Second Grade Language Arts Pacing Guide

Transcription

1 Content Description Setting the Stage/Ongoing Curriculum Continued from 1 st 2 nd and 3 rd Quarters This section covers objectives and descriptions that must be taught all year long. Strategies The first quarter has a specific list of reading strategies that should be used all year long. (Sources: Comprehension Connections by Tanny McGregor; Interactive Read- Alouds by Linda Hoyt) Technology the Quarter This section covers new material that will be taught (introduced) and assessed this specific quarter. This section is taken from the LA Benchmark and Evidence document. It lists ideas for assessment of the focus objectives. This section is paraphrased from the Essential Understandings portion of the Curriculum Framework. Cross-Curricular Integration All technology links K-5 are available on a separate document. Language Arts objectives should be taught in all content areas. Integration of specific objectives are listed under the heading Nonfiction Cross-Curricular Integration. Page 1 of 13

2 Setting the Stage for 1 st Quarter (2.1a) Create oral stories to share with others. (2.1b) Create and participate in oral dramatic activities. (2.2a) Increase listening and speaking vocabularies (2.3b) Share stories or information orally with an audience (2.3d) Retell information shared by others (2.4a) Count phonemes (sounds) within onesyllable (2.4b) Blend sounds to make one-syllable 1 st Quarter (2.1a) Create oral stories to share with others. (2.1b) Create and participate in oral dramatic activities. (2.2a) Increase listening and speaking vocabularies (2.3b) Share stories or information orally with an audience (2.3d) Retell information shared by others (2.4a) Count phonemes (sounds) within one-syllable (2.4b) Blend sounds to make onesyllable Create and participate in a variety of oral storytelling and dramatic activity experiences. understand that spoken are made up of individual phonemes, which can be manipulated to make new Page 2 of 13

3 Setting the Stage for 1 st Quarter (2.8) The student will read and demonstrate comprehension of fictional text. (2.9) The student will read and demonstrate comprehension of nonfiction text. Using prior knowledge Making connections Inferring Questioning Visualizing Synthesizing Predicting Analyzing Drawing conclusions Sequencing 1 st Quarter Phonetic Principles (2.5a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell. (2.6a) Use information in the story to read (2.6d) Reread and self-correct (2.7d) Discuss meanings of and develop vocabulary by listening and reading a variety of texts Fiction (2.8e) Describe characters, setting, and important events in fiction and poetry (2.8f) Identify the problem and solution (2.8g) Identify the main idea (2.8j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression Minimum of 50 minutes of reading daily, including titles on the List, and applying critical reading skills at the independent level. Evidence to include reading logs, teacher conferencing, book reports. understand that they must attend to the details of the text in order to comprehend Page 3 of 13

4 Setting the Stage for 1 st Quarter Writing - Narrative Initiating Writing Workshop Establishing a writing community Setting expectations and routines Setting a purpose Utilizing mentor texts Gathering benchmark evidence Facilitating opportunities for students to share and discuss writing Focus for 1 st Quarter Writing - Narrative Composing/ Written Expression (2.12a) Generate ideas before writing (2.12b) Organize writing to include a beginning, middle, and end for narrative and expository writing Mechanics (2.13a) Recognize and use complete sentences (2.13b) Use and punctuate declarative, interrogative, and exclamatory sentences Fall writing samples that use the Writing Process. understand that written communication should be well planned and clear to the reader Page 4 of 13

5 Continued from 1 st Quarter (2.1a) Create oral stories to share with others. (2.1b) Create and participate in oral dramatic activities. (2.2a) Increase listening and speaking vocabularies (2.3b) Share stories or information orally with an audience (2.3d) Retell information shared by others (2.4a) Count phonemes (sounds) within onesyllable (2.4b) Blend sounds to make one-syllable 2 nd Quarter (2.1c) Use correct verb tenses in oral communication (2.2b) Use that reflect a growing range of interests and knowledge (2.2d) Identify and use synonyms and antonyms (2.3a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond (2.4c) Segment one-syllable into individual speech sounds (phonemes) Create and participate in a variety of oral storytelling and dramatic activity experiences. Reflect a growing range of interests and knowledge through the correct use of descriptive language and content related vocabulary. Evidence to include discussions, teacher conferences, logs, journals, reports and class activities. understand that spoken are made up of individual phonemes, which can be manipulated to make new understand that oral communication can be used for a variety of purposes Page 5 of 13

6 Continued from 1 st Quarter Phonetic Principles (2.5a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell. (2.6a) Use information in the story to read (2.6d) Reread and self-correct (2.7d) Discuss meanings of and develop vocabulary by listening and reading a variety of texts Fiction (2.8e) Describe characters, setting, and important events in fiction and poetry (2.8f) Identify the problem and solution (2.8g) Identify the main idea (2.8j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression Strategies (2.8/2.9) Refer to first quarter Setting the Stage for a list of ongoing strategies. 2 nd Quarter Phonetic Principles (2.5b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell. (2.6c) Use knowledge of story structure and sequence (2.7c) Use knowledge of antonyms and synonyms Fiction (2.8a) Make and confirm predictions (2.8b) Relate previous experiences to the main idea (2.8c) Ask and answer questions about what is read (2.8h) Summarize stories and events with beginning, middle, and end in the correct sequence Nonfiction Cross-Curricular Integration (2.9b) Make and confirm predictions about the main idea (2.9c) Use prior and background knowledge as context for learning (2.9e) Ask and answer questions about what is read Growth in reading a variety of fictional text and poetry showing ability to make predictions; answer questions; locate specific information; describe characters, setting, and important events; identify main idea and problem/solution; draw conclusions; summarize what is read; and to read with accuracy and expression. Evidence to include classroom discussions, journals, responding to questions, and teacher-student conferencing. Minimum of 50 minutes of reading daily, including titles on the List, and applying critical reading skills at the independent level. Evidence to include reading logs, teacher conferencing, book reports. understand that comprehension requires making, confirming, and revising predictions understand the need to apply phonetic strategies to decode and spell Page 6 of 13

7 Continued from 1 st Quarter Writing - Narrative Composing/ Written Expression (2.12a) Generate ideas before writing (2.12b) Organize writing to include a beginning, middle, and end for narrative and expository writing Mechanics (2.13a) Recognize and use complete sentences (2.13b) Use and punctuate declarative, interrogative, and exclamatory sentences Writing Workshop Continue Writing Workshop expectations initiated in the first quarter Setting the Stage. Focus for 2 nd Quarter Writing - Narrative Composing/Written Expression (2.12c) Expand writing to include descriptive details Usage/Mechanics (2.13c) Capitalize all proper nouns and the word I (2.13d) Use singular and plural nouns and pronouns (2.13h) Use correct spelling for commonly used sight, including compound and regular plurals Numerous stories, letters, and simple explanations including content area writing demonstrating planning, organization, descriptive detail, and revisions. Application of editing for grammar, capitalization, punctuation, and spelling. Evidence to include fiction, nonfiction, and content-related writings. understand that proper grammar, capitalization, punctuation and spelling contribute to the meaning of writing Page 7 of 13

8 Continued from 1 st and 2 nd Quarters (2.1a) Create oral stories to share with others. (2.1b) Create and participate in oral dramatic activities. (2.2a) Increase listening and speaking vocabularies (2.3b) Share stories or information orally with an audience (2.3d) Retell information shared by others (2.4a) Count phonemes (sounds) within onesyllable (2.4b) Blend sounds to make one-syllable (2.1c) Use correct verb tenses in oral communication (2.2b) Use that reflect a growing range of interests and knowledge (2.2d) Identify and use synonyms and antonyms (2.3a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond (2.4c) Segment one-syllable into individual speech sounds (phonemes) 3 rd Quarter (2.1e) Begin to self-correct errors in language use (2.2c) Clarify and explain and ideas orally (2.3a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond (2.3c) Participate as a contributor and a leader in a group (2.3e) Follow three- and four-step directions (2.4d) Add or delete phonemes (sounds) to make Create and participate in a variety of oral storytelling and dramatic activity experiences, using complex sentences and self-correcting errors in language usage. Evidence to include a variety of individual and/or group presentations. Reflect a growing range of interests and knowledge through the correct use of descriptive language and content related vocabulary. Evidence to include discussions, teacher conferences, logs, journals, reports and class activities. Participate in discussions about learning and take part in collaborative learning projects. Evidence to include discussion across content areas, building on others ideas and clearly expressing their own (one-on-one, small-group, teacher led), collaborative conversations (to inform, persuade, entertain, clarify and respond) while using selected vocabulary appropriate to purpose and audience, reports of group activities, and visuals. understand that specific vocabulary helps explain and clarify ideas understand that oral communication can be used for a variety of purposes Page 8 of 13

9 Continued from 1 st and 2 nd Quarters Phonetic Principles (2.5b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell. (2.6c) Use knowledge of story structure and sequence (2.7c) Use knowledge of antonyms and synonyms Fiction (2.8a) Make and confirm predictions (2.8b) Relate previous experiences to the main idea (2.8c) Ask and answer questions about what is read (2.8h) Summarize stories and events with beginning, middle, and end in the correct sequence Strategies (2.8/2.9) Refer to first quarter Setting the Stage for a list of ongoing strategies. 3 rd Quarter Phonetic Principles (2.5c) Decode regular multisyllabic (2.6b) Use knowledge of sentence structure (2.7a) Use knowledge of homophones (2.7b) Use knowledge of prefixes and suffixes Fiction (2.8d) Locate information to answer questions (2.8i) Draw conclusions based on the text Nonfiction (2.9a) Preview the selection using text features (2.9b) Make and confirm predictions about the main idea (2.9c) Use prior and background knowledge as context for new learning (2.9d) Set purpose for reading (2.9e) Ask and answer questions about what is read Nonfiction Cross-Curricular Integration (2.10a) Use table of contents (2.10b) Use pictures, captions, and charts A variety of evidence both spoken and written that illustrates student growth in word analysis including knowledge of consonants, consonant blends, and consonant digraphs, long and short vowel patterns, consonant vowel patterns (CV, VC, CVC, CVCE, CVVC, and CVCC) to decode, decoding of multi-syllabic. Evidence to include classroom word work and fluency when reading. Growth in reading a variety of nonfiction texts showing the ability to make predictions, connect previous and new learning, locate information to answer questions, identify the main idea, and use text formats and features. Evidence to include classroom discussions, informational writings, oral presentations, and responses to questions. Minimum of 50 minutes of reading daily, including titles on the List, and applying critical reading skills at the independent level. Evidence to include reading logs, teacher conferencing, book reports. understand that they will use a variety of strategies to read unfamiliar understand that comprehension requires making, confirming, and revising predictions Page 9 of 13

10 Continued from 1 st and 2 nd Quarters Writing - Narrative Composing/Written Expression (2.12c) Expand writing to include descriptive details Usage/Mechanics (2.13c) Capitalize all proper nouns and the word I (2.13d) Use singular and plural nouns and pronouns (2.13h) Use correct spelling for commonly used sight, including compound and regular plurals Writing Workshop Continue Writing Workshop expectations initiated in the first quarter Setting the Stage. Focus for 3 rd Quarter Writing Informative/Explanatory Composing/ Written Expression (2.12c) Expand writing to include descriptive detail (2.12d) Revise writing for clarity (2.14) The student will use available technology for reading and writing Usage/Mechanics (2.13e) Use apostrophes in contractions and possessives (2.13f) Use contractions and singular possessives (2.13i) Use commas in the salutation and closing of a letter Numerous stories, letters, and simple explanations including content area writing demonstrating planning, organization, descriptive detail, and revisions. Application of editing for grammar, capitalization, punctuation, and spelling. Evidence to include fiction, nonfiction, and content-related writings. understand that written communication should be well planned and clear to the reader understand that proper grammar, capitalization, punctuation and spelling contribute to the meaning of writing use available technology for reading and writing Page 10 of 13

11 Continued from 1 st, 2 nd and 3 rd Quarters (2.1a) Create oral stories to share with others. (2.1b) Create and participate in oral dramatic activities. (2.2a) Increase listening and speaking vocabularies (2.3b) Share stories or information orally with an audience (2.3d) Retell information shared by others (2.4a) Count phonemes (sounds) within onesyllable (2.4b) Blend sounds to make one-syllable (2.1c) Use correct verb tenses in oral communication (2.2b) Use that reflect a growing range of interests and knowledge (2.2d) Identify and use synonyms and antonyms (2.3a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond (2.4c) Segment one-syllable into individual speech sounds (phonemes) (2.1e) Begin to self-correct errors in language use (2.2c) Clarify and explain and ideas orally (2.3a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond (2.3c) Participate as a contributor and a leader in a group (2.3e) Follow three- and four-step directions (2.4d) Add or delete phonemes (sounds) to make 4 th Quarter (2.1d) Use increasingly complex sentence structures in oral communication (2.2e) Use vocabulary from other content areas (2.3a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond (2.3f) Give three- and four-step directions (2.4e) Blend and segment multi-syllabic at the syllable level Create and participate in a variety of oral storytelling and dramatic activity experiences, using complex sentences and self-correcting errors in language usage. Evidence to include a variety of individual and/or group presentations. Reflect a growing range of interests and knowledge through the correct use of descriptive language and content related vocabulary. Evidence to include discussions, teacher conferences, logs, journals, reports and class activities. Demonstrate understanding that spoken are made of phonemes that can be manipulated to form new. Evidence to include oral activities such as counting, isolating, blending, segmenting, adding, and deleting phonemes to create new and/or nonsense understand that specific vocabulary helps explain and clarify ideas understand that oral communication can be used for a variety of purposes participate in group activities by creating oral stories using complex sentences and appropriate verb tenses participate in group activities by sharing stories or information and by following and giving directions Page 11 of 13

12 Continued from 1 st, 2 nd and 3 rd Quarters Phonetic Principles (2.5c) Decode regular multisyllabic (2.6b) Use knowledge of sentence structure (2.7a) Use knowledge of homophones (2.7b) Use knowledge of prefixes and suffixes Fiction (2.8d) Locate information to answer questions (2.8i) Draw conclusions based on the text Nonfiction (2.9a) Preview the selection using text features (2.9b) Make and confirm predictions about the main idea (2.9c) Use prior and background knowledge as context for new learning (2.9d) Set purpose for reading (2.9e) Ask and answer questions about what is read Strategies (2.8/2.9) Refer to first quarter Setting the Stage for a list of ongoing strategies. 4 th Quarter (2.6b) Use knowledge of sentence structure (2.7b) Use knowledge of prefixes and suffixes (2.7e) Use vocabulary from other content areas Nonfiction (2.9e) Ask and answer questions about what is read (2.9f) Locate information to answer questions (2.9g) Identify the main idea (2.9h) Read and reread familiar passages with fluency, accuracy, and meaningful expression (2.10a) Use table of contents (2.10b) Use pictures, captions, and charts (2.10c) Use dictionaries, glossaries, and indices (2.10d) Use online resources Growth in acquisition and use of vocabulary using meaning clues, surrounding in text, word order, story structure, titles, pictures, and diagrams to verify and clarify meaning. Oral and written evidence to include journals, classroom discussion, presentations, reports, and other assessments. Use an expanded vocabulary through the understanding of homophones, prefixes, suffixes, root, antonyms, synonyms, and contractions. Growth in reading a variety of nonfiction texts. Use alphabetical order and other research strategies to locate and gather information on a given topic in online and print reference sources. Evidence to include citing titles and page numbers. Minimum of 50 minutes of reading daily. understand that they will use a variety of strategies to read unfamiliar understand that their knowledge of homophones, prefixes, suffixes, synonyms, and antonyms can help them read unfamiliar demonstrate comprehension of nonfiction understand that they must attend to the details of the text in order to comprehend understand how to locate information in simple reference materials Page 12 of 13

13 Continued from 1 st, 2 nd and 3 rd Quarters Writing Narrative, Informative/Explanatory Composing/ Written Expression (2.12c) Expand writing to include descriptive detail (2.12d) Revise writing for clarity (2.14) The student will use available technology for reading and writing Usage/Mechanics (2.13e) Use apostrophes in contractions and possessives (2.13f) Use contractions and singular possessives (2.13i) Use commas in the salutation and closing of a letter Writing Workshop Continue Writing Workshop expectations initiated in the first quarter Setting the Stage. Focus for 4 th Quarter Writing - Informative/Explanatory Composing/Written Expression (2.12d) Revise writing for clarity (2.14) The student will use available technology for reading and writing Usage/Mechanics (2.11) The student will maintain legible printing and begin to make the transition to cursive (2.13g) Use knowledge of simple abbreviations (2.13j) Use verbs and adjectives correctly in sentences Spring writing samples that use the Writing Process. A variety of research-based informational writings. Evidence to include individual and group products from cross curricular areas to include summaries, bullet notes, written responses to questions, and electronic templates such as power point. Evaluate with the Research Writing Rubric. understand that legible printing is an important tool of written communication use available technology for reading and writing understand that written communication should be well planned and clear to the reader understand that proper grammar, capitalization, punctuation and spelling contribute to the meaning of writing Page 13 of 13