Second Grade Reading Pacing Guide - … · Second Grade Reading Pacing Guide Revised: June 2015! Waynesboro Public Schools 301 Pine Avenue Waynesboro, Virginia 22980 ... The 2010

Second Grade Reading Pacing Guide Revised: June 2015

Waynesboro Public Schools

301 Pine Avenue Waynesboro, Virginia 22980

www.waynesboro.k12.va.us

Important Pacing Guide Information:

This pacing guide represents Waynesboro Public School’s curriculum, based on the 2010 Virginia English Standards of Learning for Virginia Public Schools found in the State Curriculum Framework. Pacing guides are always a work in progress. Please keep notes regarding your experiences with the pacing guides and associated assessments. This information will be used to improve the pacing guides over time. Any information found within [brackets] is listed as a part of the SOL but is not explicitly taught or assessed during the unit.

The purpose of a pacing guide is

• for curriculum alignment with the Standards of Learning (SOL). • so that teachers may make decisions about movement. • to assist with the transient population of students within Waynesboro to ensure their needs are being met. • to connect instruction vertically. • for cross curricular alignment with other content areas during the same time/similar frames.

There are many different components to daily and weekly reading instruction.

Whole Group Reading

• Provides universal exposure of oral language and reading Standards of Learning (SOL) to all students, regardless of reading ability

• Utilizes the reading pacing guide to determine a focus for instruction for all students

Small Group Reading

• Reading instruction, utilizing leveled readers or level appropriate text, should be provided at the students’ instructional level.

• Skills taught during whole group reading time should be reinforced at the students’ reading level using appropriately leveled materials.

• For those students that are below level, instruction should include areas in need of improvement for each child/group based on intervention skills and grade level SOL skills.

• Weaknesses identified by PALS should be addressed during small group reading. • If reading novels with groups of students during small group instruction, please note that in some weeks, at some grade

levels, the focus for instruction may shift to a different type of text (from fiction to nonfiction), please continue to have students read the novels, but also provide opportunities to practice the skills learned during whole group instruction during small group time.

PALS identified student should receive 2 ½ hours of extra support each week in addition to whole group and small group reading instruction provided by the classroom teacher.

The Houghton Mifflin Reading Program is Waynesboro Public Schools’ core reading program. The Houghton Mifflin anthology is the primary resource for whole group reading instruction and should be used for universal exposure of content for all students. Teachers may determine if supplemental materials are needed to adequately instruct the Standards of Learning ,after Houghton Mifflin materials have been used, for each unit/week during whole group reading. These materials should be used along with the Houghton Mifflin anthology, not in replacement of the anthology. Teachers may determine how much time will be spent using primary and supplementary reading materials. Houghton Mifflin leveled readers should be used during small group instruction, but may be supplemented with other leveled resources as needed. Teachers may also determine how much time will be spent using primary (Houghton Mifflin) and supplementary reading materials.

The 2010 English Standards of Learning Curriculum Framework is a companion document to the 2010 English Standards of Learning and amplifies the English Standards of Learning by defining the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater specificity the content that all teachers should teach and all students should learn. Each topic in the English Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each standard. The Curriculum Framework is divided into three columns: Understanding the Standard; Essential Understandings; and Essential Knowledge, Skills and Processes. The purpose of each column is explained below.

Understanding the Standard This section includes background information for the teacher. It contains content that may extend the teachers’ knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources that will help teachers plan lessons focusing on the standard. Essential Understandings This section delineates the key concepts and ideas that all students should grasp to demonstrate an understanding of the Standards of Learning. These essential understandings are presented to facilitate teacher planning. Essential Knowledge, Skills, and Processes Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to identify the key knowledge, skills, and processes that define the standard.

The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge, skills, and processes from Standards of Learning presented in previous grades as they build expertise in English.

Overview

Strand: Oral Language

At the second-grade level, students will engage in a variety of oral activities to develop an understanding of language structure and enhance their ability to communicate effectively. They will listen and speak in discussions and presentations that expand their vocabularies, increase their background knowledge, and enhance both their reading and writing skills.

Strand: Reading

At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students will understand and enjoy books that are considerably longer and more complex in plot, syntax, and structure. Students will read and reread to build fluency, which provides the bridge between word recognition and comprehension. Fluent readers are able to make connections among the ideas in the text and between the text and their background knowledge. Students will learn and apply the comprehension strategies of identifying main ideas, making and confirming predictions, and formulating questions about what they are learning across the curricula. Students will also use their knowledge of alphabetical order to locate information.

Resources: VDOE Videos

In this set of video vignettes, Virginia elementary teachers demonstrate vocabulary and comprehension strategies that can be used in elementary classrooms to promote students’ vocabulary development and comprehension skills. Each of the strategies presented is taken from the Enhanced Scope and Sequence for English Standards of Learning. The strategies and activities presented in the vignettes may be adapted and used with students at all grade levels. (The videos on this page link to Flash files which require the Adobe Flash Player plug-in. Download the free player.) http://www.doe.virginia.gov/instruction/english/elementary/reading/reading_vocabulary_strategies.shtml

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Second Grade SOL Progression Chart

WEEKS 2.1

ORAL LANGUAGE: STRUCTURE

2.2 ORAL LANGUAGE: WORD MEANING

2.3 ORAL LANGUAGE: COMMUNICATION

2.4 ORAL LANGUAGE: SPEECH SOUNDS

2.5 PHONETIC PRINCIPLES

2.6 VOCABULARY

2.7 VOCABULARY

2.8 FICTION

2.9 NONFICTION

2.10 REFERENCE MATERIALS

ALL YEAR D J H A Back to School-‐ 1 A A B A

1-‐2 A B C A E B C A A E F H B 3 B D D C A B E B C C D A C E F G A C D E F C 4-‐5 D E A B A C C D E B A B D A B C E A 6-‐8 C E A B C E B A E A B F A B C D 9-‐10 D E B D B E H I A B D E F 11-‐12 B D E F B C A C A B C D E F A B C D 13-‐14 A B C A A B C D A B D A B D C 15-‐17 C D E B D B E F G A B C D 18-‐19 D C D E C A B C B A F H 20-‐21 D A B C D B B A I A C D A B C D 22-‐26 C E A B C D B A B C C D A B D E F G A B C D 27-‐28 D C C A B C C D I B D E F C D 29-‐30 D C E C D E C B B E F H B E F A B C D 31-‐32 C D E F A A C D E F G H I A B C D 33-‐34 B C D E A B C B F A B C 35-‐38 B E A B C C D E

NOTE: Practice book pages match the SKILL being taught in each “unit”. Sometimes, practice book pages from a different story are referenced as a resource.

Houghton-Mifflin Theme Skills pages have been listed as a possible resource for your grade level to make decisions about as a team. Your team may decide that the portions of the test that are listed are not a direct match with the SOL or that the questions may be rewritten to be a more precise match with the Standards of Learning or the instruction that has occurred in second grade.

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There are reader’s theater scripts listed for several stories. The links to these scripts have been updated, but we urge you to go to the websites and print these scripts, as we will be unable to ensure their availability in the future. The following Houghton-Mifflin stories were not used in this pacing guide. However, your grade level may decide to use these materials as a supplemental resource throughout the school year.

• China Town • Jamaica Louse James • Brothers and Sisters • Carousel • Art Lesson • Great Ball Game

The following resources may be used to assist with planning for instruction throughout the school year:

http://www.vickymoore2.com/houghton.cfm Multiple Choice Test options for each story

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=5812&catfilter=382#showDoc Multiple Activities for each theme

http://www.sbusd.org/Page/1746 Additional activities – syllabication, sequence of stories, etc.

http://www.quia.com/pages/newsfrom2.html Computer games or Smartboard Activities

http://www.cajon.k12.ca.us/educational_services/resources/teacher_resources.shtml story summaries for fluency and repeated readings

http://www.sanjacinto.k12.ca.us/parkhill/croxton/index_files/page0004.htm Activities to support phonics readers

http://www.sanjacinto.k12.ca.us/parkhill/croxton/index_files/page0002.htm Activities to support HM stories

http://www.sbusd.org/Page/1746 Links for multiple activities to support HM stories

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SOLs: ALL YEAR 2.6 d; 2.8 j; 2.9 h; 2.10 a 2.6 The student will use semantic clues and syntax to expand vocabulary when reading.

d) Reread and self-correct. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)

ESSENTIAL UNDERSTANDINGS All students should:

ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to:

• The intent of this standard is that students will use information from the story and their knowledge of semantic clues and syntax to expand vocabulary when reading.

• understand that they will use a variety of strategies to read unfamiliar words.

• use phonetic strategies, semantic clues, and syntax to reread and self-correct.

• reread to clarify meaning.

2.8 The student will read and demonstrate comprehension of fictional texts. j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.

UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)



• The intent of this standard is that students will continue to develop and demonstrate comprehension skills by reading a variety of fictional texts.

• To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): ° independent level – 98-100% accuracy, or about

two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong.

° instructional level – 90-97% accuracy, or three to ten words of every 100 words misread; student reads with modest accuracy and variable fluency and comprehension should be closely monitored.

° frustration level – less than 90% accuracy, or more than ten of every 100 words misread; student reads with neither accuracy nor fluency, and therefore his or her comprehension will be affected.

• Prosody refers to the rhythmic and intonational aspect of language, which should be noticeable during oral

• practice reading and rereading text that is on their independent reading level to develop accuracy, fluency, and prosody.

• pause at commas and periods during oral reading.

• apply phonics, meaning clues, and language structure to decode words and increase fluency.

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reading. Prosody contributes to reading fluency and comprehension.

• The table below presents the results of research on oral reading fluency rates for students at the 90th, 75th and 50th percentiles throughout the school year. These rates are reported as words correct per minute (WCPM) for second-grade students reading second-grade text:

Percentile

Fall WCPM

Midyear

WCPM

Spring WCPM

90 106 125 142

75 79 100 117

50 51 72 89

Hasbrouck, J.E., & Tindal, G.A. (2006)

• When fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.*

2.9 The student will read and demonstrate comprehension of nonfiction texts. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.




• Fluency develops as students have many opportunities to practice reading at their independent reading level.

• reread as necessary to confirm and self-correct for word accuracy and comprehension.

2.10 The student will demonstrate comprehension of information in reference materials. a) Use table of contents.




• The intent of this standard is that students will use available reference materials to locate information.

• understand how to locate information in simple reference

• locate titles and page numbers, using a table of contents.

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materials. • use a table of contents to locate information in content-area books.

PRIMARY Resources and Activities

HOUGHTON MIFFLIN Resources and Activities

SUPPLEMENTAL Resources and Activities

NOTE: SOL 2.6 states that students should use semantic clues to reread and self-correct. For example, when reading a story about cats, good readers develop the expectation that it will contain words associated with cats, such as tail, purr, and whiskers. Sentence context clues are more specific. In the sentence "My cat likes to _____," given the sentence context and what most of us know about cats, words like play, jump, and scratch seem reasonable. (From http://www.eduplace.com/rdg/res/teach/rec.html)

NOTE: SOL 2.10 a states that students will use a table of contents. This SOL has been included as an all year SOL as this is a task that should be done multiple times throughout the week with varying texts from different subject areas.

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Introduction and Review Back to School Week SOLs: 2.4 a; 2.5 a, b; 2.10 a 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.

a) Count phonemes (sounds) within one-syllable words. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)



• Explicit, step by step, instruction is engaging and allows students to consciously reflect on and manipulate sounds.

• Through songs, poems, stories, and word play, students will count phonemes, create rhyming words, segment, substitute and blend sounds to make words.

• understand that spoken words are made up of individual phonemes, which can be manipulated to make new words.

• count phonemes in one-syllable words (e.g., man has three phonemes /m/-/a/-/n/, chop has three phonemes /ch/-/o/-/p/, and drop has four phonemes /d/-/r/-/o/-/p/).

2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short vowel patterns to decode and spell words.




• The intent of this standard is that students will continue to learn and apply their phonetic skills to decode and spell words.

• understand the need to apply phonetic strategies to decode and spell words.

• apply knowledge of consonants and consonant blends to decode and spell words.

• apply knowledge of consonant digraphs (sh, wh, ch, th) to decode and spell words.

• apply knowledge of consonant-vowel patterns, such as CV (e.g., go) and VC (e.g. in) to decode and spell words






• understand how to locate information in simple reference materials.





Teacher Read Aloud: The Sandwich Practice Book Pages: Back to School Theme: 2-18

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Fiction: Story Structure Weeks 1-2 SOLs: 2.1 a; 2.3 b, c; 2.4 a, e; 2.5 b; 2.6 c; 2.7 a; 2.8 a, e, f, h; 2.10 b 2.1 The student will demonstrate an understanding of oral language structure.

a) Create oral stories to share with others. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)



• Teachers will provide opportunities for students to use their knowledge of sentence structure, verb tenses, and vocabulary to create oral stories that have a beginning, middle, and end.

• participate in group activities by creating oral stories using complex sentences and appropriate verb tenses.

• use the story structure of beginning, middle, and end to tell a story of an experience.

• maintain and manipulate voice, such as pausing, tempo, and pitch, to convey mood.

2.3 The student will use oral communication skills. b) Share stories or information orally with an audience. c) Participate as a contributor and leader in a group.




• The intent of this standard is that students will use oral language skills to respond appropriately in group situations.

• Students will learn to retell information as they continue to share stories.

• Teachers should provide opportunities for students to learn the dynamics and roles of working in small groups.

• understand that oral communication can be used for a variety of purposes.

• participate in group activities by sharing stories or information and by following and giving directions.

• share and retell an experience or story to an audience in a logical order, with appropriate facts, and descriptive details.

• engage in taking turns in conversations by: ° making certain all group members have

an opportunity to contribute; ° listening attentively by making eye

contact while facing the speaker; and ° eliciting information or opinions from

others. 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.

a) Count phonemes (sounds) within one-syllable words. e) Blend and segment multisyllabic words at the syllable level.








• manipulate sounds in words to form new or nonsense words.

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2.5 The student will use phonetic strategies when reading and spelling. b) Use knowledge of short vowel patterns to decode and spell words.






• apply knowledge of consonant-vowel patterns, such as CV (e.g., go), VC (e.g. in), and CVC (e.g., pin) to decode and spell words

2.6 The student will use semantic clues and syntax to expand vocabulary when reading. c) Use knowledge of story structure and sequence.






• use story structure, titles, and pictures to check for meaning.

2.7 The student will expand vocabulary when reading. a) Use knowledge of homophones.




• Homophones are words that are pronounced the same and have different meanings regardless of their spelling (e.g., principle/ principal, prince/prints).

• understand that their knowledge of homophones, prefixes, suffixes, synonyms, and antonyms can help them read unfamiliar words.

• use knowledge of homophones (e.g., such as pair and pear).

2.8 The student will read and demonstrate comprehension of fictional texts. a) Count phonemes (sounds) within one-syllable words. e) Describe characters, setting, and important events in fiction. f) Identify the problem and solution. h) Summarize stories and events with beginning, middle, and end in the correct sequence.





• understand that comprehension requires making, confirming and revising predictions.

• understand that they must attend to the details of the text in order to comprehend.

• use information from illustrations and words to demonstrate comprehension of characters, settings, and plots.

• identify the problems and solutions in stories.

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• Students will demonstrate comprehension of story elements in fiction by identifying the characters, setting, and main idea.

• Teachers should provide opportunities for students to respond in writing to what is read.

• begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence.

• organize information, using graphic organizers (e.g., story map, sequence of events).

• describe the structure of a story (e.g., beginning introduces the story, ending concludes the action).

• apply knowledge of story structure to predict what will happen next (e.g., beginning/middle/end, problem/solution).

2.10 The student will demonstrate comprehension of information in reference materials. b) Use [pictures, captions, and] charts.






• interpret information presented in bar graphs, charts, and pictographs.




Theme 1 : Dragon Gets By

Practice Book Pages: Short Vowels (a, i): 21, 25, 31, 34, 35 Vocabulary: 22, 23 Comprehension: 24, 27, 28, 29 Homophones: 32

Theme Skills Test Resources:

Theme 1: A- Short a, i Theme 1: E- Story Structure

Phonics Readers Dragon Gets By Readers’ Theater Script

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Story Structure: Events Weeks 2-3 SOLs: 2.1b, d; 2.2 d; 2.3 c; 2.4 a, b, e; 2.5 b; 2.6 c; 2.7 c, d; 2.8 a, c, e, f, g; 2.9 a, c, d, e, f; 2.10 c 2.1 The student will demonstrate an understanding of oral language structure.

b) Create and participate in oral dramatic activities. d) Use increasingly complex sentence structures in oral communication.




• The intent of this standard is that students will continue to demonstrate their growth in the use of oral language and vocabulary.



• dramatize familiar stories (e.g., plays, skits, reader’s theater).

• use more complex sentence structure with conjunctions, such as while, when, if, because, so, and but, when describing events and giving explanations.

2.2 The student will expand understanding and use of word meanings. d) Identify and use synonyms and antonyms.




• Teachers will provide opportunities for students to use antonyms, synonyms, and descriptive language to explain and clarify ideas.

• understand that specific vocabulary helps explain and clarify ideas.

• recognize when different words are being used orally to mean the same or similar things.

2.3 The student will use oral communication skills. c) Participate as a contributor and leader in a group.








• participate in a range of collaborative discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, small-group, teacher led).

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2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. a) Count phonemes (sounds) within one-syllable words. b) Blend sounds to make one-syllable words. e) Blend and segment multisyllabic words at the syllable level.









2.5 The student will use phonetic strategies when reading and spelling. b) Use knowledge of short and long vowel patterns to decode and spell words.






• apply knowledge of the consonant-vowel patterns, such as CVC (e.g., pin),

2.6 The student will use semantic clues and syntax to expand vocabulary when reading. c) Use knowledge of story structure and sequence.






• use diagrams to check for meaning.

2.7 The student will expand vocabulary when reading. c) Use knowledge of synonyms. d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.




• Synonyms are words with similar meanings (e.g., small, little, tiny).

• understand that their knowledge of homophones, prefixes, suffixes,

• use knowledge of synonyms when reading (e.g., small/little, happy/glad).

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• Students will also develop vocabulary by discussing meanings of words and by listening and reading a variety of text across the content areas.

synonyms, and antonyms can help them read unfamiliar words.

• supply synonyms for a given word. • discuss meanings of words and develop

vocabulary (e.g., closely related adjectives such as slender, thin, scrawny; closely related verbs such as look, peek, glance).

2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. c) Ask and answer questions about what is read. e) Describe important events in fiction. f) Identify the problem and solution. g) Identify the main idea.





• The main idea is the most important idea from the paragraph or story.




• identify the problems and solutions in stories. • describe the important events of a story. • use information from illustrations and words to

demonstrate comprehension of plots. • describe how characters in a story respond to

key events. • ask and answer simple who, what, when,

where, why, and how questions to demonstrate understanding of main details and events in text.

• determine the main idea or theme of paragraphs or stories.


2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions.




• Students will continue to respond in writing to what is read.

• The main idea is the most important idea from

• demonstrate comprehension of nonfiction. • understand that comprehension requires

making, confirming and revising

• explain how illustrations, images, and charts contribute to and clarify text

• identify the sequence of steps in functional text

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the paragraph or story. predictions. • understand that they must attend to the

details of the text in order to comprehend.

such as recipes or other sets of directions.

2.10 The student will demonstrate comprehension of information in reference materials. c) Use [dictionaries,] glossaries, [and indices.]






• use glossaries to locate information.




Theme 1 : Julius Theme 1 : Social Studies Link - It’s Easy to be Polite (Functional Text)

NOTE: SOL 2.9 (nonfiction) is for use with the Social Studies Link.

Practice Book Pages: Short Vowels (e, o, u): 43, 47, 53, 56, 72, 93 Vocabulary: 44, 45 Comprehension: 50 Homophones: 54, 85

Theme Skills Test Resources: Theme 1: B- Short o, u, e Theme 1: E- Story Structure Theme 1: J- Synonyms (Q 6-10)

Phonics Readers Julius Readers’ Theater Script

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Fiction: Predictions & Setting Weeks 4-5 SOLs: 2.1 d, e; 2.2 a, b; 2.3 a, c; 2.4 c, d, e; 2.5 b; 2. 6 a, b; 2.7 d; 2.8 a, b, c, e; 2.10 a 2.1 The student will demonstrate an understanding of oral language structure.

d) Use increasingly complex sentence structures in oral communication. e) Begin to self-correct errors in language use.







• speak in complete sentences when appropriate to task and situation to provide details and clarification.

• begin to self-correct errors made when communicating orally.

2.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Use words that reflect a growing range of interests and knowledge.




• Growth in oral language aids in the development of fluency, vocabulary, and comprehension.


• listen to and discuss a variety of texts. • use appropriate descriptive language to express

ideas, opinions, and feelings. 2.3 The student will use oral communication skills.

a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. c) Participate as a contributor and leader in a group.






• use proper pitch and volume. • speak clearly and distinctly. • express ideas clearly and in an organized manner.

2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. c) Segment one-syllable words into individual speech sounds (phonemes). d) Add or delete phonemes (sounds) to make words. e) Blend and segment multisyllabic words at the syllable level.




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• Phonemes are the smallest units of sound in language (e.g., man has three phonemes /m/-/a/-/n/).


• isolate and manipulate phonemes. • manipulate sounds in words to form new or

nonsense words. 2.5 The student will use phonetic strategies when reading and spelling.

b) Use knowledge of short and long vowel patterns to decode and spell words. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)





• apply knowledge of the consonant-vowel patterns, CVCE (e.g., take)

2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure.






• use meaning clues to support decoding. • use surrounding words in a sentence to determine

the meaning of a word. • determine which of the multiple meanings of a

word in context makes sense by using semantic clues.

• use knowledge of word order, including subject, verb, and adjectives, to check for meaning.

2.7 The student will expand vocabulary when reading. d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.







• discuss meanings of words and develop vocabulary (e.g., closely related adjectives such as slender, thin, scrawny; closely related verbs such as look, peek, glance).

• use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, notebook).

2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read.

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e) Describe characters, setting, and important events in fiction and poetry. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)



• Students will continue to learn to relate their prior knowledge to the topic of the text and use this knowledge, along with information from the text, to make and confirm predictions.




• use prior knowledge to predict information, and to interpret pictures and diagrams.

• find evidence to support predictions (e.g., return to text to locate information, support predictions, and answer questions).

• describe the setting of a story. • use information from illustrations and words to

demonstrate comprehension of setting. • ask and answer simple who, what, when, where,

why, and how questions to demonstrate understanding of main details and events in text.









• use a table of contents to locate information in content-area books.




Theme 1: Mrs. Brown Goes to Town

Practice Book Pages: Long vowels (a, i): 60, 64, 70, 73 Vocabulary: 61, 62 Comprehension: 67, 68, 69 Predictions: 63 Multiple Meaning Words; 71

Theme Skills Test Resources: Theme 1: C- Long Vowels Theme 1: D- High Frequency Words Theme 1: G- Predicting Outcomes

Phonics Readers Making Words or Word Ladders Activities

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Nonfiction: Text Features, Main Idea, & Reference Skills Weeks 6-8 SOLs: 2.2 c, e; 2.3 a, b, c; 2.4 e; 2.5 b; 2.6 a; 2.7 e; 2.9 a, b, f; 2.10 a, b, c, d 2.2 The student will expand understanding and use of word meanings.

c) Clarify and explain words and ideas orally. e) Use vocabulary from other content areas.






• ask questions to clarify or gain further information.

• use specific content area vocabulary in discussions.

2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, [to persuade, to entertain, to clarify, and to respond.] b) Share information orally with an audience. c) Participate as a contributor and leader in a group.





• Students learn to use selected vocabulary and information to match their purpose — to inform, to persuade, to entertain, to clarify, and to respond.



• participate in collaborative conversations for various purposes (e.g., to inform).

• select vocabulary and nonverbal expressions appropriate to purpose and audience.

• carry out a specific group role, such as leader, recorder, materials manager, or reporter.

• confer with small-group members about how to present information to the class.

2.5 The student will use phonetic strategies when reading and spelling. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.






• apply knowledge of the consonant-vowel patterns, such as CVC (e.g., pin), and CVCE (e.g., take), to decode and spell words.

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2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. e) Blend and segment multisyllabic words at the syllable level.








2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words.




• Semantic clues are words that provide meaning and help readers decode and comprehend a text (e.g., The bear scared me. The test was a bear.)


• use meaning clues to support decoding. • use surrounding words in a sentence to

determine the meaning of a word.

2.7 The student will expand vocabulary when reading. e) Use vocabulary from other content areas.




• The intent of this standard is that students will expand their vocabulary through an understanding of homophones, prefixes, suffixes, synonyms, and antonyms.



• use specific vocabulary from content area study to express interests and knowledge (e.g., in discussions, by summarizing, through generating and answering questions).

23

2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. f) Locate information to answer questions.




• Students will also begin to learn the skills of summarizing and skimming to locate specific information in nonfiction text.




making, confirming and revising predictions. • understand that they must attend to the details

of the text in order to comprehend.

• explain how illustrations, images, and charts (e.g., a diagram showing how a machine works) contribute to and clarify text

• locate information in texts to answer questions (e.g., use text features to locate and answer questions - headings, subheadings, bold print, charts, tables of contents).

• interpret illustrations, such as diagrams (timelines), charts, graphs to make predictions about the text.

2.10 The student will demonstrate comprehension of information in reference materials. a) Use table of contents. b) Use pictures, captions, and charts. c) Use [dictionaries,] glossaries, and indices. d) Use online resources.






• use online resources to gather information on a given topic (e.g., teacher identified Web sites and online reference materials).


• locate words in reference materials, using first, second, and third letter.

• locate entry words in indices. • use glossaries, and indices to locate key facts

or information. • interpret pictures, captions, diagrams, and

tables. • consult reference materials as needed to spell,

check spelling, and understand grade-appropriate words.

24




NOTE: This introductory non-fiction unit does not have support pieces from H.M.. It is important during this three-week unit to expose students to many different high quality nonfiction materials in order to teach about text features and the elements of nonfiction literature. Please make use of your science and social studies textbooks as a mentor text. Leveled books, from your schoolbook room, should be utilized during small group instruction. Theme 1 Wrap Up: Hippos

NOTE: William Perry does not have this resource.

Theme 1: George and Martha: The Surprise

Practice Book Pages: Vocabulary: 77, 80 Compare Stories: 78, 79 Phonics Review: 81, 93 100, 103, 108 Test Practice: 89, 90


25

Characterization Weeks 9-10 SOLs: 2.1 d; 2.4 e; 2.5 a; 2.7 d; 2.8 b, e, h, i; 2.9 a, b, d, e, f 2.1 The student will demonstrate an understanding of oral language structure.

d) Use increasingly complex sentence structures in oral communication. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)










• The intent of this standard is that students will expand understanding and use of word meanings through the use of a variety of texts that reflect the Virginia Standards of Learning for English, history and social science, science, and mathematics.


• blend and segment multisyllabic words at the syllable level.

• identify syllables in a word (e.g., students tap snowball → /snow/- /ball/, clap out the word hamburger → /ham/- /bur/-/ger/).








• apply knowledge of the consonant-vowel patterns, such as CVCE (e.g., take) to decode and spell words.





26





2.8 The student will read and demonstrate comprehension of fictional texts. b) Relate previous experiences to the main idea. e) Describe characters, setting, and important events in fiction and poetry. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text.







• describe a character’s traits, feelings, and actions as presented in a story or poem.

• describe how characters in a story respond to key events.

• organize information, using graphic organizers (e.g., venn diagram, story map, sequence of events).

2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions.






• follow the steps in a set of written directions (e.g., recipes, crafts, board games, mathematics problems, science experiments).

• interpret illustrations, such as maps, to make predictions about the text.

27




Theme 2 : Henry & Mudge Starry Night NOTE: Use a Venn Diagram to compare characters.

Theme 2 : Social Studies Link : Campfire Games (Functional Text)

Practice Book Pages: Vocabulary: 115, 116 Comprehension: 121 Characterization: 117, 122, 123 Compound Words: 125, 233

NOTE: Transparency: 2-10 (Pg 83) may be used as an activity with this unit.


Theme 2: A- Long Vowels Theme 2: G- Compare and Contrast Theme 2: J- Maps Theme 2: L- Compound Words (Q 1-3)

Phonics Readers Henry & Mudge Readers’ Theater Script See Appendix D : Characterization Graphic Organizer

28

Predictions & Connections in Nonfiction Texts Weeks 11-12 SOLs: 2.1 b; 2.2 d; 2.3 e, f; 2.4 b, c; 2.5 a; 2.7 c; 2.9 a, b, c, d, h; 2.10 a, b, c, d, e, f 2.1 The student will demonstrate an understanding of oral language structure.

b) Create and participate in oral dramatic activities. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)






2.2 The student will expand understanding and use of word meanings. d) Identify and use synonyms and antonyms.




• Teachers will provide opportunities for students to use antonyms, synonyms, and descriptive language to explain and clarify ideas.


• recognize when two or more different words are being used orally to mean contrasting or opposite things.

• use synonyms and antonyms in oral communication.

2.3 The student will use oral communication skills. e) Follow three- and four-step directions. f) Give three- and four-step directions.





• All students should • understand that oral communication can be

used for a variety of purposes. • participate in group activities by sharing stories

or information and by following and giving directions.

• follow three-step and four-step directions. • give three-step and four-step directions.

2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. b) Blend sounds to make one-syllable words. c) Segment one-syllable words into individual speech sounds (phonemes).




29

• Students orally blend phonemes (sounds) together to make a word (e.g., /m/-/a/-/n/ → man, /ch/-/o/-/p/ → chop).

• Students segment spoken words into individual sounds (e.g., man → /m/- /a/- /n/, chop → /ch/-/o/- /p/).


• blend sounds to make one-syllable words (e.g., /p/-/a/-/n/ → pan , /d/-/r/-/i/-/p/ → drip).

• segment words by saying each sound (e.g., pan → /p/-/a/-/n/, drip → /d/-/r/-/i/-/p/).

2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.




• Consonant blends are voiced (each letter is heard) combinations of two or three consonants (e.g., fl-, cl-, dr-, str).


• apply knowledge of consonant blends to decode and spell words.

2.7 The student will expand vocabulary when reading. c) Use knowledge of antonyms [and synonyms].




• Antonyms are words with opposite meanings (e.g., off/on, fast/slow).



• supply [synonyms and] antonyms for a given word.

• use knowledge of antonyms when reading (e.g., hot/cold, fast/slow, first/last).

2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions.




30

• The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.





making, confirming and revising predictions. • understand that they must attend to the


• set a purpose for reading • skim text for bold type and picture captions to

help set a purpose for reading. [Get Set to Read pages]

• use text features to make predictions (e.g., illustrations)

• use prior knowledge to predict information. • use information from the text to make and revise

predictions. • use information from a selection to confirm

predictions (e.g., return to the text to locate information, support predictions and answer questions).

• use knowledge from their own experiences to make sense of and talk about a topic, recognizing similarities between:

o personal experiences and the text; o the current text and other texts read; and o what is known about the topic and what is

discovered in the new text. • use text features to locate information and

answer questions (e.g., graphs).










• locate entry words in indices.

31

• use glossaries, and indices to locate key facts or information.

• interpret pictures, captions, diagrams, and tables.




Theme 2 : Exploring Parks with Ranger Dockett Practice Book Pages: Vocabulary: 138, 139 KWL Chart: 140 Comprehension: 144 Antonyms: 148, 179

Theme Skills Test Resources: Theme 2: C- Consonant Clusters Theme 2: G- Compare & Contrast Theme 2: K- Clusters (Q 1, 3, 5, 7, 8) Theme 2: L- Antonyms (Q 4-7)

Phonics Readers Ranger Dockett Readers’ Theater Script See Appendix B : Connections Chart

32

Connections & Context Clues in Fictional Texts Weeks 13-14 SOLs: 2.1 a; 2.2 b, c; 2.5 a; 2.6 a, b, c; 2.7 d; 2.8 a, b, d; 2.9 a, b, d; 2.10 c 2.1 The student will demonstrate an understanding of oral language structure.

a) Create oral stories to share with others. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)


ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected

to: • Teachers will provide opportunities for

students to use their knowledge of sentence structure, verb tenses, and vocabulary to create oral stories that have a beginning, middle, and end.


• add appropriate elaboration and detail while recounting or describing an event.

2.2 The student will expand understanding and use of word meanings.

b) Use words that reflect a growing range of interests and knowledge. c) Clarify and explain words and ideas orally.




to: • Growth in oral language aids in the

development of fluency, vocabulary, o and comprehension.


• use language to categorize objects, people, places, or events.

• explain the meanings of words within the context of how they are used.

2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.




to:

• Consonant digraphs are combinations of two consonants forming a new sound (e.g., sh-, wh-, ch-, th-).


• apply knowledge of consonant digraphs (sh, wh, ch, th) to decode and spell words.

2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. c) Use knowledge of story structure and sequence.




to:

33



• Syntactic (syntax) knowledge is based on familiar word order or grammar that helps readers determine meaning (e.g., students familiar with oral language would know which of the following two sentences sounds right and/or makes sense: The pitcher threw the ball or The ball threw the pitcher).


• determine which of the multiple meanings of a word in context makes sense by using semantic clues.


• use story structure, titles, pictures, and diagrams to check for meaning.









2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. b) Relate previous experiences to the main idea. d) Reread and self-correct.




to: • The intent of this standard is that students will

continue to develop and demonstrate • understand that comprehension requires

making, confirming and revising predictions. • use information from the text to make

predictions before, during and after

34

comprehension skills by reading a variety of fictional texts.


• Strategies to increase prior knowledge include building on what students already know, discussing real-life experiences, and providing vicarious experiences through reading.





reading. • use prior knowledge to predict information

and to interpret pictures. • use information from a selection to confirm

predictions (e.g., recall and/or return to the text to locate information to confirm predictions).

• find evidence to support predictions (e.g., return to text to locate information, support predictions, and answer questions).

• begin to skim for information to answer questions

• explain how illustrations and images contribute to and clarify text.

2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. d) Set purpose for reading.




to: • Students will also begin to learn the skills of

summarizing and skimming to locate specific information in nonfiction text.



making, confirming and revising predictions. • understand that they must attend to the


• use titles, headings, and subheadings to generate ideas about the text (Use Science Link)

• use print clues, such as italics to assist in reading

• skim text for section headings to help set a purpose for reading.

2.10 The student will demonstrate comprehension of information in reference materials. c) Use dictionaries, glossaries, and indices.




to: • The intent of this standard is that students will use • understand how to locate information in • locate guide words, entry words, and

35

available reference materials to locate information. simple reference materials. definitions in dictionaries and indices. • locate words in reference materials, using

first, second, and third letter. • consult reference materials as needed to

spell, check spelling, and understand grade-appropriate words.

PRIMARY

Resources and Activities HOUGHTON MIFFLIN Resources and Activities


NOTE: SOL 2.6 states that students should determine which of the multiple meanings of a word in context makes sense by using semantic clues. For example, when reading a story about cats, good readers develop the expectation that it will contain words associated with cats, such as tail, purr, and whiskers. Sentence context clues are more specific. In the sentence "My cat likes to _____," given the sentence context and what most of us know about cats, words like play, jump, and scratch seem reasonable. (From http://www.eduplace.com/rdg/res/teach/rec.html)

Theme 2 : Around the Pond (2.8)

Theme 2 : Science Link – How to be a Wildlife Spy (2.9)

Theme 2 Wrap Up: Owl Moon and Owls (nonfiction text)

Practice Book Pages: Vocabulary: 155, 156, 171, 174 Comprehension: 161 Multiple Meanings: 165 Graphic Organizer/Compare: 172, 173 Test Practice: 183, 184 Classify: 186 Digraphs: 209, 214, 220, 223 Phonics: 232, 237, 243, 246, 263

Theme Skills Test Resources: Theme 3: A- Digraphs

Also by Lindsay Barrett George: Around the World- Who’s been here? In the Garden – Who’s been here? In the Snow – Who’s been here? In the Woods – Who’s been here? Each book in this series includes a map in the

front cover of the hard copy!

See Appendix A: Prediction Chart See Appendix B : Connections Chart Around the Pond Readers’ Theater Script

36

Questioning & Main Idea in Nonfiction Texts Weeks 15-17 SOLs: 2.3 c; 2.4 d, e; 2.5 b; 2.7 d; 2.9 b, e, f, g; 2.10 a, b, c, d 2.3 The student will use oral communication skills.

c) Participate as a contributor and leader in a group. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)






• ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others).

2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. d) Add or delete phonemes (sounds) to make words. e) Blend and segment multisyllabic words at the syllable level.




• Phonological awareness typically progresses in a developmental continuum, (i.e., rhyming → sentence segmenting → syllable blending/segmenting → syllable splitting [onset and rime blending/segmenting] → phoneme blending, segmenting, and manipulating).


• add a phoneme from an orally presented word or rime to make a new word (e.g., pie/pipe, four/fork, cab/crab, ot/lot, ap/map).



2.5 The student will use phonetic strategies when reading and spelling. b) Use knowledge of short, long, [and r-controlled] vowel patterns to decode and spell words.






• apply knowledge of the consonant-vowel patterns, such as CVVC (e.g., wait)

37









2.9 The student will read and demonstrate comprehension of nonfiction texts. b) Make and confirm predictions about the main idea. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea.




• Common graphic organizers include: • ° Venn diagram;

° cause and effect; ° sequencing; ° compare and contrast; and ° cycle.




making, confirming and revising predictions. • understand that they must attend to the details

of the text in order to comprehend.

• begin to skim text for information to answer specific questions

• ask and answer questions about what is read to demonstrate understanding (e.g., who, what, when, where, why, and how)

• use text features to locate information and answer questions (e.g., illustrations and captions, heading and subheadings, bold and italic print, tables of contents, glossaries, charts, tables).

• determine the main idea. • organize information, using graphic

organizers. • use knowledge of sequence to make

predictions while reading functional text such as recipes and other sets of directions (e.g., first, second, next). [Fire-Safety Tips]

38










• locate entry words in indices. • use glossaries, and indices to locate key facts

or information. • interpret pictures, captions, diagrams, and

tables. • consult reference materials as needed to





Theme 3 : A Trip to the Firehouse Theme 3 : Fire-Safety Tips

Practice Book Pages: Vocabulary: 234, 235 Comprehension: 240 Main Idea: 236, 241, 242 Compound Words: 233

Theme Skills Test Resources: Theme 3: C- Vowel Pairs (ai, ay) Theme 3: D- Compound Words Theme 3: K- Main Idea and Details

Collaborate with school librarian to investigate available NONFICTION texts. See Appendix C : QAR See Appendix F : Topic, Main Ideas, Supporting Details Graphic Organizer

39

Problem à Solution Weeks 18-19 SOLs: 2.1 d; 2.2 c; 2.4 d, e; 2.5 c; 2.6 a, b, c; 2.7 b; 2.8 a, f, h 2.1 The student will demonstrate an understanding of oral language structure.








2.2 The student will expand understanding and use of word meanings. c) Clarify and explain words and ideas orally.




to: • Growth in oral language aids in the development of

fluency, vocabulary, o and comprehension.


• explain the meanings of words within the context of how they are used.

2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. d) Add or delete phonemes (sounds) to make words. e) Blend and segment multisyllabic words at the syllable level.






• delete a phoneme from an orally presented word to make a new word (e.g., rice/ice, beach/bee, weight/weigh, couch/cow).



• delete a syllable from a word and state what

40

remains (e.g., say celebrate without brate [cele]).

2.5 The student will use phonetic strategies when reading and spelling. c) Decode regular multisyllabic words.






• use phonetic strategies and context to self-correct for comprehension.

• decode words with common prefixes and suffixes.








• use meaning clues to support decoding.

• use surrounding words in a sentence to determine the meaning of a word.



2.7 The student will expand vocabulary when reading. b) Use knowledge of prefixes and suffixes.





• Affixes are word elements that are attached to a stem, base, or root. Common affixes are prefixes, which are added to the beginning of


• identify and recognize meanings of common prefixes and suffixes (e.g., -ly, -ful).

• use common prefixes and suffixes to decode words.

41

words (e.g., un-, re-, mis-, dis-, non- and pre-), and suffixes, which are added to the end of words (e.g., -ly, -er, -y, -ful, -less, -able, -ed, -ing, -est).

2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. f) Identify the problem and solution. h) Summarize stories and events with beginning, middle, and end in the correct sequence.










• begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence.


• describe the structure of a story (e.g., beginning introduces the story, ending concludes the action).





Theme 3: Big Bushy Mustache NOTE: The story, Big Bushy Mustache, has suffixes –ed, -ly, -ing, and -er (kindergartener). The Phonics Reader used during this week has the suffixes –ly, -ful.

Practice Book Pages: Suffixes: 251 Vocabulary: 252, 253 Comprehension: 258 Problem/Solution: 254, 259, 260 Context Clues: 262


Theme 3: F- Suffixes Theme 3: Problem Solving

42

Drawing Conclusions, Pronouns Weeks 20-21 SOLs: 2.1 d; 2.3 a, b, c, d; 2.5 b; 2.6 b; 2.8 a, i; 2.9 a, c, d; 2.10 a, b, c, d 2.1 The student will demonstrate an understanding of oral language structure.








2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. b) Share stories or information orally with an audience. c) Participate as a contributor and leader in a group. d) Retell information shared by others.











• participate in collaborative conversations for various purposes (e.g., to inform, to persuade, to entertain, to clarify, and to respond).


• follow rules for discussions and assigned group roles.

• use proper pitch and volume. • speak clearly and distinctly. • select vocabulary and nonverbal expressions

appropriate to purpose and audience.

43

• express ideas clearly and in an organized manner.

• contribute information, ask questions, clarify, gather additional information, retell, respond, or build on another person’s idea in a small-group setting.



• engage in taking turns in conversations by: ° making certain all group members have an

opportunity to contribute; ° listening attentively by making eye

contact while facing the speaker; and ° eliciting information or opinions from

others. 2.5 The student will use phonetic strategies when reading and spelling.

b) Use knowledge of [short, long, and] r-controlled vowel patterns to decode and spell words. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)



• R-controlled vowel patterns – when a vowel is followed by an r it makes a special sound (e.g., /ar/- as in car, /or/- as in storm, /ir/- as in bird, /ur/- as in turn, /er/- as in butter).


• apply knowledge of r-controlled vowel patterns to decode and spell words.

2.6 The student will use semantic clues and syntax to expand vocabulary when reading. b) Use knowledge of sentence structure.





• Syntactic (syntax) knowledge is based on familiar word order or grammar that helps readers determine meaning (e.g., students familiar with oral language would know which of



44

the following two sentences sounds right and/or makes sense: The pitcher threw the ball or The ball threw the pitcher).

2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. i) Draw conclusions based on the text.










• write responses to what they read (e.g., response logs, write the story with a new ending).

2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading.








making, confirming and revising predictions.


• set a purpose for reading. • skim text for section headings, bold type, and

picture captions to help set a purpose for reading.

• interpret illustrations, such as diagrams, charts, graphs, and maps, to make predictions about the text.

• use title and headings to generate ideas about text.

• use print clues, such as bold type, italics, and underlining, to assist in reading.

• use knowledge from their own experiences to

45



• Common graphic organizers include: ° Venn diagram; ° cause and effect; ° sequencing; ° compare and contrast; and ° cycle.

make sense of and talk about a topic, recognizing similarities between: ° personal experiences and the text; ° the current text and other texts read; and ° what is known about the topic and what is

discovered in the new text. • begin to use knowledge of transition words

(signal words) (e.g., first, next, and soon), to understand how information is organized.

• write responses to what they read. 2.10 The student will demonstrate comprehension of information in reference materials.

a) Use table of contents. b) Use pictures, captions, and charts. c) Use [dictionaries,] glossaries, and indices. d) Use online resources.







• consult reference materials as needed to spell, check spelling, and understand grade-appropriate words.


• locate entry words in indices. • use glossaries, and indices to locate key facts or

information. • interpret pictures, captions, diagrams, and

tables. • use online resources to gather information on a

given topic (e.g., teacher identified Web sites and online reference materials).

46




Theme 4: Officer Buckle & Gloria Theme 4: Social Studies Link – The Story of Owney

Practice Book Pages: R-controlled Vowels: 3, 4, 8, 17, 39 Vocabulary: 5, 6 Comprehension: 11 Drawing Conclusions: 7, 12, 13 Pronouns: 9, 18, 20, 66

Theme Skills Test Resources: Theme 4: A- R-controlled (ar) Theme 4: B- R-controlled (or, ore) Theme 4: G- Drawing Conclusions Theme 4: M- Pronouns (Q 1-4)

See Appendix G : Book Look from FCRR

47

Biography, Reference Skills/Research Project, and Nonfiction Weeks 22-26 SOLs: 2.2 c, e; 2.3 a, b, c, d; 2.5 b; 2.6 a, b, c; 2.7 c, d; 2.9 a, b, d, e, f, g; 2.10 a, b, c, d 2.2 The student will expand understanding and use of word meanings.

c) Clarify and explain words and ideas orally. e) Use vocabulary from other content areas.








2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. b) Share stories or information orally with an audience. c) Participate as a contributor and leader in a group. d) Retell information shared by others.














• use proper pitch and volume. • speak clearly and distinctly. • select vocabulary and nonverbal expressions

appropriate to purpose and audience. • express ideas clearly and in an organized

manner. • contribute information, ask questions, clarify,

48

gather additional information, retell, respond, or build on another person’s idea in a small-group setting.



• engage in taking turns in conversations by: o making certain all group members have an

opportunity to contribute; o listening attentively by making eye contact

while facing the speaker; and o eliciting information or opinions from others.





• R-controlled vowel patterns – when a vowel is followed by an r it makes a special sound (e.g., /ar/- as in car, /or/- as in storm, /ir/- as in bird, /ur/- as in turn, /er/- as in butter).


• apply knowledge of r-controlled vowel patterns to decode and spell words.

• apply knowledge of the consonant-vowel patterns, such as CVCC (e.g., wind), to decode and spell words.






• Semantic clues are words that provide meaning and help readers decode and comprehend a text (e.g.,





49

The bear scared me. The test was a bear.)












• supply synonyms for a given word.

• demonstrate an understanding of what the apostrophe signifies in singular possessive words (e.g., Maria’s).

2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea.




• The intent of this standard is that • demonstrate comprehension of • set a purpose for reading.

50

students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.





• Common graphic organizers include: o Venn diagram;

o cause and effect;

o sequencing;

o compare and contrast; and

o cycle.

nonfiction.



• use prior knowledge to predict information.

• interpret illustrations, such as diagrams, charts, graphs, and maps, to make predictions about the text.

• explain how illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify text.

• use titles and headings to generate ideas about the text.

• skim text for section headings, bold type, and picture captions to help set a purpose for reading.

• use print clues, such as bold type, italics, and underlining, to assist in reading.

• use information from the text to make and revise predictions.

• use text features to make predictions, locate information, and answer questions (e.g., illustrations and captions, heading and subheadings, bold and italic print, tables of contents, glossaries, graphs, charts, tables).

• use information from a selection to confirm predictions (e.g., return to the text to locate information, support predictions and answer questions).

• use knowledge of sequence to make predictions while reading functional text such as recipes and other sets of directions

51

(e.g., first, second, next).

• begin to skim text for information to answer specific questions.

• determine the main idea.

• ask and answer questions about what is read to demonstrate understanding (e.g., who, what, when, where, why, and how).


• begin to use knowledge of transition words (signal words) (e.g., first, next, and soon), to understand how information is organized.

• organize information, using graphic organizers.

• write responses to what they read. 2.10 The student will demonstrate comprehension of information in reference materials.

a) Use table of contents. b) Use pictures, captions, and charts. c) Use [dictionaries,] glossaries, and indices. d) Use online resources.








52









Theme 4 : Focus on Biography & Corresponding Leveled Readers NOTE: Please make use of your school’s library and/or literacy center to locate additional examples of biographies and autobiographies during this unit. It is especially important that students are exposed to a wide variety of these texts. Theme 4 : Ant NOTE: During the instruction of synonyms, it is important for students to have experience utilizing a thesaurus to find

Practice Book Pages: R-Controlled Vowels: 77, 84, 87, 92 Vocabulary: 79, 80 Text Features: 81, 82, 86, 88, 89 Comprehension: 82 Pronouns: 85, 93


Theme 4: C- CVCC Theme 4: H- Text Organization Theme 4: K- R-controlled, CVCC

Practice Book Pages: CVCC: 26, 31, 37, 40 Vocabulary: 28, 29 Main Idea: 30, 36 Synonyms: 36, 69

• Check out autobiographies and biographies

from the school or local library. • Integrate with Social Studies Famous

Americans Unit.

• Great opportunity to use Social Studies textbook table of contents, index, boldface words, photographs, and captions.

http://kidsreads.wordpress.com/category/biography/ http://www.kidsreads.com/authors/au-rylant-cynthia.asp http://www.biography.com/bio4kids/bio4kids-meet.jsp

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synonyms. This would be a great opportunity to teach/reinforce how to use the thesaurus while engaged in instruction about synonyms. Theme 4: Science Link- Bat Attitude Functional Text- Make an Origami Bat Theme Wrap Up: Little Grunt and the Big Egg & Mighty Dinosaurs (nonfiction)

Possessive Nouns: 32, 41, 43, 71

Theme Skills Test Resources: Theme 4: L- Synonyms/Using a Thesaurus Theme 4: M- Possessive Nouns (Q 4, 6, 9)

Practice Book Pages for Theme Wrap Up: Vocabulary: 61, 64 Graphic Organizers/Compare: 62 63 Text Organization: 68 Test Practice: 73, 74 Context: 75

http://gardenofpraise.com/leaders.htm See Appendix G : Book Look from FCRR

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Drawing Conclusions Weeks 27-28 SOLs: 2.1 d; 2.2 c; 2.3 c; 2.6 a, b, c; 2.7 c, d; 2.8 i; 2.9 b, d, e, f; 2.10 c, d 2.1 The student will demonstrate an understanding of oral language structure.







• provide a referent for pronouns (e.g., Serena wanted to sing but she was afraid).

• demonstrate subject-verb agreement.

2.2 The student will expand understanding and use of word meanings. c) Clarify and explain words and ideas orally.







2.3 The student will use oral communication skills. c) Participate as a contributor and leader in a group.









2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure.

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c) Use knowledge of story structure and sequence. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)




















• supply synonyms for a given word.

• discuss meanings of words and develop vocabulary (e.g., closely related adjectives such as slender, thin, scrawny; closely related verbs such as look, peek, glance).

2.8 The student will read and demonstrate comprehension of fictional texts. i) Draw conclusions based on the text.

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• use the framework of beginning, middle, and end to summarize and retell story events.


2.9 The student will read and demonstrate comprehension of nonfiction texts. b) Make and confirm predictions about the main idea. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions.






• demonstrate comprehension of nonfiction.



• use information from a selection to confirm predictions (e.g., return to the text to locate information, support predictions and answer questions).

• identify the sequence of steps in functional text such as recipes or other sets of directions.

• follow the steps in a set of written directions (e.g., recipes, crafts, board games, mathematics problems, science experiments).

2.10 The student will demonstrate comprehension of information in reference materials. c) Use dictionaries, [glossaries, and indices.] d) Use online resources.




• The intent of this standard is that students • understand how to locate information in • use online resources to gather

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will use available reference materials to locate information.

simple reference materials. information on a given topic (e.g., teacher identified Web sites and online reference materials).



• locate guide words, entry words, and definitions in dictionaries.

• use dictionaries to locate information. PRIMARY

Resources and Activities HOUGHTON MIFFLIN Resources and Activities


Theme 5: Jalapeno Bagels Theme 5: Health Link: Welcome to the Kitchen

Practice Book Pages: Contractions: 119, 124, 130, 133, Vocabulary: 121, 122 Functional Text: 123 Comprehension: 127, 128, 129 Multiple Meanings: 131, 181 Verb Tenses: 125, 134, 136, 143, 152, 154

Theme Skills Test Resources: Theme 5: B Contractions (Q 1, 2) Theme 5: N Contractions (Q 1, 2) Theme 5: J- Following Directions

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Questioning & Text Organization in Nonfiction Texts Weeks 29-30 SOLs: 2.1 d; 2.2 c, e; 2.3 c, d; 2.4 e; 2.5 c; 2.6 b; 2.7 b; 2.8 e, f, h; 2.9 b, e, f; 2.10 a, b, c, d 2.1 The student will demonstrate an understanding of oral language structure.







• provide a referent for pronouns (e.g., Serena wanted to sing but she was afraid).

• demonstrate subject-verb agreement.

2.2 The student will expand understanding and use of word meanings. c) Clarify and explain words and ideas orally. e) Use vocabulary from other content areas.








2.3 The student will use oral communication skills. c) Participate as a contributor and leader in a group. d) Retell information shared by others.






• participate in group activities by sharing stories or information and by

• contribute information, ask questions, clarify, gather additional information, retell, respond, or build on another person’s idea in a small-

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following and giving directions. group setting.









• delete a syllable from a word and state what remains (e.g., say celebrate without brate [cele]).







• decode regular multisyllabic words.

• use phonetic strategies and context to self-correct for comprehension,

• decode words with common prefixes and suffixes.

2.6 The student will use semantic clues and syntax to expand vocabulary when reading. b) Use knowledge of sentence structure.

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• identify and recognize meanings of common prefixes and suffixes (e.g., , -ed, -ing)

• use a known root word as a clue to the meaning of an unknown word with the same root (e.g., sign, signal).


• determine the meaning of words when a known prefix is added to a known word (e.g., tie/untie, fold/unfold, write/rewrite, call/recall).

2.8 The student will read and demonstrate comprehension of fictional texts. e) Describe important events in fiction. f) Identify the problem and solution. h) Summarize stories and events with beginning, middle, and end in the correct sequence.




• Students will demonstrate comprehension of story elements in fiction by identifying the characters,



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setting, and main idea.




• describe the important events of a story.

• use information from illustrations and words to demonstrate comprehension of plots.

• describe how characters in a story respond to key events.

• use the framework of beginning, middle, and end to summarize and retell story events.

2.9 The student will read and demonstrate comprehension of nonfiction texts. b) Make and confirm predictions about the main idea. e) Ask and answer questions about what is read. f) Locate information to answer questions.






• Students will also begin to learn the skills of summarizing and skimming

• demonstrate comprehension of nonfiction.



• use text features to make predictions (e.g., captions, heading and subheadings, bold and italic print, tables of contents, glossaries, graphs, charts, tables).

• interpret illustrations, such as diagrams, charts, graphs to make predictions about the text.

• begin to use knowledge of transition words (signal words) (e.g., first, next, and soon), to understand how information is organized.

• ask and answer questions about what is read to demonstrate understanding (e.g., who, what, when, where, why, and how).

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to locate specific information in nonfiction text.
















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Theme 5: Thundercake Theme Wrap Up: A Curve in the River & Slippery Siblings (nonfiction)

Practice Book Pages: Suffixes: 155, 160, 166, 167, 169, 221, 248, 252, 258, 261 Vocabulary: 157, 158 Summarize/Sequence: 159, 164, 165 Verb Tenses: 161, 170, 172, 178, 183 Multisyllabic Words: 190, 203, 279

Theme Skills Test Resources: Theme 5: E- Base Words and –ed. –ing endings Theme 5: L- Sequence of Events Theme 5: P- Verb Tense

Practice Book Pages for Theme Wrap Up:

Vocabulary: 173, 176 Graphic Organizer/Compare: 174 Respond to Questions: 186 Sequence of Events: 188 Test Practice: 73, 74 Context: 75

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Summarizing Weeks 31-32 SOLs: 2.1 c, d; 2.3 e, f; 2.6 a; 2.7 a; 2.8 c, d, e, f, i; 2.10 a, b, c, d 2.1 The student will demonstrate an understanding of oral language structure.

c) Use correct verb tenses in oral communication. d) Use increasingly complex sentence structures in oral communication.







• use present, past, and future tenses appropriately.



2.3 The student will use oral communication skills. e) Follow three- and four-step directions. f) Give three- and four-step directions.







• Teachers should provide opportunities for students to learn the dynamics and roles of



• follow three-step and four-step directions.

• give three-step and four-step directions. • sequence three or four steps

chronologically in oral directions.

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working in small groups. 2.6 The student will use semantic clues and syntax to expand vocabulary when reading.

a) Use information in the story to read words. UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)









2.7 The student will expand vocabulary when reading. a) Use knowledge of homophones.








2.8 The student will read and demonstrate comprehension of fictional texts. c) Ask and answer questions about what is read. d) Locate information to answer questions.

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e) Describe characters, setting, and important events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text.




• Common graphic organizers include cause and effect



• ask and answer simple who, what, when, where, why, and how questions to demonstrate understanding of main details and events in text.

• begin to skim for information to answer questions.


• determine the main idea or theme of paragraphs or stories.

• explain how illustrations and images contribute to and clarify text.

• use the framework of beginning, middle, and end to summarize and retell story events


2.10 The student will demonstrate comprehension of information in reference materials. a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, [glossaries, and indices.] d) Use online resources.




• The intent of this standard is that students will use available reference materials to

• understand how to locate information in • use a table of contents to locate information in content-area books.

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locate information. simple reference materials. • consult reference materials as needed to




• use dictionaries to locate information.






Theme 6: Moses Goes to a Concert Practice Book Pages: Vocabulary: 232, 233 Noting Details: 234, 239, 240 Summary: 237, 246 Comprehension: 238 Homophones: 149, 189, 196, 199, 204


Theme 6: F- Noting Details Theme 6: G- Problem Solving Theme 6: O- Homophones (Q 3-5) Theme 6: J- Homophones

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Problem & Solution, Summarize Weeks 33-34 SOLs: 2.1 b, c; 2.4 e; 2.6 a, b, c; 2.7 b; 2.8 f; 2.10 a, b, c 2.1 The student will demonstrate an understanding of oral language structure.

b) Create and participate in oral dramatic activities. c) Use correct verb tenses in oral communication. d) Use increasingly complex sentence structures in oral communication.







• use present, past, and future tenses appropriately.






• The intent of this standard is that students will orally identify, produce, and manipulate various units of speech sounds within words.




• state the word created by blending given syllables together (e.g., /fan/-/tas/-/tic/ → fantastic).



• delete a syllable from a word and state what remains (e.g., say celebrate without brate [cele]).

2.6 The student will use semantic clues and syntax to expand vocabulary when reading.

a) Use information in the story to read words.

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b) Use knowledge of sentence structure. c) Use knowledge of story structure and sequence.








• use meaning clues to support decoding. • use surrounding words in a sentence to

determine the meaning of a word. • determine which of the multiple meanings

of a word in context makes sense by using semantic clues.








• Affixes are word elements that are attached to a stem, base, or root. Common affixes are prefixes, which are added to the beginning of words (e.g., un-, re-, mis-, dis-, non- and pre-), and suffixes, which are added to the end of words (e.g., -ly, -er, -y, -ful, -less, -able, -ed, -ing, -est).



• identify and recognize meanings of common prefixes and suffixes (e.g., -ed, -ing,)

• use a known root word as a clue to the meaning of an unknown word with the same root (e.g., sign, signal).


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• determine the meaning of words when a known prefix is added to a known word (e.g., tie/untie, fold/unfold, write/rewrite, call/recall).

2.8 The student will read and demonstrate comprehension of fictional texts. f) Identify the problem and solution.










2.10 The student will demonstrate comprehension of information in reference materials. a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices.









• interpret information presented in bar graphs, charts, and pictographs.

• use dictionaries, glossaries, and indices to locate key facts or information.

• consult reference materials as needed to

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• alphabetize words to the second and third letter.


• locate guide words, entry words, and definitions in dictionaries and indices.




Theme 5: The School Mural Theme Wrap Up: Join the Circus (nonfiction) & Raymond’s Best Summer

Practice Book Pages: Vocabulary: 249, 250 Suffixes (-er, -est): 253, 262, 264 Suffixes (-ed, -ing): 221, 248, 252, 258, 261 Comprehension: 255 Problem/Solution: 251, 256, 257, 280 Multiple Meanings: 242, 259, 273


Theme 6: G- Problem Solving Theme 6: J- Context Multiple Meanings Theme 6: K- -er, -est (Q 4-6)

Practice Book Pages:

Vocabulary: 265, 268 Graphic Organizer/Compare: 266 Noting Details: 272 Sequence of Events: 188 Test Practice: 73, 74 Context: 75

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Comparing Characters using Folktales, Fables, Fairy Tales, and Poetry Week 35-39 SOLs: 2.1 b, e; 2.3 a, b, c; 2.5 c; 2.8 d, e; 2.8 e, j 2.1 The student will demonstrate an understanding of oral language structure.

b) Create and participate in oral dramatic activities. e) Begin to self-correct errors in language use.








• begin to self-correct errors made when communicating orally.

2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. b) Share stories or information orally with an audience. c) Participate as a contributor and leader in a group.












• use proper pitch and volume. • speak clearly and distinctly. • engage in taking turns in conversations by:

° making certain all group members have an opportunity to contribute;

° listening attentively by making eye contact while facing the speaker; and

° eliciting information or opinions from others.

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• decode regular multisyllabic words. • use phonetic strategies and context to self-

correct for comprehension. • decode words with common prefixes and

suffixes. 2.8 The student will read and demonstrate comprehension of fictional texts.

d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and poetry.




• Prosody refers to the rhythmic and intonational aspect of language, which should be noticeable during oral reading. Prosody contributes to reading fluency and comprehension.

• When fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.*



• describe how characters in a poem respond to key events.

• compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).

• to skim for information to answer questions.




Focus on Genre Theme 2 Poems from H.M.:

Theme 2 : Nature Poems Theme 3 : Family Poems Theme 5 : Brother and Sister Poems

Practice Book Pages:

NOTE: This unit allows an opportunity to integrate Science and Social Studies into Reading instruction by pulling folktales, fairy tales, or fables from the Egyptian, Chinese, or Native American cultures. Please consult your school library or teacher resource room to locate materials to allow for this integration to occur.

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Appendix A

Documents

Second Grade Reading Pacing Guide - … · Second Grade Reading Pacing Guide Revised: June 2015! Waynesboro Public Schools 301 Pine Avenue Waynesboro, Virginia 22980 ... The 2010