syCo
mpr
ehen
sion
Mon
itorin
g
Pred
ictio
nsTe
achi
ng F
ocus
: Th
ink
abou
t cov
er in
form
atio
n,
text
type
, sto
ry li
ne, t
opic
, and
non
fictio
n te
xt
feat
ures
to fo
rm, c
onfir
m, o
r adj
ust p
redi
ctio
ns
Sum
mar
izin
g/Sy
nthe
sizi
ng
Lite
rary
dev
ices
Teac
hing
Foc
us:
Use
prio
r kno
wle
dge
of rh
yme,
an
d rh
ythm
, pat
tern
, and
repe
titio
n to
pre
dict
the
stor
y le
vel i
n m
ore
com
plex
text
s
• W
ord
Stud
y: H
omop
hone
s•
Voc
abul
ary:
Mul
tiple
-mea
ning
w
ords
• W
ritin
g: S
hare
a s
tory
HM
y Lu
cky
Hat
Fict
ion:
Ani
mal
Sto
ry1s
t hal
f of b
ook
– to
dou
ble-
page
illu
stra
tion
(pag
es n
ot n
umbe
red)
Com
preh
ensi
on M
onito
ring
Pr
edic
tions
Teac
hing
Foc
us:
Thin
k ab
out c
over
info
rmat
ion,
te
xt ty
pe, s
tory
line
, top
ic, a
nd s
tory
stru
ctur
es
(cha
ract
eriza
tion,
set
ting,
plo
t) to
form
or r
ejec
t pr
edic
tions
2nd
half
of b
ook
Text
Stru
ctur
e:
Note
-taki
ngTe
achi
ng F
ocus
: In
fict
ion,
can
trac
k pl
ot,
setti
ng, a
nd c
hara
cter
izatio
n
• W
ord
Reco
gniti
on:
Suffi
x –l
y•
Voc
abul
ary:
Und
erst
andi
ng n
ew
wor
ds•
Writ
ing:
Usi
ng n
otes
HTr
ees
Nonfi
ctio
n: R
epor
t Co
nten
ts p
age
and
page
s 4–
11Qu
estio
ning
Ge
nera
ting
ques
tions
of s
elf
Teac
hing
Foc
us:
Use
prio
r kno
wle
dge
or p
ast
expe
rienc
e to
gen
erat
e qu
estio
ns o
f sel
f and
cla
rify
unde
rsta
ndin
gs w
hile
read
ing
Page
s 12
–24
Dete
rmin
ing
Impo
rtanc
e
Mai
n id
eaTe
achi
ng F
ocus
: Sk
im te
xt to
isol
ate
rele
vant
te
xt p
assa
ges
and
furth
er in
form
atio
n as
ans
wer
s to
per
sona
l que
stio
ns
• W
ord
Reco
gniti
on:
Suffi
x –e
r•
Voc
abul
ary:
Hom
opho
nes
• W
ritin
g: P
lann
ing
for fi
rst d
raft
IHi
ccup
sFi
ctio
n: H
umor
Who
le te
xtTe
xt S
truct
ure
Fi
ctio
n: s
tory
stru
ctur
eTe
achi
ng F
ocus
: De
scrib
e va
rious
cha
ract
er tr
aits
an
d m
ake
pred
ictio
ns b
ased
on
thos
e tra
its
Who
le te
xtIn
fere
nce
Au
thor
pur
pose
/bia
sTe
achi
ng F
ocus
: Fo
rmul
ate
pers
onal
resp
onse
to
aut
hor’s
mes
sage
, pur
pose
, or b
ias
base
d on
pr
ior k
now
ledg
e or
per
sona
l exp
erie
nce
• W
ord
Stud
y: E
xcla
mat
ions
• V
ocab
ular
y: S
ynon
yms
• W
ritin
g: R
elat
e to
per
sona
l ex
perie
nce
INe
stor
Fict
ion:
Ani
mal
Sto
ryBe
ginn
ing
to p
age
14Te
xt S
truct
ure
Fi
ctio
n: s
tory
stru
ctur
eTe
achi
ng F
ocus
: De
scrib
e va
rious
cha
ract
er tr
aits
an
d m
ake
pred
ictio
ns b
ased
on
thos
e tra
its
Page
s 16
–end
Com
preh
ensi
on M
onito
ring
Re
read
ing
Teac
hing
Foc
us:
Whe
n re
adin
g do
esn’
t mak
e se
nse,
sto
p, re
read
, and
use
all
sour
ces
of
info
rmat
ion
(mea
ning
, syn
tax,
wor
ds) t
o re
gain
m
eani
ng
• W
ord
Stud
y: A
dver
bs e
ndin
g in
-ly
• V
ocab
ular
y: M
ultip
le-m
eani
ng
wor
ds•
Writ
ing:
Bra
inst
orm
grade 2 Backmatter p169-266_2C.indd 184 9/3/09 3:22:17 pm
185guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
ISo
met
hing
Els
eFi
ctio
n: N
arra
tive
Begi
nnin
g to
pag
e en
ding
it s
tuck
out
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r m
aybe
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ippe
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mpr
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itorin
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achi
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ocus
: W
hen
read
ing
does
n’t m
ake
sens
e, s
top,
rere
ad, a
nd u
se a
ll so
urce
s of
in
form
atio
n (m
eani
ng, s
ynta
x, w
ords
) to
rega
in
mea
ning
Page
beg
inni
ng S
omet
hing
Els
e lo
oked
at t
he
Paw
to e
ndDe
term
inin
g Im
porta
nce
M
ain
idea
Teac
hing
Foc
us:
Iden
tify
mai
n id
ea a
nd li
nk to
ov
eral
l mes
sage
s, th
emes
, and
/or i
nfor
mat
ion
from
pas
sage
, cha
pter
, who
le b
ook
or te
xt ty
pe
• W
ord
Stud
y: R
evie
w C
ontra
ctio
ns•
Voc
abul
ary:
Rel
ated
wor
ds•
Writ
ing:
Bra
inst
orm
II N
eed
Glas
ses:
My
Visi
t to
the
Opto
met
rist
Nonfi
ctio
n: E
xpla
natio
n
Page
s 1–
13De
term
inin
g Im
porta
nce
M
ain
idea
Teac
hing
Foc
us:
Iden
tify
mai
n id
ea a
nd li
nk to
ov
eral
l mes
sage
s, th
emes
, and
/or i
nfor
mat
ion
from
pas
sage
, cha
pter
, who
le b
ook
or te
xt ty
pe
Page
s 14
–end
Mak
ing
Conn
ectio
ns
Text
to s
elf
Teac
hing
Foc
us:
Isol
ate
rele
vant
prio
r kn
owle
dge
and
pers
onal
exp
erie
nce
and
link
with
spe
cific
mes
sage
/info
rmat
ion
from
text
to
con
stru
ct d
eepe
r und
erst
andi
ng o
f tex
t at
pass
age/
chap
ter a
nd w
hole
boo
k le
vels
• W
ord
Stud
y: D
ictio
nary
Pr
onun
ciat
ion
• V
ocab
ular
y: R
elat
ed w
ords
• W
ritin
g: F
riend
ly le
tter
ISo
unds
of a
Sum
mer
Ni
ght
Fict
ion:
Nar
rativ
e Po
em
Who
le te
xtSu
mm
ariz
ing/
Synt
hesi
zing
Li
tera
ry d
evic
esTe
achi
ng F
ocus
: Us
e pr
ior k
now
ledg
e of
rhym
e an
d rh
ythm
, pat
tern
, and
repe
titio
n to
pre
dict
the
stor
y le
vel i
n m
ore
com
plex
text
s
Who
le te
xtIn
fere
nce
Au
thor
pur
pose
/bia
sTe
achi
ng F
ocus
: Fo
rmul
ate
pers
onal
resp
onse
to
aut
hor’s
mes
sage
, pur
pose
, or b
ias
base
d on
pr
ior k
now
ledg
e or
per
sona
l exp
erie
nce
• W
ord
Stud
y: U
se o
f ono
mat
opoe
ia•
Voc
abul
ary:
Mea
ning
of u
nfam
iliar
w
ord
• W
ritin
g: R
hym
ing
wor
ds
ICa
ndy
Crea
tions
from
th
e “C
andy
Que
en”
Nonfi
ctio
n:
Biog
raph
y-Pr
oced
ure
Begi
nnin
g to
pag
e 15
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Effe
ctiv
ely
inte
grat
e ph
otog
raph
s an
d ca
ptio
ns w
hen
read
ing
nonfi
ctio
n in
ord
er to
ga
in te
xt m
essa
ge
Page
s 16
–end
Text
Stru
ctur
e
Nonfi
ctio
n: te
xt s
truct
ures
Teac
hing
Foc
us:
Use
sequ
ence
in n
onfic
tion
to
cons
truct
mea
ning
and
dee
pen
unde
rsta
ndin
g
• W
ord
Stud
y: C
ontra
ctio
ns•
Voc
abul
ary:
Ide
ntify
syn
onym
s•
Writ
ing:
Pla
nnin
g st
ep-b
y-st
ep
dire
ctio
ns
IFr
anci
s Sc
ott K
ey a
nd
“The
Sta
r-Sp
angl
ed
Bann
er”
Nonfi
ctio
n: B
iogr
aphy
Begi
nnin
g to
pag
e 16
Mak
ing
Conn
ectio
ns
Text
to w
orld
Teac
hing
Foc
us:
Isol
ate
rele
vant
kno
wle
dge
of
wor
ld/in
form
atio
n so
urce
s an
d lin
k to
spe
cific
m
essa
ge/in
fo fr
om te
xt to
con
stru
ct d
eepe
r un
ders
tand
ing
of te
xt a
t pas
sage
, cha
pter
and
w
hole
boo
k le
vels
Page
s 17
–end
Ques
tioni
ng
Gene
rate
/ans
wer
que
stio
ns o
f tex
tTe
achi
ng F
ocus
: Us
e pr
ior k
now
ledg
e an
d pa
st
expe
rienc
e to
gen
erat
e qu
estio
ns o
f tex
t and
read
w
ith th
e in
tent
of i
dent
ifyin
g th
e an
swer
s (e
xplic
it an
d im
plic
it) in
text
• W
ord
Stud
y: A
dver
bs•
Voc
abul
ary:
Hom
opho
nes
• W
ritin
g: W
rite
a le
tter
grade 2 Backmatter p169-266_2C.indd 185 9/3/09 3:22:17 pm
186 bookshop Reading gRade 2
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
IYo
u Do
n’t L
ook
Like
Yo
ur M
othe
rNo
nfict
ion:
Nar
rativ
e
Mak
ing
Conn
ectio
ns
Text
to s
elf
Teac
hing
Foc
us:
Isol
ate
rele
vant
prio
r kno
wle
dge
and
pers
onal
exp
erie
nce
and
link
with
spe
cific
m
essa
ge/in
form
atio
n fro
m te
xt to
con
stru
ct
deep
er u
nder
stan
ding
of t
ext a
t pas
sage
/cha
pter
an
d w
hole
boo
k le
vels
Sum
mar
izin
g/Sy
nthe
sizi
ng
Lite
rary
dev
ices
Teac
hing
Foc
us:
Use
prio
r kno
wle
dge
of rh
yme
and
rhyt
hm, p
atte
rn, a
nd re
petit
ion
to p
redi
ct th
e st
ory
leve
l in
mor
e co
mpl
ex te
xts
• W
ord
Stud
y: S
ilent
lette
rs•
Voc
abul
ary:
Con
text
clu
es•
Writ
ing:
Per
suas
ive
JCh
icke
n in
the
Mid
dle
of th
e Ro
adFi
ctio
n: N
arra
tive
Stor
y
Com
preh
ensi
on M
onito
ring
Pr
edic
tions
Teac
hing
Foc
us:
Thin
k ab
out c
over
info
rmat
ion,
te
xt ty
pe, s
tory
line
, top
ic, a
nd s
tory
stru
ctur
es
(cha
ract
eriza
tion,
set
ting,
plo
t) OR
non
fictio
n te
xt
feat
ures
and
prio
r kno
wle
dge
to fo
rm, c
onfir
m, o
r ad
just
pre
dict
ions
Infe
renc
e Ca
use
and
effe
ctTe
achi
ng F
ocus
: Id
entif
y ca
use
and
effe
ct
rela
tions
hips
impl
ied
in te
xt
• W
ord
Stud
y: Q
uota
tion
mar
ks in
di
alog
ue•
Voc
abul
ary:
Ide
ntify
syn
onym
s•
Writ
ing:
Rew
rite
stor
y w
ith
diffe
rent
set
ting
JW
e’re
Off
to T
hund
er
Mou
ntai
nFi
ctio
n: N
arra
tive
Poem
Com
preh
ensi
on M
onito
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Pr
edic
tions
Teac
hing
Foc
us:
Thin
k ab
out c
over
info
rmat
ion,
te
xt ty
pe, s
tory
line
, top
ic, a
nd s
tory
stru
ctur
es
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ract
eriza
tion,
set
ting,
plo
t) OR
non
fictio
n te
xt
feat
ures
and
prio
r kno
wle
dge
to fo
rm, c
onfir
m, o
r ad
just
pre
dict
ions
Infe
renc
e
Auth
or p
urpo
se/b
ias
Teac
hing
Foc
us:
Form
ulat
e pe
rson
al re
spon
se
to a
utho
r’s m
essa
ge, p
urpo
se, o
r bia
s ba
sed
on
prio
r kno
wle
dge
or p
erso
nal e
xper
ienc
e
• W
ord
Stud
y: C
reat
e w
ord
card
s•
Voc
abul
ary:
Ide
ntify
des
crip
tive
lang
uage
• W
ritin
g: C
reat
e ch
arac
ters
JTh
e St
raig
ht L
ine
Won
der
Fict
ion:
Nar
rativ
e St
ory
Dete
rmin
ing
Impo
rtanc
e
Mai
n id
eaTe
achi
ng F
ocus
: Id
entif
y m
ain
idea
and
link
to
over
all m
essa
ges,
them
es, a
nd/o
r inf
orm
atio
n fro
m p
assa
ge, c
hapt
er, w
hole
boo
k or
text
type
Dete
rmin
ing
Impo
rtanc
e
Poin
t of v
iew
Teac
hing
Foc
us:
Artic
ulat
e pe
rson
al c
oncl
usio
ns
and
com
pare
/con
trast
with
aut
hor’s
mes
sage
to
dete
rmin
e ow
n an
d/or
aut
hor’s
poi
nt o
f vie
w
• W
ord
Stud
y: A
ctio
n w
ords
• V
ocab
ular
y: U
nder
stan
d th
e w
ord
entra
nced
• W
ritin
g: W
rite
dial
ogue
JRu
mpe
lstil
tski
nFi
ctio
n: F
olkt
ale
Com
preh
ensi
on M
onito
ring
Pr
edic
tions
Teac
hing
Foc
us:
Thin
k ab
out c
over
info
rmat
ion,
te
xt ty
pe, s
tory
line
, top
ic, a
nd s
tory
stru
ctur
es
(cha
ract
eriza
tion,
set
ting,
plo
t) to
con
firm
, or
reje
ct p
redi
ctio
ns
Text
Stru
ctur
e
Fict
ion:
text
stru
ctur
esTe
achi
ng F
ocus
: Us
e pr
oble
m a
nd s
olut
ion,
se
quen
ce, a
nd c
ause
and
effe
ct to
con
stru
ct
mea
ning
and
dee
pen
unde
rsta
ndin
g
• W
ord
Stud
y: C
ontra
ctio
ns•
Voc
abul
ary:
Mul
tiple
-mea
ning
w
ords
• W
ritin
g: P
lann
ing
grade 2 Backmatter p169-266_2C.indd 186 9/3/09 3:22:18 pm
187guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
JBu
ster
Fict
ion:
Ani
mal
Sto
ryBe
ginn
ing
to p
age
14Co
mpr
ehen
sion
Mon
itorin
g
Pred
ictio
nsTe
achi
ng F
ocus
: Th
ink
abou
t cov
er in
form
atio
n,
text
type
, sto
ry li
ne, t
opic
, and
non
fictio
n te
xt
feat
ures
to fo
rm, c
onfir
m, o
r adj
ust p
redi
ctio
ns
Page
s 15
–end
Mak
ing
Conn
ectio
ns
Text
to w
orld
Teac
hing
Foc
us:
Isol
ate
rele
vant
kno
wle
dge
of
wor
ld/in
form
atio
n so
urce
s an
d lin
k to
spe
cific
m
essa
ge/in
fo fr
om te
xt to
con
stru
ct d
eepe
r un
ders
tand
ing
of te
xt a
t pas
sage
, cha
pter
and
w
hole
boo
k le
vels
• W
ord
Stud
y: A
ll pr
oper
nou
ns•
Voc
abul
ary:
Cat
egor
ize k
ey
voca
bula
ry•
Writ
ing:
Sha
re a
sto
ry
JBe
aver
sNo
nfict
ion:
Rep
ort
Cont
ents
and
pag
es 4
–9Qu
estio
ning
Ge
nera
te/a
nsw
er q
uest
ions
of t
ext
Teac
hing
Foc
us:
Use
prio
r kno
wle
dge
and
past
ex
perie
nce
to g
ener
ate
ques
tions
of t
ext a
nd re
ad
with
the
inte
nt o
f ide
ntify
ing
the
answ
ers
(exp
licit
and
impl
icit)
in te
xt
Page
s 10
–17
Sum
mar
izin
g/Sy
nthe
sizi
ng
Sum
mar
izing
non
fictio
nTe
achi
ng F
ocus
: Re
ad m
ore
com
plex
non
fictio
n te
xt to
find
ans
wer
s to
spe
cific
que
stio
ns a
nd fo
r sp
ecifi
c in
form
atio
n
• W
ord
Stud
y: S
ilent
g•
Voc
abul
ary:
Ant
onym
s•
Writ
ing:
Wha
t I le
arne
d
JGa
sp!
Fict
ion:
Hum
orW
hole
text
Com
preh
ensi
on M
onito
ring
Pr
edic
tions
Teac
hing
Foc
us:
Thin
k ab
out c
over
info
rmat
ion,
te
xt ty
pe, s
tory
line
, top
ic, a
nd s
tory
stru
ctur
es
(cha
ract
eriza
tion,
set
ting,
plo
t) OR
non
fictio
n te
xt
feat
ures
and
prio
r kno
wle
dge
to fo
rm, c
onfir
m, o
r ad
just
pre
dict
ions
Infe
renc
e
Auth
or p
urpo
se/b
ias
Teac
hing
Foc
us:
Form
ulat
e pe
rson
al re
spon
se
to a
utho
r’s m
essa
ge, p
urpo
se, o
r bia
s ba
sed
on
prio
r kno
wle
dge
or p
erso
nal e
xper
ienc
e
• P
honi
cs:
Look
at w
ord
parts
to
solv
e un
know
n w
ords
• V
ocab
ular
y: I
dent
ify s
ynon
yms
• W
ritin
g: W
rite
a ne
w e
ndin
g
JIf
Peac
e Is
…Fi
ctio
n: N
arra
tive
Poem
Dete
rmin
ing
Impo
rtanc
e
Mai
n id
eaTe
achi
ng F
ocus
: Id
entif
y m
ain
idea
and
link
to
over
all m
essa
ges,
them
es, a
nd/o
r inf
orm
atio
n fro
m p
assa
ge, c
hapt
er, w
hole
boo
k or
text
type
Visu
aliz
ing
Si
mile
s, m
etap
hors
, per
soni
ficat
ion,
hyp
erbo
leTe
achi
ng F
ocus
: Id
entif
y us
e of
sim
ile,
met
apho
r, an
d pe
rson
ifica
tion
in te
xt a
nd
link
with
imag
es fr
om p
erso
nal e
xper
ienc
e or
kn
owle
dge
to d
eepe
n un
ders
tand
ing
• W
ord
Stud
y: C
ontra
ctio
ns
• V
ocab
ular
y: C
once
ptua
lly
chal
leng
ing
text
• W
ritin
g: P
lann
ing
JW
ho L
ikes
It H
ot?
Nonfi
ctio
n: P
oem
Begi
nnin
g to
end
pag
e: it
div
es fo
r a s
wim
Ques
tioni
ng
Gene
ratin
g qu
estio
ns o
f sel
fTe
achi
ng F
ocus
: Us
e pr
ior k
now
ledg
e or
pas
t ex
perie
nce
to g
ener
ate
ques
tions
of s
elf a
nd c
larif
y un
ders
tand
ings
whi
le re
adin
g
A sn
ake
will
bak
e to
end
Text
Stru
ctur
e
Lite
rary
dev
ices
Teac
hing
Foc
us:
Use
prio
r kno
wle
dge
of rh
yme
and
rhyt
hm, p
atte
rn, a
nd re
petit
ion
to p
redi
ct th
e st
ory
leve
l in
mor
e co
mpl
ex te
xts
• W
ord
Stud
y: R
hym
es•
Voc
abul
ary:
Mul
tiple
mea
ning
w
ords
• W
ritin
g: P
oetr
y
grade 2 Backmatter p169-266_2C.indd 187 9/3/09 3:22:18 pm
188 bookshop Reading gRade 2
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
KSi
x Th
ings
to M
ake
Nonfi
ctio
n: P
roce
dure
Cont
ents
pag
e to
pag
e 11
Ques
tioni
ng
Gene
ratin
g qu
estio
ns o
f sel
fTe
achi
ng F
ocus
: Us
e pr
ior k
now
ledg
e or
pas
t ex
perie
nce
to g
ener
ate
ques
tions
of s
elf a
nd c
larif
y un
ders
tand
ings
whi
le re
adin
g
Page
s 15
–20
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Effe
ctiv
ely
inte
grat
e ill
ustra
tions
, cha
rts, d
iagr
ams,
labe
ls, e
tc. w
hen
read
ing
nonfi
ctio
n in
ord
er to
gai
n te
xt m
essa
ge
• W
ord
Stud
y: P
rope
r Adj
ectiv
es:
Coun
tries
• V
ocab
ular
y: C
ateg
orize
key
vo
cabu
lary
• W
ritin
g: W
rite
a pr
oced
ure
KTh
e Th
ree
Wis
hes
Fict
ion:
Fol
ktal
eDe
term
inin
g Im
porta
nce
Po
int o
f vie
wTe
achi
ng F
ocus
: Ar
ticul
ate
pers
onal
con
clus
ions
an
d co
mpa
re/c
ontra
st w
ith a
utho
r’s m
essa
ge to
de
term
ine
own
and/
or a
utho
r’s p
oint
of v
iew
Com
preh
ensi
on M
onito
ring
Re
read
ing
Teac
hing
Foc
us:
Whe
n re
adin
g do
esn’
t mak
e se
nse,
sto
p, re
read
, and
use
all
sour
ces
of
info
rmat
ion
(mea
ning
, syn
tax,
wor
ds) t
o re
gain
m
eani
ng
• W
ord
Reco
gniti
on:
Parti
cipl
es
endi
ng in
–in
g•
Voc
abul
ary:
Cla
rify
the
mea
ning
of
chor
izo•
Writ
ing:
Wis
hful
thin
king
KGr
andp
a Co
mes
to S
tay
Fict
ion:
Ani
mal
Sto
ry
“Pea
ce a
nd Q
uiet
for G
rand
pa”
– pa
ges
3–18
Com
preh
ensi
on M
onito
ring
Pr
edic
tions
Teac
hing
Foc
us:
Cont
inue
to d
evel
op, c
onfir
m,
or a
djus
t pre
dict
ions
or u
nder
stan
ding
s du
ring
read
ing
“Gra
ndpa
Coo
ks S
uppe
r” –
pag
es 3
5–en
dIn
fere
nce
Co
nnec
tions
Teac
hing
Foc
us:
Com
bine
con
text
with
rele
vant
pr
ior k
now
ledg
e to
cre
ate
pers
onal
mea
ning
from
te
xt
• W
ord
Stud
y: S
uffix
–ly
• C
once
pts
of P
rint:
Capi
tal l
ette
rs
and
pron
unci
atio
n m
arks
• W
ritin
g: S
hare
a s
tory
KHi
de a
nd S
eek
with
Gr
andp
aFi
ctio
n: A
nim
al S
tory
“Hid
e &
See
k” –
pag
es 1
9–34
M
akin
g Co
nnec
tions
Pr
edic
tions
Teac
hing
Foc
us:
Prev
iew
text
to a
ctiv
ate
and
conn
ect t
o pr
ior k
now
ledg
e to
mak
e pr
edic
tions
pr
ior t
o an
d/or
dur
ing
read
ing
“Wor
ms”
– p
ages
35–
end
Mak
ing
Conn
ectio
ns
Text
to te
xtTe
achi
ng F
ocus
: Re
late
to te
xt o
utsi
de p
erso
nal
expe
rienc
e by
mak
ing
text
-to-te
xt c
onne
ctio
ns to
co
nstru
ct m
eani
ng
• W
ord
Stud
y: I
rreg
ular
ver
bs•
Voc
abul
ary:
Con
text
clu
es•
Writ
ing:
Sha
re a
sto
ry
KSh
ould
We
Have
Pet
s?No
nfict
ion:
Per
suas
ive
Page
s 3–
11De
term
inin
g Im
porta
nce
Po
int o
f vie
wTe
achi
ng F
ocus
: Ar
ticul
ate
pers
onal
con
clus
ions
an
d co
mpa
re/c
ontra
st w
ith a
utho
r’s m
essa
ge to
de
term
ine
own
and/
or a
utho
r’s p
oint
of v
iew
Page
s 12
–end
Dete
rmin
ing
Impo
rtanc
e
Poin
t of v
iew
Teac
hing
Foc
us:
Mak
e cr
itica
l jud
gmen
ts a
s pa
rt of
per
sona
l res
pons
e w
hen
esta
blis
hing
in
divi
dual
poi
nt o
f vie
w
• W
ord
Reco
gniti
on:
Suffi
x -iv
e•
Voc
abul
ary:
Usi
ng a
dic
tiona
ry•
Writ
ing:
Per
suas
ive
grade 2 Backmatter p169-266_2C.indd 188 9/3/09 3:22:19 pm
189guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
Esta
blis
hed
Stag
e (K
–S)
KTh
e Tr
oubl
e W
ith H
erbe
rtFi
ctio
n: R
ealis
tic F
ictio
nCo
nten
ts a
nd c
hapt
ers
1–2
(pag
es 3
–22)
Sum
mar
izin
g/Sy
nthe
sizi
ng
Sum
mar
izing
fict
ion
Teac
hing
Foc
us:
Sum
mar
ize fi
ctio
n te
xt b
y id
entif
ying
impo
rtant
det
ails
(plo
t ide
as, s
eque
nce
of e
vent
s, c
hara
cter
trai
ts, a
nd o
ther
info
rmat
ion)
an
d sy
nthe
sizin
g in
to c
oher
ent u
nder
stan
ding
s
Chap
ter 3
(pag
es 2
3–42
)Te
xt S
truct
ures
Fi
ctio
n: s
tory
stru
ctur
eTe
achi
ng F
ocus
: Us
e el
emen
ts o
f sto
ry s
truct
ure
in fi
ctio
n te
xts
(cha
ract
eriza
tion,
set
ting,
them
e,
plot
, cha
pter
title
s) in
ord
er to
pre
dict
, con
stru
ct
mea
ning
, and
dee
pen
unde
rsta
ndin
g
• W
ord
Stud
y: C
ontra
ctio
ns•
Voc
abul
ary:
Ono
mat
opoe
ia•
Writ
ing:
Pla
n
KLo
ok a
t the
Moo
nFi
ctio
n: N
arra
tive
Poem
Com
preh
ensi
on M
onito
ring
Re
read
ing
Teac
hing
Foc
us:
Rere
ad to
cla
rify
mea
ning
of
conc
epts
Visu
aliz
ing
De
scrip
tive
lang
uage
Teac
hing
Foc
us:
Link
des
crip
tive
lang
uage
in te
xt
to p
erso
nal e
xper
ienc
e an
d kn
owle
dge
to c
reat
e se
nsor
y im
ages
to d
eepe
n co
nnec
tion
with
text
• W
ord
Reco
gniti
on:
Read
car
eful
ly•
Voc
abul
ary:
Hom
opho
nes
• W
ritin
g: F
igur
ativ
e La
ngua
ge
KSh
arks
Nonfi
ctio
n: R
epor
tCo
nten
ts p
age
to p
age
13Qu
estio
ning
Ge
nera
te/a
nsw
er q
uest
ions
of t
ext
Teac
hing
Foc
us:
Gene
rate
que
stio
ns o
f tex
ts a
nd
read
with
a c
lear
focu
s to
iden
tify
answ
ers
(exp
licit
or im
plic
it) in
text
Page
s 14
to e
ndSu
mm
ariz
ing/
Synt
hesi
zing
Te
xt fe
atur
esTe
achi
ng F
ocus
: Is
olat
e an
d in
terp
ret
info
rmat
ion
gain
ed fr
om g
raph
s, d
iagr
ams,
ph
otog
raph
s, p
roce
ss s
teps
and
tabl
es
• W
ord
Stud
y: P
lura
l wor
ds•
Voc
abul
ary:
Hom
opho
nes
• W
ritin
g: P
lann
ing/
Use
fact
s to
co
nstru
ct p
arag
raph
KLi
onel
and
Am
elia
Fict
ion:
Nar
rativ
e St
ory
Infe
renc
e
Caus
e an
d ef
fect
Teac
hing
Foc
us:
Infe
r cau
se-a
nd-e
ffect
re
latio
nshi
ps im
plie
d in
text
Dete
rmin
ing
Impo
rtanc
e
Mai
n id
eaTe
achi
ng F
ocus
: Lo
cate
det
ails
in te
xt to
sup
port
and
just
ify m
ain
idea
• W
ord
Stud
y: C
ontra
ctio
ns•
Voc
abul
ary:
Cha
lleng
ing
wor
ds
• W
ritin
g: M
appi
ng Id
eas
KOu
r Nat
iona
l Tre
asur
esNo
nfict
ion:
Rep
ort
Cont
ents
pag
e to
pag
e 11
Ques
tioni
ng
Gene
rate
/ans
wer
que
stio
ns o
f tex
tTe
achi
ng F
ocus
: Ge
nera
te q
uest
ions
of t
exts
and
re
ad w
ith a
cle
ar fo
cus
to id
entif
y an
swer
s (e
xplic
it or
impl
icit)
in te
xt
Page
s 22
–30
Ques
tioni
ng
Gene
rate
/ans
wer
que
stio
ns o
f tex
tTe
achi
ng F
ocus
: Ge
nera
te q
uest
ions
of t
exts
an
d re
ad w
ith a
cle
ar fo
cus
to id
entif
y an
swer
s (e
xplic
it or
impl
icit)
in te
xt
• W
ord
Stud
y: U
nder
stan
ding
the
wor
d pr
ehis
toric
(affi
xes)
• V
ocab
ular
y: H
omog
raph
s•
Writ
ing:
Pla
nnin
g, u
sing
list
, tim
elin
e an
d/or
dra
win
g pi
ctur
e
LLe
o an
d Le
ster
Fict
ion:
Ani
mal
Sto
ryBe
ginn
ing
to p
age
21M
akin
g Co
nnec
tions
Te
xt to
sel
f/wor
ldTe
achi
ng F
ocus
: Di
stin
guis
h be
twee
n fa
ct a
nd
opin
ion
Page
s 22
–end
Infe
renc
e
Auth
or p
urpo
se/b
ias
Teac
hing
Foc
us:
Iden
tify
inte
nt, b
ias,
pur
pose
, or
oth
er a
utho
rial d
evic
es, c
ritic
ally
eva
luat
e th
eir
influ
ence
on
the
read
er, a
nd fo
rmul
ate
resp
onse
• W
ord
Stud
y: O
nom
atop
oeia
• V
ocab
ular
y: M
ultip
le-m
eani
ng
wor
ds•
Writ
ing:
Ins
truct
ions
grade 2 Backmatter p169-266_2C.indd 189 9/3/09 3:22:19 pm
190 bookshop Reading gRade 2
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
LEd
gar B
adge
r’s B
allo
on
Day
Fict
ion:
Ani
mal
Sto
ry
Page
s 6–
28Co
mpr
ehen
sion
Mon
itorin
g
Pred
ictio
nsTe
achi
ng F
ocus
: Co
ntin
ue to
dev
elop
, con
firm
, or
adj
ust p
redi
ctio
ns o
r und
erst
andi
ngs
durin
g re
adin
g
Page
s 29
–end
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Inte
rpre
t inf
orm
atio
n in
text
to
form
new
und
erst
andi
ngs:
in fi
ctio
n, is
olat
e an
d in
terp
ret i
nfor
mat
ion
gain
ed fr
om p
lot,
setti
ng,
char
acte
rizat
ion,
etc
.; in
non
fictio
n, is
olat
e an
d in
terp
ret i
nfor
mat
ion
gain
ed fr
om g
raph
s,
diag
ram
s, p
hoto
grap
hs, p
roce
ss s
teps
, and
tabl
es
• W
ord
Stud
y: U
sing
hyp
hens
• V
ocab
ular
y: A
nton
yms
• W
ritin
g: P
rew
ritin
g
LTh
inki
ng A
bout
Ant
sFi
ctio
n: Q
uest
ion
&
Answ
er
Begi
nnin
g to
pag
e 21
Ques
tioni
ng
Gene
rate
/ans
wer
que
stio
ns o
f tex
tTe
achi
ng F
ocus
: Ge
nera
te q
uest
ions
of t
exts
and
re
ad w
ith a
cle
ar fo
cus
to id
entif
y an
swer
s (e
xplic
it or
impl
icit)
in te
xt
Page
s 22
–end
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Isol
ate
and
inte
rpre
t in
form
atio
n ga
ined
from
gra
phs,
dia
gram
s,
phot
ogra
phs,
pro
cess
, ste
ps a
nd ta
bles
• W
ord
Stud
y: M
ultis
ylla
bic
wor
ds•
Voc
abul
ary:
Sci
entifi
c te
rms
• W
ritin
g: M
yste
ry a
nim
als
LEd
gar B
adge
r’s F
ix-It
Da
yFi
ctio
n: A
nim
al S
tory
Begi
nnin
g to
pag
e 22
Com
preh
ensi
on M
onito
ring
Pr
edic
tions
Teac
hing
Foc
us:
Cont
inue
to d
evel
op, c
onfir
m,
or a
djus
t pre
dict
ions
or u
nder
stan
ding
s du
ring
read
ing
Page
s 23
–end
Text
Stru
ctur
e
Fict
ion:
sto
ry s
truct
ure
Teac
hing
Foc
us:
Use
elem
ents
of s
tory
stru
ctur
e in
fict
ion
text
s (c
hara
cter
izatio
n, s
ettin
g, th
eme,
pl
ot, c
hapt
er ti
tles)
in o
rder
to p
redi
ct, c
onst
ruct
m
eani
ng, a
nd d
eepe
n un
ders
tand
ing
• V
ocab
ular
y: C
onte
xt•
Voc
abul
ary:
Fig
ures
of s
peec
h •
Writ
ing:
Rei
nfor
ce id
eas
LTh
e Fo
ur M
usic
ians
Fict
ion:
Pla
yFo
ur M
usic
ians
Text
Stru
ctur
e
Fict
ion:
sto
ry s
truct
ure
Teac
hing
Foc
us:
Use
elem
ents
of s
tory
stru
ctur
e in
fict
ion
text
s (c
hara
cter
izatio
n, s
ettin
g, th
eme,
pl
ot, c
hapt
er ti
tles)
in o
rder
to p
redi
ct, c
onst
ruct
m
eani
ng, a
nd d
eepe
n un
ders
tand
ing
Four
Mus
icia
nsDe
term
inin
g Im
porta
nce
Po
int o
f vie
wTe
achi
ng F
ocus
: M
ake
criti
cal j
udgm
ents
as
part
of p
erso
nal r
espo
nse
whe
n es
tabl
ishi
ng
indi
vidu
al p
oint
of v
iew
• W
ord
Stud
y: W
ords
end
ing
in -a
ble
• V
ocab
ular
y: O
nom
atop
oeia
• W
ritin
g: N
arra
tive
LTh
e Tw
iddl
e Tw
ins’
Ha
unte
d Ho
use
Fict
ion:
Mys
tery
Mak
ing
Conn
ectio
ns
Text
to te
xtTe
achi
ng F
ocus
: Li
nk fe
atur
es o
f tex
t to
know
ledg
e of
text
s (te
xt ty
pes,
plo
t lin
es, f
eatu
res,
st
ruct
ures
) to
deep
en u
nder
stan
ding
Infe
renc
e
Just
ify in
fere
nce
Teac
hing
Foc
us:
Retu
rn to
text
to e
xpla
in a
nd
just
ify in
fere
ntia
l thi
nkin
g
• W
ord
Stud
y: P
lura
l pos
sess
ive
• V
ocab
ular
y: D
ialo
gue
tags
• W
ritin
g: P
lann
ing
grade 2 Backmatter p169-266_2C.indd 190 9/3/09 3:22:20 pm
191guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
LTh
e Tw
iddl
e Tw
ins’
Am
usem
ent P
ark
Mys
tery
Fict
ion:
Mys
tery
Cont
ents
pag
e an
d pa
ges
4–23
Infe
renc
e
Conn
ectio
nsTe
achi
ng F
ocus
: Co
mbi
ne c
onte
xt w
ith re
leva
nt
prio
r kno
wle
dge
to c
reat
e pe
rson
al m
eani
ng fr
om
text
Page
s 24
–end
Sum
mar
izin
g/Sy
nthe
sizi
ng
Com
pare
and
con
trast
Teac
hing
Foc
us:
Com
pare
and
con
trast
in
form
atio
n in
text
s to
gai
n un
ders
tand
ings
to
deep
en u
nder
stan
ding
• W
ord
Stud
y: S
uffix
–m
ent
• V
ocab
ular
y: I
diom
s•
Writ
ing:
Com
parin
g an
d Co
ntra
stin
g
LCo
uld
We
Be F
riend
s?
Poem
s fo
r Pal
sFi
ctio
n: P
oetr
y
Page
18
My
Sist
er/M
y Br
othe
r/My
Sist
er/M
y Br
othe
rDe
term
inin
g Im
porta
nce
M
ain
idea
Teac
hing
Foc
us:
Iden
tify
mai
n id
ea a
nd li
nk to
ov
eral
l mes
sage
s, th
emes
, and
/or i
nfor
mat
ion
from
pas
sage
, cha
pter
, who
le b
ook,
or t
ext t
ype
Page
6 –
Cou
ld W
e Be
Frie
nds?
; Pag
e 12
– N
ew
Neig
hbor
sIn
fere
nce
Ju
stify
infe
renc
eTe
achi
ng F
ocus
: Re
turn
to te
xt to
exp
lain
and
ju
stify
infe
rent
ial t
hink
ing
• W
ord
Stud
y: S
uffix
-ing
• V
ocab
ular
y: C
onte
xt c
lues
• W
ritin
g: W
rite
a po
em
LPh
easa
nt a
nd
King
fishe
rFi
ctio
n: L
egen
d
Infe
renc
e
Auth
or p
urpo
se/b
ias
Teac
hing
Foc
us:
Iden
tify
inte
nt, b
ias,
pur
pose
, or
oth
er a
utho
rial d
evic
es, c
ritic
ally
eva
luat
e th
eir
influ
ence
on
the
read
er, a
nd fo
rmul
ate
pers
onal
re
spon
se
Visu
aliz
ing
Si
mile
s, m
etap
hors
, per
soni
ficat
ion,
hyp
erbo
leTe
achi
ng F
ocus
: Id
entif
y an
d un
ders
tand
th
e pu
rpos
e of
sim
iles,
met
apho
rs, a
nd
pers
onifi
catio
n, in
con
text
• W
ord
Stud
y: P
rope
r adj
ectiv
es•
Voc
abul
ary:
Con
text
clu
es•
Writ
ing:
Writ
e a
stor
y
LRo
sie’
s St
ory
Fict
ion:
Rea
listic
Fic
tion
Mak
ing
Conn
ectio
ns
Text
to s
elf
Teac
hing
Foc
us:
Link
to p
erso
nal e
xper
ienc
e to
co
nstru
ct m
eani
ng a
nd d
eepe
n un
ders
tand
ing
Dete
rmin
ing
Impo
rtanc
e
Poin
t of v
iew
Teac
hing
Foc
us:
Mak
e cr
itica
l jud
gmen
ts a
s pa
rt of
per
sona
l res
pons
e w
hen
esta
blis
hing
in
divi
dual
poi
nt o
f vie
w
• W
ord
Stud
y: P
osse
ssiv
es•
Voc
abul
ary:
Pro
per n
ouns
• W
ritin
g: S
hare
a s
tory
MTh
e Fu
nny
Old
Man
and
th
e Fu
nny
Old
Wom
anFi
ctio
n: F
olkt
ale
Text
Stru
ctur
e
Fict
ion:
sto
ry s
truct
ure
Teac
hing
Foc
us:
Use
elem
ents
of s
tory
stru
ctur
e in
fict
ion
text
s (c
hara
cter
izatio
n, s
ettin
g, th
eme,
pl
ot, c
hapt
er ti
tles)
in o
rder
to p
redi
ct, c
onst
ruct
m
eani
ng, a
nd d
eepe
n un
ders
tand
ing
Sum
mar
izin
g/Sy
nthe
sizi
ng
Sum
mar
izing
fict
ion
Teac
hing
Foc
us:
Sum
mar
ize fi
ctio
n te
xt b
y id
entif
ying
impo
rtant
det
ails
(plo
t ide
as, s
eque
nce
of e
vent
s, c
hara
cter
trai
ts, a
nd o
ther
info
rmat
ion)
an
d sy
nthe
sizin
g in
to c
oher
ent u
nder
stan
ding
s
• W
ord
Stud
y: S
hall/
will
• V
ocab
ular
y: M
ultip
le-m
eani
ng
wor
ds•
Writ
ing:
Cha
ract
er tr
aits
MBe
aure
gard
the
Cat
Fict
ion:
Rea
listic
Fic
tion
Cont
ents
pag
e to
pag
e 18
Infe
renc
e
Just
ify in
fere
nce
Teac
hing
Foc
us:
Retu
rn to
text
to e
xpla
in a
nd
just
ify in
fere
ntia
l thi
nkin
g
Page
s 19
–end
Qu
estio
ning
Ge
nera
te/a
nsw
er q
uest
ions
of a
utho
rTe
achi
ng F
ocus
: As
k qu
estio
ns o
f aut
hor t
o un
ders
tand
aut
hor’s
bia
s, p
urpo
se, o
r poi
nt o
f vie
w
• W
ord
Stud
y: S
uffix
-ly
• V
ocab
ular
y: H
omop
hone
s•
Writ
ing:
Que
stio
ns a
nd A
nsw
ers
grade 2 Backmatter p169-266_2C.indd 191 9/3/09 3:22:20 pm
192 bookshop Reading gRade 2
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
MSp
irit o
f Hop
eFi
ctio
n: R
ealis
tic F
ictio
nCo
mpr
ehen
sion
Mon
itorin
g
Pred
ictio
nsTe
achi
ng F
ocus
: Co
ntin
ue to
dev
elop
, con
firm
, or
adju
st p
redi
ctio
ns o
r und
erst
andi
ngs
durin
g re
adin
g
Ques
tioni
ng
Gene
rate
/ans
wer
que
stio
ns o
f aut
hor
Teac
hing
Foc
us:
Ask
ques
tions
of a
utho
r to
unde
rsta
nd a
utho
r’s b
ias,
pur
pose
, or p
oint
of v
iew
• W
ord
Stud
y: E
ndin
gs fo
r ord
inal
nu
mbe
rs•
Voc
abul
ary:
Hom
opho
nes
• W
ritin
g: P
robl
ems
and
solu
tions
MAn
imal
She
lters
Nonfi
ctio
n: R
epor
tPa
ge 3
(con
tent
s pa
ge),
4–7
Dete
rmin
ing
Impo
rtanc
e
Mai
n id
eaTe
achi
ng F
ocus
: Id
entif
y m
ain
idea
by
dete
rmin
ing
wha
t is
impo
rtant
in te
xt (w
hole
boo
k,
chap
ter,
pass
age,
or t
ext t
ype)
Dete
rmin
ing
Impo
rtanc
e
Mai
n id
eaTe
achi
ng F
ocus
: Lo
cate
det
ails
in te
xt to
sup
port
and
just
ify m
ain
idea
• W
ord
Stud
y: C
ompo
und
adje
ctiv
es•
Voc
abul
ary:
Mul
tiple
-mea
ning
w
ords
• W
ritin
g: P
lann
ing,
bra
inst
orm
MPl
anni
ng a
Birt
hday
Pa
rtyNo
nfict
ion:
Pro
cedu
re
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Isol
ate
and
inte
rpre
t inf
orm
atio
n ga
ined
from
gra
phs,
dia
gram
s, p
hoto
grap
hs,
proc
ess
step
s, a
nd ta
bles
Dete
rmin
ing
Impo
rtanc
e
Note
-taki
ng –
mai
n id
eas,
sup
porti
ng d
etai
ls,
ques
tions
Teac
hing
Foc
us:
Use
note
-taki
ng s
trate
gies
to
reco
rd m
ain
idea
s, s
uppo
rting
det
ails
, rel
evan
t ba
ckgr
ound
kno
wle
dge,
and
que
stio
ns
• W
ord
Stud
y: C
ompo
und
phra
ses
• V
ocab
ular
y Co
ntex
t clu
es•
Writ
ing:
Pla
nnin
g
MTh
e Ol
d W
oman
Who
Li
ved
in a
Vin
egar
Bo
ttle
Fict
ion:
Fai
ry T
ale
Begi
nnin
g to
pag
e 12
Dete
rmin
ing
Impo
rtanc
e
Mai
n id
eaTe
achi
ng F
ocus
: Id
entif
y m
ain
idea
and
link
to
over
all m
essa
ges,
them
es, a
nd/o
r inf
orm
atio
n fro
m p
assa
ge, c
hapt
er, w
hole
boo
k, o
r tex
t typ
e
Page
s 13
–end
Com
preh
ensi
on M
onito
ring
Id
entif
y pu
rpos
e, m
onito
r suc
cess
Teac
hing
Foc
us:
Esta
blis
h pu
rpos
e fo
r rea
ding
an
d an
alyz
e w
heth
er o
r not
pur
pose
was
met
• W
ord
Stud
y: S
uffix
–es
t•
Voc
abul
ary:
Usi
ng p
reci
se
lang
uage
• W
ritin
g: W
rite
and
illus
trate
ad
ditio
nal i
ncid
ent
NTh
e Go
oey
Chew
y Co
ntes
tFi
ctio
n: N
arra
tive
Stor
y
Begi
nnin
g to
pag
e 15
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Inte
rpre
t inf
orm
atio
n in
text
to
form
new
und
erst
andi
ngs:
in fi
ctio
n, is
olat
e an
d in
terp
ret i
nfor
mat
ion
gain
ed fr
om p
lot,
setti
ng,
char
acte
rizat
ion,
etc
.; in
non
fictio
n, is
olat
e an
d in
terp
ret i
nfor
mat
ion
gain
ed fr
om g
raph
s,
diag
ram
s, p
hoto
grap
hs, p
roce
ss s
teps
, and
tabl
es
Page
s 16
–27
Com
preh
ensi
on M
onito
ring
M
etac
ogni
tion
Teac
hing
Foc
us:
Activ
ely
enga
ge in
read
ing
by
reco
gnizi
ng a
nd a
ttend
ing
to th
ough
pro
cess
es
that
occ
ur b
efor
e, d
urin
g an
d af
ter r
eadi
ng
(pre
dict
ing,
mon
itorin
g fo
r and
repa
iring
m
eani
ng lo
ss, q
uest
ioni
ng, i
nfer
ring,
vis
ualiz
ing,
sy
nthe
sizin
g)
• W
ord
Stud
y: C
ompo
und
wor
ds•
Voc
abul
ary:
Ono
mat
opoe
ia•
Writ
ing:
Sto
ry m
ap
NSu
gar C
akes
Cyr
ilFi
ctio
n: R
ealis
tic F
ictio
nPa
ges
7–19
Mak
ing
Conn
ectio
ns
Pred
ictio
nsTe
achi
ng F
ocus
: Pr
evie
w te
xt to
act
ivat
e an
d co
nnec
t to
prio
r kno
wle
dge
to m
ake
pred
ictio
ns
prio
r to
and/
or d
urin
g re
adin
g
Page
s 20
–34
Mak
ing
Conn
ectio
ns
Text
to s
elf
Teac
hing
Foc
us:
Link
to p
erso
nal e
xper
ienc
e to
co
nstru
ct m
eani
ng a
nd d
eepe
n un
ders
tand
ing
• W
ord
Stud
y: C
ompo
und
wor
ds•
Voc
abul
ary:
Unf
amili
ar w
ords
• W
ritin
g Re
late
to p
erso
nal
expe
rienc
e
grade 2 Backmatter p169-266_2C.indd 192 9/3/09 3:22:21 pm
193guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
NDi
d Yo
u He
ar W
ind
Sing
You
r Nam
e?Fi
ctio
n: N
arra
tive
Poem
Infe
renc
e Au
thor
pur
pose
/bia
sTe
achi
ng F
ocus
: Id
entif
y in
tent
, bia
s, p
urpo
se,
or o
ther
aut
horia
l dev
ices
, crit
ical
ly e
valu
ate
thei
r infl
uenc
e on
the
read
er, f
orm
ulat
e pe
rson
al
resp
onse
Visu
aliz
ing
Sim
iles,
met
apho
rs, p
erso
nific
atio
n, h
yper
bole
Teac
hing
Foc
us:
Iden
tify
and
unde
rsta
nd
the
purp
ose
of s
imile
s, m
etap
hors
, and
pe
rson
ifica
tion,
in c
onte
xt
• W
ord
Stud
y: P
osse
ssiv
e no
uns
• V
ocab
ular
y: s
acre
d•
Writ
ing:
Usi
ng p
erso
nific
atio
n
NUp
and
Aw
ay! T
akin
g a
Flig
htNo
nfict
ion:
Exp
lana
tion
Page
s 2–
13Qu
estio
ning
Gene
ratin
g qu
estio
ns o
f sel
fTe
achi
ng F
ocus
: As
k qu
estio
ns o
f sel
f by
acce
ssin
g pr
ior k
now
ledg
e or
cla
rifyi
ng o
vera
ll un
ders
tand
ings
whi
le re
adin
g
Page
s 14
–21
Sum
mar
izin
g/Sy
nthe
sizi
ng
Sum
mar
izing
non
fictio
nTe
achi
ng F
ocus
: Su
mm
arize
non
fictio
n by
id
entif
ying
and
reor
gani
zing
impo
rtant
idea
s an
d in
form
atio
n in
to n
ew u
nder
stan
ding
s
• W
ord
Stud
y: C
ompo
und
wor
ds•
Voc
abul
ary:
Glo
ssar
y•
Writ
ing:
Ins
truct
ions
NPl
atyp
usNo
nfict
ion:
Rep
ort
Begi
nnin
g to
pag
e 11
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Isol
ate
and
inte
rpre
t inf
orm
atio
n ga
ined
from
dia
gram
s an
d ph
otog
raph
s
Page
s 12
–15
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Isol
ate
and
inte
rpre
t in
form
atio
n ga
ined
from
dia
gram
s an
d ph
otog
raph
s
• W
ord
Stud
y: S
uffix
–ly
• V
ocab
ular
y: C
onte
xt c
lues
• W
ritin
g: E
xpla
inin
g
OM
iss
Gene
va’s
Lan
tern
Fict
ion:
Rea
listic
Fic
tion
Begi
nnin
g to
cre
akin
gSu
mm
ariz
ing/
Synt
hesi
zing
Su
mm
arizi
ng fi
ctio
nTe
achi
ng F
ocus
: Su
mm
arize
fict
ion
text
by
iden
tifyi
ng im
porta
nt d
etai
ls (p
lot i
deas
, seq
uenc
e of
eve
nts,
cha
ract
er tr
aits
, and
oth
er in
form
atio
n)
and
synt
hesi
zing
into
coh
eren
t und
erst
andi
ngs
Inez
wan
ted
to e
nd
Infe
renc
e
Auth
or p
urpo
se/b
ias
Teac
hing
Foc
us:
Iden
tify
inte
nt, b
ias,
pur
pose
, or
oth
er a
utho
rial d
evic
es, c
ritic
ally
eva
luat
e th
eir i
nflue
nce
on re
ader
, and
form
ulat
e pe
rson
al
resp
onse
• W
ord
Stud
y: O
nom
atop
oeia
• V
ocab
ular
y: R
egio
nal d
iale
ct•
Writ
ing:
New
end
ing
OIt
Cam
e Th
roug
h th
e W
all!
Fict
ion:
Nar
rativ
e Po
em
Part
1, b
egin
ning
to p
age
26In
fere
nce
Ca
use
and
effe
ctTe
achi
ng F
ocus
: In
fer c
ause
-and
-effe
ct
rela
tions
hips
impl
ied
in te
xt
Parts
2–3
, pag
es 2
7–en
dVi
sual
izin
g
Desc
riptiv
e la
ngua
geTe
achi
ng F
ocus
: Li
nk d
escr
iptiv
e la
ngua
ge in
te
xt to
per
sona
l exp
erie
nce
and
know
ledg
e to
cr
eate
sen
sory
imag
es to
dee
pen
conn
ectio
n w
ith
text
• W
ord
Stud
y: R
hym
ing
wor
ds•
Voc
abul
ary:
ker
fuffl
e, m
yste
rial
• W
ritin
g: R
elat
e to
per
sona
l ex
perie
nce
grade 2 Backmatter p169-266_2C.indd 193 9/3/09 3:22:21 pm
194 bookshop Reading gRade 2
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
OFr
ogs
Nonfi
ctio
n: R
epor
t Be
ginn
ing
to p
age
14Qu
estio
ning
Ge
nera
ting
ques
tions
of s
elf
Teac
hing
Foc
us:
Ask
ques
tions
of s
elf b
y ac
cess
ing
prio
r kno
wle
dge
or c
larif
ying
ove
rall
unde
rsta
ndin
gs w
hile
read
ing
Page
s 15
–end
Sum
mar
izin
g/Sy
nthe
sizi
ng
Com
pare
and
con
trast
Teac
hing
Foc
us:
Com
pare
and
con
trast
in
form
atio
n in
text
s to
gai
n un
ders
tand
ings
to
deep
en u
nder
stan
ding
• W
ord
Stud
y: P
lura
ls•
Voc
abul
ary:
Mul
tiple
mea
ning
s•
Writ
ing:
Com
mun
icat
ing
info
rmat
ion
effe
ctiv
ely
OW
hale
sNo
nfict
ion:
Rep
ort
Cont
ents
pag
e to
pag
e 13
Com
preh
ensi
on M
onito
ring
M
etac
ogni
tion
Teac
hing
Foc
us:
Activ
ely
enga
ge in
read
ing
by
reco
gnizi
ng a
nd a
ttend
ing
to th
ough
pro
cess
es
that
occ
ur b
efor
e, d
urin
g an
d af
ter r
eadi
ng
(pre
dict
ing,
mon
itorin
g fo
r and
repa
iring
m
eani
ng lo
ss, q
uest
ioni
ng, i
nfer
ring,
vis
ualiz
ing,
sy
nthe
sizin
g)
Page
s 14
–21
Sum
mar
izin
g/Sy
nthe
sizi
ng
Text
feat
ures
Teac
hing
Foc
us:
Inte
rpre
t inf
orm
atio
n in
text
to
form
new
und
erst
andi
ngs:
in fi
ctio
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d in
terp
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nfor
mat
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gain
ed fr
om p
lot,
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non
fictio
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d in
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gain
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om g
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s,
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tabl
es
• W
ord
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ffixe
s•
Voc
abul
ary:
phy
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l•
Writ
ing:
Des
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OM
ario
’s M
ayan
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rney
Fict
ion:
Fan
tasy
Auth
or’s
Note
– H
e tri
ed to
cat
ch a
glim
pse
Sum
mar
izin
g/Sy
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sizi
ng
Sum
mar
izing
fict
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Teac
hing
Foc
us:
Sum
mar
ize fi
ctio
n te
xt b
y id
entif
ying
impo
rtant
det
ails
(plo
t ide
as, s
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of e
vent
s, c
hara
cter
trai
ts, a
nd o
ther
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rmat
ion)
an
d sy
nthe
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to c
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ent u
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alyz
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• W
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uffix
–in
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abul
ary:
For
eign
wor
ds•
Writ
ing:
Pla
nnin
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PA
Pony
Nam
ed
Shaw
ney
Fict
ion:
Rea
listic
Fic
tion
Page
s 1–
21M
akin
g Co
nnec
tions
Te
xt to
wor
ldTe
achi
ng F
ocus
: Ac
tivat
e un
ders
tand
ings
gai
ned
from
sou
rces
oth
er th
an p
erso
nal e
xper
ienc
e to
mak
e te
xt-to
-wor
ld c
onne
ctio
ns to
dee
pen
unde
rsta
ndin
g of
text
Page
s 22
–40
Com
preh
ensi
on M
onito
ring
M
etac
ogni
tion
Teac
hing
Foc
us:
Activ
ely
enga
ge in
read
ing
by
reco
gnizi
ng a
nd a
ttend
ing
to th
ough
pro
cess
es
that
occ
ur b
efor
e, d
urin
g an
d af
ter r
eadi
ng
(pre
dict
ing,
mon
itorin
g fo
r and
repa
iring
m
eani
ng lo
ss, q
uest
ioni
ng, i
nfer
ring,
vis
ualiz
ing,
sy
nthe
sizin
g)
• P
rint C
once
pts:
Pun
ctua
tion
• V
ocab
ular
y: W
ords
rela
ted
to h
orse
an
d ho
rse-
ridin
g•
Writ
ing:
Let
ter w
ritin
g
grade 2 Backmatter p169-266_2C.indd 194 9/3/09 3:22:22 pm
195guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1
Sess
ion
2Ad
dit
iona
l Ins
truc
tion
PNo
Way
, Win
ky B
lue!
Fict
ion:
Rea
listic
Fic
tion
Page
s 1–
28M
akin
g Co
nnec
tions
Te
xt to
sel
fTe
achi
ng F
ocus
: Li
nk to
per
sona
l exp
erie
nce
to
cons
truct
mea
ning
and
dee
pen
unde
rsta
ndin
g
Page
s 29
–56
Dete
rmin
ing
Impo
rtanc
e
Poin
t of v
iew
Teac
hing
Foc
us:
Unde
rsta
nd d
iffer
ent p
oint
s of
vie
w o
r mak
e ju
dgm
ents
abo
ut a
rang
e of
ch
arac
ters
in fi
ctio
n
• W
ord
Stud
y: S
uffix
–fu
l•
Voc
abul
ary:
Viv
id v
erbs
• W
ritin
g: P
lann
ing
PHo
w to
Gro
w C
ryst
als
Nonfi
ctio
n: P
roce
dure
Cont
ents
pag
e to
pag
e 15
Sum
mar
izin
g/Sy
nthe
sizi
ng
Com
pare
and
con
trast
Teac
hing
Foc
us:
Com
pare
and
con
trast
in
form
atio
n in
text
s to
gai
n ne
w u
nder
stan
ding
s to
de
epen
und
erst
andi
ng
Page
s 16
–24
Text
Stru
ctur
e
Nonfi
ctio
n: te
xt s
truct
ures
Teac
hing
Foc
us:
Use
nonfi
ctio
n te
xt s
truct
ures
(c
hron
olog
y, c
ause
and
effe
ct, p
oint
of v
iew
, in
tent
) to
pred
ict,
cons
truct
mea
ning
, and
dee
pen
unde
rsta
ndin
g
• W
ord
Stud
y: S
uffix
-ize
• V
ocab
ular
y: M
ultip
le-m
eani
ng
wor
ds•
Writ
ing:
Ste
p-by
-ste
p di
rect
ions
grade 2 Backmatter p169-266_2C.indd 195 9/3/09 3:22:22 pm
196
B o o k s h o p R e a d i n g T e a c h e R ’ s g u i d e
Grade 2 Small Group Guided Instructional Reading–Text Cards Pacing Chart/Scope & Sequence
How to Use This ChartThe Guided Instructional Reading–Text Cards Pacing Chart/Scope & Sequence presents a sequenced list
(simple to more complex text gradient) containing each of the 28 Grade 2 InfoPairs nonfiction leveled text cards.
The specific teaching focus for each of the three lesson plan sessions is catalogued under the card num-ber, title, genre, and text type. Focuses have been assigned in a systematic manner, resulting in an effective sequence of instruction in the nonfiction genre for small group guided instructional reading. In addition, topics for vocabulary and word work are indicated in Sessions 2 and 3.
Use this chart as a quick reference for order of difficulty, text types, teaching focuses, and specific text cards at each reading level, and as a guide to instructional options for each individual student. To find InfoPairs text cards sorted by teaching focus or global comprehension strategy, refer to the Small Group Guided Reading Instructional Focus Chart.
Level Session 1 Session 2 Session 3F Card 1A: How to Make Scrambled Eggs
Nonfiction: ProcedureTeaching Focus: Stop, reread, and use all sources of information (meaning, syntax, words) to regain meaning when reading doesn’t make sense
Card 1B: Sound Waves: How Dolphins EcholocateNonfiction: ExplanationTeaching Focus: Interpret more complex charts and diagrams to draw personal conclusionsVocabulary: echolocate
Cards 1A and 1BTeaching Focus: Isolate relevant knowledge from other texts and link with specific information in text to construct deeper understanding of textVocabulary: scrambled, unscramble
F Card 2A: Sam’s Hockey Time LineNonfiction: Recount MemoirTeaching Focus: Use sequence to construct meaning and deepen understanding
Card 2B: Technology for Senior CitizensNonfiction: ReportTeaching Focus: Articulate personal conclusions and compare and contrast them with the author’s message to determine their own and/or the author’s point of viewPhonics: Sound, Read, and Check: knew
Cards 2A and 2BTeaching Focus: Use past experience and prior knowledge to compare and contrast informationVocabulary: artificial, system, senior citizen
G Card 3A: Let’s Look at DensityNonfiction: ProcedureTeaching Focus: Use text features, such as title, contents, or headings, to predict, construct meaning, and read for specific purposes
Card 3B: Be a Density DetectiveNonfiction: ProcedureTeaching Focus: Use sections of text to explain and justify inferencesPhonics: Sound, Read, and Check: greater
Cards 3A and 3BTeaching Focus: Link information gained from more than one text to generate new understandingsVocabulary: artificially
G Card 4A: An Iguana Goes to the VetNonfiction: ReportTeaching Focus: Use knowledge of how the world works, illustrations, and text to draw personal conclusions
Card 4B: Jerome’s Dog-Walking BusinessNonfiction: ExplanationTeaching Focus: Identify the author’s message, purpose, or biasPhonics: Sound, Read, and Check: employee
Cards 4A and 4BTeaching Focus: Isolate relevant knowledge from other texts and link with specific message/information from text to construct deeper understanding of textVocabulary: symptoms, diagnosis, treatment
H Card 5A: The River Otter’s HomeNonfiction: ReportTeaching Focus: Isolate relevant images from personal experience or knowledge that link to descriptive language in text to deepen understanding of complex concepts
Card 5B: The Spotted Owl’s ForestNonfiction: ReportTeaching Focus: Formulate personal responses to the author’s message, purpose, or bias based on prior knowledge or personal experiencePhonics: Sound, Read, and Check: endangered
Cards 5A and 5BTeaching Focus: Isolate relevant knowledge from other texts and link to specific message/information from text to construct deeper understanding of textVocabulary: habitat
I Card 6A: Counting to 10 With Roman NumeralsNonfiction: ProcedureTeaching Focus: Think about cover information, text type, story line, topic, and nonfiction text features to form, confirm, or adjust predictions
Card 6B: HieroglyphicsNonfiction: ReportTeaching Focus: Articulate the global message of the text with supporting details using headings, labels, diagrams, and factsPhonics: Sound, Read, and Check: characters
Cards 6A and 6BTeaching Focus: Effectively integrate illustrations, charts, diagrams, labels, and so on in order to gain text messageVocabulary: ancient
I Card 7A: The 1962 Great Atlantic StormNonfiction: ReportTeaching Focus: Identify main idea by determining what is important in text
Card 7B: Protecting Delaware BeachesNonfiction: ExplanationTeaching Focus: Use problem and solution, sequence, and cause and effect to construct meaning and deepen understandingPhonics: Sound, Read, and Check: rebuilding
Cards 7A and 7BTeaching Focus: Link information gained from more than one text to generate new understandingsVocabulary: sand dunes
Bookshop Grade 2 Guided Instructional Reading – Text Cards Pacing Chart / Scope & Sequence
1 Tabs at the top of each page clearly indicate the contents of each column of the chart.
2 The reading level of each pair of text cards appears in the first column. Text cards are ordered from easy to hard.
3 Each text card is accompanied by its number, title, genre, and text type in Columns 2 and 3.
4 There is a different specific teaching focus for each session of the guided instructional reading lesson plan.
5 The Session 3 focus is for cross-text instruction using both cards.
6 Topics for phonics and vocabulary are noted.
1
2
4
3
5
6
grade 2 Backmatter p169-266_2C.indd 196 9/3/09 3:22:23 pm
197notes
n o T e s
grade 2 Backmatter p169-266_2C.indd 197 9/3/09 3:22:24 pm
198 bookshop Reading gRade 2
Level Session 1 Session 2 Session 3F Card 1A: How to Make Scrambled Eggs
Nonfiction: ProcedureTeaching Focus: Stop, reread, and use all sources of information (meaning, syntax, words) to regain meaning when reading doesn’t make sense
Card 1B: Sound Waves: How Dolphins EcholocateNonfiction: ExplanationTeaching Focus: Interpret more complex charts and diagrams to draw personal conclusionsVocabulary: echolocate
Cards 1A and 1BTeaching Focus: Isolate relevant knowledge from other texts and link with specific information in text to construct deeper understanding of textVocabulary: scrambled, unscramble
F Card 2A: Sam’s Hockey Time LineNonfiction: Recount MemoirTeaching Focus: Use sequence to construct meaning and deepen understanding
Card 2B: Technology for Senior CitizensNonfiction: ReportTeaching Focus: Articulate personal conclusions and compare and contrast them with the author’s message to determine their own and/or the author’s point of viewPhonics: Sound, Read, and Check: knew
Cards 2A and 2BTeaching Focus: Use past experience and prior knowledge to compare and contrast informationVocabulary: artificial, system, senior citizen
G Card 3A: Let’s Look at DensityNonfiction: ProcedureTeaching Focus: Use text features, such as title, contents, or headings, to predict, construct meaning, and read for specific purposes
Card 3B: Be a Density DetectiveNonfiction: ProcedureTeaching Focus: Use sections of text to explain and justify inferencesPhonics: Sound, Read, and Check: greater
Cards 3A and 3BTeaching Focus: Link information gained from more than one text to generate new understandingsVocabulary: artificially
G Card 4A: An Iguana Goes to the VetNonfiction: ReportTeaching Focus: Use knowledge of how the world works, illustrations, and text to draw personal conclusions
Card 4B: Jerome’s Dog-Walking BusinessNonfiction: ExplanationTeaching Focus: Identify the author’s message, purpose, or biasPhonics: Sound, Read, and Check: employee
Cards 4A and 4BTeaching Focus: Isolate relevant knowledge from other texts and link with specific message/information from text to construct deeper understanding of textVocabulary: symptoms, diagnosis, treatment
H Card 5A: The River Otter’s HomeNonfiction: ReportTeaching Focus: Isolate relevant images from personal experience or knowledge that link to descriptive language in text to deepen understanding of complex concepts
Card 5B: The Spotted Owl’s ForestNonfiction: ReportTeaching Focus: Formulate personal responses to the author’s message, purpose, or bias based on prior knowledge or personal experiencePhonics: Sound, Read, and Check: endangered
Cards 5A and 5BTeaching Focus: Isolate relevant knowledge from other texts and link to specific message/information from text to construct deeper understanding of textVocabulary: habitat
I Card 6A: Counting to 10 With Roman NumeralsNonfiction: ProcedureTeaching Focus: Think about cover information, text type, story line, topic, and nonfiction text features to form, confirm, or adjust predictions
Card 6B: HieroglyphicsNonfiction: ReportTeaching Focus: Articulate the global message of the text with supporting details using headings, labels, diagrams, and factsPhonics: Sound, Read, and Check: characters
Cards 6A and 6BTeaching Focus: Effectively integrate illustrations, charts, diagrams, labels, and so on in order to gain text messageVocabulary: ancient
I Card 7A: The 1962 Great Atlantic StormNonfiction: ReportTeaching Focus: Identify main idea by determining what is important in text
Card 7B: Protecting Delaware BeachesNonfiction: ExplanationTeaching Focus: Use problem and solution, sequence, and cause and effect to construct meaning and deepen understandingPhonics: Sound, Read, and Check: rebuilding
Cards 7A and 7BTeaching Focus: Link information gained from more than one text to generate new understandingsVocabulary: sand dunes
Bookshop Grade 2 Guided Instructional Reading – Text Cards Pacing Chart / Scope & Sequence
grade 2 Backmatter p169-266_2C.indd 198 9/3/09 3:22:24 pm
199guided instructional Reading–Text Cards Pacing Chart/Scope & Sequence
Bookshop Grade 2 Guided Instructional Reading – Text Cards Pacing Chart / Scope & Sequence (cont.)
Level Session 1 Session 2 Session 3J Card 8A: A Leap Year Birthday
Nonfiction: ExplanationTeaching Focus: Isolate relevant knowledge of the world/information sources and link to a specific message or information from text to construct deeper understanding of text
Card 8B: A Chinese New YearNonfiction: TransactionalTeaching Focus: Skim text to isolate relevant text passages and further information as answers to personal questionsPhonics: Sound, Read, and Check: celebration
Cards 8A and 8BTeaching Focus: Isolate relevant knowledge from other texts and link with the specific message or information from text to construct deeper understanding of textVocabulary: homeland, fireworks
J Card 9A: Electric Cars for Sale!Nonfiction: TransactionalTeaching Focus: Reveal understandings that are interpretive rather than literal in discussion of texts
Card 9B: The Big Green BusNonfiction: ReportTeaching Focus: Formulate personal responses to the author’s message, purpose, or bias based on prior knowledge or personal experiencePhonics: Sound, Read, and Check: environment
Cards 9A and 9BTeaching Focus: Compare and contrast information presented in texts to gain new or deeper understandingVocabulary: vehicle, fuel
K Card 10A: The PioneersNonfiction: ReportTeaching Focus: Identify cause-and-effect relationships implied in text
Card 10B: Do Cities Harm the Environment?Nonfiction: TransactionalTeaching Focus: Provide critical judgments to formulate personal responsesPhonics: Sound, Read, and Check: hybrid
Cards 10A and 10BTeaching Focus: Isolate relevant prior knowledge and personal experience and link with specific message/information from text to construct deeper understanding of textVocabulary: public transportation, hybrid-electric
L Card 11A: Firefly FactsNonfiction: ReportTeaching Focus: Preview text to activate and connect to prior knowledge to make predictions prior to and/or during reading
Card 11B: My Bug JournalNonfiction: TransactionalTeaching Focus: Link to personal experience to construct meaning and deepen understandingPhonics: Sound, Read, and Check: bumblebee
Cards 11A and 11BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsVocabulary: insect, larvae
M Card 12A: The Right to PrivacyNonfiction: ExplanationTeaching Focus: Identify the main idea by determining what is important in text
Card 12B: Trial by JuryNonfiction: TransactionalTeaching Focus: Generate questions of texts and read with a clear focus to identify answers (explicit or implicit) in textPhonics: Sound, Read, and Check: lawyer
Cards 12A and 12BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningVocabulary: right (noun)
M Card 13A: The Floating TrainNonfiction: ReportTeaching Focus: Use nonfiction text structures to predict, construct meaning, and deepen understanding
Card 13B: Finding Your WayNonfiction: ExplanationTeaching Focus: Combine context with relevant prior knowledge to create personal meaning from textPhonics: Sound, Read, and Check: explorer
Cards 13A and 13BTeaching Focus: Interpret more complex charts and diagrams in nonfiction and link ideas and understandings presented in different formatsVocabulary: repel
N Card 14A: Chardonnay Houlette: Washin’ for the WearyNonfiction: ReportTeaching Focus: Make critical judgments as part of personal responses when establishing individual points of view
Card 14B: Craig Kielburger: Free the ChildrenNonfiction: ReportTeaching Focus: Identify intent, bias, purpose, or other authorial devices and critically evaluate their influence on the readerPhonics: Sound, Read, and Check: volunteer
Cards 14A and 14BTeaching Focus: Link features of text to knowledge of texts to deepen understandingVocabulary: comfortable, miserable
grade 2 Backmatter p169-266_2C.indd 199 9/3/09 3:22:25 pm
