Foundational Skills 2nd Grade
Pacing Guide)
15 minutes
Independent Practice,
Small Group
(Opportunity to use the
apply section, spelling
practice and handwriting
practice)
Differentiation see:
Planning for Word Work
after Guided Reading.
(Continuum of LiteracyGuided Reading)
Teach small group based
on need.
SECOND GRADE
2013-14
Review: WS 20
Using Monday’s Child pg.174
and The Months of the Year pg.
175, Have students interactively
write the abbreviations where
appropriate.
Teach: WS 21
Adding –er to Words Ending
in y
Review: WS 21
Adding –er to Words
Ending in y
10 minutes
15 minutes
15 minutes
Teach small group based on
need: Support small group with
writing abbreviations.
Apply: WSA 3
Apply: WS 20
Buddy Check
(Abbreviation Lotto)
Practice any missed words
When completed:
WSA 1 or 2
2.3EOa.v(CCSS: RF.2.3d)
2.3EOa.v(CCSS: RF.2.3d)
Small group based on need.
Act out word cards and put
into sentences.
Small group based on
need: support having
students play charades
acting out words and
locating on lotto card.
Apply: WSA 1 or 2. Student
practice with personal words.
Apply: WS 21
(Suffix Lotto)
Spelling Practice
Week one, Fourth Quarter
Suggestion:Choose two Mini lessons this week
Whole Group
Teach: WS 20
(Objectives from the
Forming Abbreviations
When completed: WSA 1
or 2
Students practice with personal w
The independent practice can be done during reading or writing blocks as a center.
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 1
Foundational Skills 2nd Grade
Week Two, Fourth Quarter
SECOND GRADE
2013-14
Suggestion:Choose two mini lessons for the week.
Teach LS 16
Whole Group
Review taught
Model for students how
Recognizing and Using ai,ay,
(Objectives from the
principles around one to “Have A Try” at
oa,ee,ea,ow
Pacing Guide)
of the lessons about
writing unknown
Vowel Combinations
suffixes
spelling words while
(making words)
(WS 9, 13, 14, 15, 16) drafting and then
checking/confirming/
or rejecting letters based
on previous learned
letter or word
knowledge.(See
page 157 in Word
10 minutes
Matters)
15 minutes
2.3EOa.ii (CCSS:RF2.3b)
10 minutes
Teacher support students
to make spelling list from
HFW, draft book and/or
anchor lesson Highlight
Preview Row, Row Row You Boat –
pg 226
Sing A Song of Poetry:
Act out poem with the group.
HFW words that students have
mastered. Or students might
do this during independent
time.
WSA 1 Spelling practice using
Buddy Study 1 (Choose, write, build,
mix, fix, mix)
Pull small group to reinforce the
apply of
LS 16.
Small group sort words out of the
poem – using vowel combinations
of ai, ow, ea.
Apply: WSA 5- Buddy
Test
Students will write words
on index cards and on
Words I Know Charts in
draft books.
WSA 2 Spelling practice using
Buddy Study 2 (Look, say, cover,
write, check)
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
Teacher reviews and
teaches based on
needs.
Apply: WSA 3
Buddy Check
When completed:
Apply WS 21 with a
variety of taught
suffixes
(Suffix Lotto)
2.3EOa.ii (CCSS:RF2.3b)
Spelling Practice
2.3EOa.v(CCSS: RF.2.3d)
Independent Practice,
Small Group
Review LS 16
Recognizing and Using ai, ay, oa,
ee, ow Vowel Combinations
(Sing a Sound of Poetry) Read
Row, Row, Row Your Boat
(Pg.226) use knowledge of vowel
combinations to help problem
solve words.
(Making Words)
Apply section of LS 16 (vowel
combinations)
3 Way Sort
Early finishers practice spelling
using WSA 1 or WSA 2
The independent practice can be done during reading or writing blocks as a center.
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 2
Foundational Skills 2nd Grade
Week Three, Fourth Quarter
Suggestion:Choose two mini lessons for the week.
Whole Group
(Objectives from the
Pacing Guide)
Independent Practice,
Small Group
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
SECOND GRADE
2013-14
Teach LS 17 OR LS 21
Identifying Words with
ai,ee,ea,oa,ow.
Or Recognizing ou,ow,and
aw Vowel Sounds.
You may decide which of
these lessons fit your class
the best.
(Crazy Eights)
Review LS 17 OR 21
Identifying Words with
ai,ee,ea,oa,ow.
Or Recognizing ou, ow, and
aw Vowel Sounds.
You May decide which of
these lessons fit your class the
best.
Teach LS 20
Recognizing Beginning and Ending
clusters
(consonant cluster dominoes)
Review LS 20
Recognizing Beginning and
Ending clusters
(consonant cluster dominoes)
15 minutes
10 minutes
15 minutes
10 minutes
2.3EOa.ii (CCSS:RF2.3b)
2.3EOa.ii (CCSS:RF2.3b)
Teacher interacts with
groups of students needing
support reading the words
on some of the crazy eight
cards.
Teacher interacts with groups
of students needing support
reading the words on some of
the crazy eight cards.
Teacher roving to observe students
practicing spelling
(focus on engagement of at risk
spellers)
Apply section of LS 17
OR LS 21
Crazy Eights
Apply section of LS 17 OR
LS 21
Crazy Eights
Teacher interacts with groups of
students needing support.
Use -Found a Peanut pg. 103
(Sing a Song of Poetry)
Use shared reading lesson on pg.
150 from F&P book
Or use pictures from Phonics
Lessons 2 resource notebook
pg.18 and 22
WSA 3 Buddy Check
When completed:
WSA 1 or WSA 2 for words
still needing practice
WSA 1 Spelling practice using
Buddy Study 1 (Choose, write, build,
mix, fix, mix)
WSA 2 Spelling practice using
Buddy Study 2 (Look, say, cover,
write, check)
Apply section of LS 20
Consonant cluster dominoes
Early finishers practice spelling using WSA 1
WSA 2
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 3
Foundational Skills 2nd Grade
Week Four, Fourth Quarter
Suggestion: Choose two mini lessons for the week.
Whole Group
(Objectives from the
Pacing Guide)
Independent Practice,
Small Group
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
SECOND GRADE
2013-14
Teach WS 22
Forming Comparatives
with –er and -est
(say and sort)
Review WS 22
Forming Comparatives with –
er and –est
(say and sort)
Teach WM 5 Exploring Simple
Homophones
(Sentences)
Review WM 5 Exploring simple
Homophones
(Sentences)
15 minutes
10 minutes
15 minutes
10 minutes
2.3EOa.v(CCSS: RF.2.3d)
2.3EOa.v(CCSS: RF.2.3d)
Teacher interacts with
groups of students needing
support
Use Mondo Big Book –
Thinking About Ants – to
help students understand
how superlatives are used
in this text –
Word – largest – pg.7
Scariest – pg.16
Biggest – pg.26
Apply section of WS 22
Say and sort
Teach small groups based on
need.
Possible idea:
Bring in a few realia objects(or
pictures) that reflect size
differences, such as small,
smaller, smallest
Have students create sentences
that would describe the objects.
Hear, Say and repeat the
sentences.
Continue:
Apply section of WS 22
Say and sort
When completed:
WSA 1 or WSA 2 for words
still needing practice
Teacher roving to observe students
practicing spelling
(focus on engagement of at risk
spellers)
Teacher interacts with small
groups needing support. Use-A
Sailor Went to Sea pg. 227 or
Taking Off pg. 254 (Sing a Song
of Poetry)
Apply sentence pictures on page
287 in F&P book
WSA 3 Buddy Check
WSA 1 Spelling practice using Buddy
Study 1 (Choose, write, build, mix,
fix, mix)
WSA 2 Spelling practice using Buddy
Study 2 (Look, say, cover, write,
check)
Apply WM 4 sentence pictures pg.
287
Early finishers practice spelling
using WSA 1 or WSA 2
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 4
Foundational Skills 2nd Grade
Week Five, Fourth Quarter
Suggestion:Choose two mini lessons for the week.
Whole Group
(Objectives from the
Pacing Guide)
SECOND GRADE
2013-14
Teach WM 6 Exploring
Simple Homographs
(Sentence Pictures)
Review WM 6 Exploring
Simple Homographs
(sentence pictures)
Teach LS 22 or 23
(blind sort) Choose vowel parts
based on needs of students)
Show students how to
apply their spelling
words while drafting
to support fluency
and efficiency.
15 minutes
10 minutes
15 minutes
15 minutes
2.3EO a.ii(CCSS: RF.2.3b)
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
Teacher interacts with
groups of students needing
support choosing words
and manipulating magnetic
letters.
Apply section of WM 6
(Sentence Pictures)
Teacher interacts with groups
of students support with orally
rehearsing words/sentences in
context.
Continue:
Apply section of
WM 6
Sentence pictures
WSA 3 Buddy Check
When completed:
WSA 1 or WSA 2 for words
still needing practice
Teacher roving to observe students
practicing spelling
(focus on engagement of at risk
spellers)
WSA 1 Spelling practice using
Buddy Study 1 (Choose, write, build,
mix, fix, mix)
Groups 1, 2, 3
WSA 2 Spelling practice using
Buddy Study 2 (Look, say, cover,
write, check)
Teacher support students to make
spelling list from HFW, draft book
and/or anchor lesson. Highlight
HFW lists that students have
mastered or students might do this
during independent time.
WSA 5 Buddy Test
Spelling Practice
Independent Practice,
Small Group
Students make spelling lists by choosing word
their personal word list and class generated list
whole group lessons.
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 5
Foundational Skills 2nd Grade
Week Six, Fourth Quarter
Suggestion:Choose two mini lessons for the week.
Independent Practice,
Small Group
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
2013-14
Review LS 22 or 23
Learning the Sound of a
as in Cake: ea, ey eigh
Share poem One Two
Buckle My Shoe (pg. 206)
or As I was Going to
Banbury
pg. 37 (Sing A Song Of
Poetry) Use highlighter
marker to find the words
in the poem.
Teach WS 23
Forming Plurals for Words
ending in f.
(make and write)
Review WS 23
Forming Plurals for Words ending in
f. (make and write)
Teach: Show students how
to use their, anchor lists,
and personal Word lists and
word walls studied in Buddy
Study as a resource while
Proofreading and editing to
assist in the production of
writing.
See Word Matters pg.100 or
Ch. 5.
10 minutes
15 minutes
10 minutes
15 minutes
Notice comment on page
159 of F&P book about
ELL learners.
Small group lesson:
Using Apply Tags:
Take, read, sort, check
and write using most
common words.
Apply shared reading
lesson for LS 23 on pg
162. Organize students
into small groups to read
and identify words in the
poems or independent
reading books.
Teacher interacts with groups
of students needing support in
applying suffix to singular
words while supporting
context.
Teacher helps students read Head,
Shoulders, Knees, and Toes (Pg.115
Kind. Sing A Song of Poetry)
Use those words to help children
build the singular and change to a
plural with magnetic letters.
Teacher roves and observes
students giving Buddy Test.
Assist students in selection of
word lists this week
Highlight HFW lists that students have mastere
students might do this during independent time
Continue:
Apply section of WS 23
Make and write
Apply: WSA5 – Buddy Test
and students will write new words
on Index cards and on Words I
Know charts in draft books.
Highlight HFW lists that
students have mastered.
Apply section of WS 23
Make and write
Adjust number of words based
on student needs
WSA 3 Buddy Check
When completed:
WSA 1 or WSA 2 for words still
needing practice
Early finishers practice
spelling using WSA 1 or
WSA 2
Spelling Practice
Whole Group
(Objectives from the
Pacing Guide)
SECOND GRADE
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 6
Foundational Skills 2nd Grade
Week Seven, Fourth Quarter
Suggestion:Choose two mini lessons for the week.
Whole Group
(Objectives from the
Pacing Guide)
SECOND GRADE
Teach WS 24 Change
Spelling to Form the
Plural
(lotto)
Review WS 24 Change
spelling to Form the Plural
(lotto) Share the Poem out of
Sing a Song of Poetry. If All
The Seas were One Sea. Pg.
139. Have students find plural
nouns that are made by
changing the spelling of the
singular form.
15 minutes
Teacher roving to observe
students practicing
spelling
(focus on engagement of
at risk spellers)
10 minutes
Teacher supports a small
group based on need. Make
four or five nouns with
magnetic letters and then
change the spellings to make
them plural.
2013-14
Teach WS 25 Making Plural Forms:
Summary
(sort and write)
Review WS 25 Making Plural
Forms: Summary (sort and write)
Share the Poem out of Sing A
Song Poetry. Buttercups and
Daisies pg. 59 or Curly Locks
pg.78
Highlight the plurals found and
practice the spelling.
15 minutes
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
WSA 1 Spelling practice
using Buddy Study 1
(Choose, write, build,
mix, fix, mix)
WSA 2 Spelling practice
using Buddy Study 2
(Look, say, cover, write,
check)
Pull small groups of students who need additi
support. Choose nouns in
classroom environment and
pluralize them in context of
sentence
Continue:
Apply section of WS 25
Sort and write
Apply WS 24
Early finishers practice
spelling using WSA 1 or
WSA 2
Apply section of WS 25
Sort and write
WSA 3 Buddy Check
Spelling Practice
Independent Practice,
Small Group
2.3EO a(CCSS: RF.2.3)
15 minutes
Support small group with preview of
Buttercups and Daisies pg 59 or Curly
Locks pg 78 in Sing a Song of Poetry
for tomorrow. As the children read a
text prompt them to notice base words
and endings to help them take apart
unfamiliar words.
When completed:
WSA 1 or WSA 2 for words still
needing practice
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 7
Foundational Skills 2nd Grade
Week Eight, Fourth Quarter
Suggestion:Choose two mini lessons for the week.
Whole Group
(Objectives from the
Pacing Guide)
Independent Practice,
Small Group
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
SECOND GRADE
2013-14
Teach SP 16 Recognizing
Patterns with Ending
Consonant Clusters.
(say and sort)
Review SP 16 Recognizing
Patterns with Ending
Consonant Clusters
(say and sort)
Teach WSA 15 Connecting Words
That Sound the Same but Look
Different.
(Homonym lotto)
Use the poem Silly Simon pg. 234.
Sing a Song of Poetry. Teacher helps
to make connections from words in
poem.
Review WSA 15
(homonym lotto)
Use the poem Silly Simon pg.234
from Sing a Song of Poetry.
Teacher helps to make
connections from words in poem
that would be Homonyms. Ex.
pail and pale, ware and wear and
where.
15 minutes
10 minutes
15 minutes
10 minutes
Teacher roving to observe
students practicing
spelling
(focus on engagement of at
risk spellers)
Teacher supports a small group
with Shared Reading or
Interactively writing as shown
on page 228 in F&P book.
Pull small groups of students who
need oral rehearsal with new words in
context.
Pull small groups of students who
need oral rehearsal with new
words in context
Read How Much Wood Would a
Woodchuck Chuck. Pg 125 Sing
A Song of Poetry. Point out
Homonyms in this peom and
discuss.
WSA 1 Spelling practice
using Buddy Study 1
(Choose, write, build, mix,
fix, mix)
Apply SP 16
Use two – four way sort)
Early finishers practice
spelling using WSA 1 or WSA
2
Apply section of WSA 15
Lotto
WSA 3 Buddy Check
Continue:
Apply section of WSA 15
Lotto
WSA 2 Spelling practice
using Buddy Study 2
(Look, say, cover, write,
check)
Spelling Practice
When completed:
WSA 1 or WSA 2 for words still
needing practice
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 8
Foundational Skills 2nd Grade
Week Nine, Fourth Quarter
Suggestion:Choose two mini lessons for the week.
Independent Practice,
Small Group
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
2013-14
Teach WS 28 Recognizing
Open and Closed
Syllables.
(say and sort)
Review WS 28
Recognizing Open and Closed
Syllables.
(say and sort)
Teach WM 7
Learning About Words with Multiple
Meaning.
(sentence pictures)
Review WM 7 Learning About
Words with Multiple Meaning.
I Never Saw A Purple Cow.
Pg.131 and My Love For You
pg.182. Sing a Song of Poety
Compare the word can in the two
poems and represent with picture.
15 minutes
10 minutes
15 minutes
15 minutes
Teacher roving to observe
students practicing
spelling
(focus on engagement of
at risk spellers)
Teacher supports a small group
needing assistance clapping
syllables.
Pull small groups of students who
need oral rehearsal and work together
on words from CD Rom word cards.
Students represent by drawing
pictures and writing a sentence.
Pull small groups of students who
need oral rehearsal with new
words in context.
WSA 1 Spelling practice
using Buddy Study 1
(Choose, write, build, mix,
fix, mix)
or
Apply by assisting students to
choose words from draft books
to be sure each syllable in
words has a vowel.
Early finishers practice
spelling using WSA 1 or WSA
WSA 2 Spelling practice
2
using Buddy Study 2 (Look, say, cover, write,
check
Continue:
Apply section of WS 7
Sentence pictures
Apply section of WS 7
Sentence pictures
WSA 3 Buddy Check
Spelling Practice
Whole Group
(Objectives from the
Pacing Guide)
SECOND GRADE
When completed:
WSA 1 or WSA 2 for words still
needing practice
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 9
Foundational Skills 2nd Grade
Week Ten, Fourth Quarter
Suggestion:Choose two mini lessons for the week.
Independent Practice,
Small Group
(Opportunity to use the apply
section, spelling practice and
handwriting practice)
Differentiation see Planning
for Word Work after Guided
Reading (Continuum of
Literacy -Guided Reading)
Teach SP 15 Summarizing
Spelling Pattern with -a
(building words)
2013-14
Review SP 15 Summarizing
Spelling Pattern with –a.
(building words)
Guided Reading pg.224 in
teachers guide for ideas to use
for making new words and use
the words in context.
Teach SP 17Learning about Vowel
Combination Spelling Patterns.
(go fish)
Share Over In the Meadow pg.209.
Sing a Song of Poetry. Look in
Library for book. Highlight and add
to chart.
Review WS 1 Recognizing
Compound Words
Read Butterflies and Daisies pg. 59
in Sing a Song of Poetry
Highlight compound words
15 minutes
10 minutes
15 minutes
Teacher roving to observe
students practicing spelling
(focus on engagement of at
risk spellers)
Teacher supports a small group
using guided reading lesson on
page 224 in F&P book.
Pull small groups of students who
need support playing Go Fish
10 minutes
2.3EO c.iv (CCSS:L.2.4d)
Teacher tests HFW of students to
share end of year results.
Apply section of SP 17
Go Fish
Apply: WS 1 and WS2 Choose a
group of compound words to sort
with partners.
WSA 1 Spelling practice
using Buddy Study 1
(Choose, write, build, mix,
fix, mix)
Apply SP 15
Early finishers practice spelling
using WSA 1 or WSA 2
WSA 3 Buddy Check
WSA 2 Spelling practice
using Buddy Study 2
(Look, say, cover, write,
check)
Review WS 2 Making Compound Words Read
Little Raindrops pg. 138 in Sing a Song of Poetr
Highlight compound words
Spelling Practice
Whole Group
(Objectives from the
Pacing Guide)
SECOND GRADE
Lessons can be found in Fountas and Pinnell Phonics Lessons 2
High Frequency Words Found in BAS Assessment Book pg. 180 -198 revised 6/16/13
Page 10