Common Core State Standards Pacing Guide 2nd Edition English Language Arts (ELA) Second Grade—4th Nine Week Period 2nd Edition: Becky Au, Julie Estrada, Erica Melendrez ````````````````````````````````````````````````````````````````````````````````````` Mr. Stan Rounds, Superintendent Dr. Steven Sanchez, Deputy Superintendent Prepared By: Lydia Polanco, Coordinator of Elementary Instruction st
1 Edition: Melissa S. Galaz, Gail Estrada, Becky Au, Michael M. Mirabal Second Grade—4 Nine Week Period 1 th
English Language Arts (ELA) Pacing Guide Las Cruces Public Schools Overview of the Common Core State Standards: The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are the culmination of an extended, broad-­‐based effort to fulfill the charge issued by the states to create the next generation of standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The standards define what all students are expected to know and be able to do, not how teachers teach.1 Description of the Pacing Guide: A pacing guide is an interval based description of what teachers teach in a particular grade or course; the order in which it is taught, and the amount of time dedicated to teaching the content. Purpose of a Pacing Guide: The purpose of a pacing guide is to ensure that all of the standards are addressed during the academic year. Each pacing guide is nine weeks in duration. Components of the Pacing Guide: • College and career (CCR) anchor standard-­‐-­‐define the skills and understandings that all students must demonstrate. • Grade level standard—defines what students should know and be able to do by the end of each grade level • Unpacked standard—provides a clear picture for the teacher as he/she implements the CCSS • Resources—includes but not limited to current district core resources • Depth of Knowledge — (DOK) Criteria for systematically analyzing the alignment between standards and standardized assessments 1
Retrieved from www.corestandards.org , p. 6, Introduction: Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects. Second Grade—4 Nine Week Period 2 th
Key Points in English Language Arts Reading • The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college-­‐ and career-­‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. • Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year. • The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools. Writing • The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades. • Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical. • Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades. Speaking and Listening • The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. • An important focus of the speaking and listening standards is academic discussion in one-­‐on-­‐one, small-­‐group, and whole-­‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students Second Grade—4 Nine Week Period 3 th
collaborate to answer questions, build understanding, and solve problems. Language • The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases. • The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. • Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening. Media and Technology •
Just as media and technology are integrated in school and life in the twenty-­‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. Second Grade—4 Nine Week Period 4 th
STANDARDS-­‐BASED, LCPS Pacing Guides STANDARDS-­‐DRIVEN Other Resources (i.e. leveled readers, informaSonal text, lexile ranges, etc.) Common Core State Standards Core Language Arts Program Reading Street Supplemental Technology Based program to prepare for PARCC Second Grade—4 Nine Week Period 5 th
2nd Grade Reading Standards for Literature: Craft and Structure 4th Quarter Nine Weeks Anchor Reading Standard(s) Standards RL2.4 Describe how words and 4. Interpret words and phrases (e.g., regular beats, phrases as they are used alliteration, rhymes, repeated lines) in a text, including supply rhythm and meaning in a determining technical, story, poem, or song. connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Standard RL2.4 Q1 I/P Q2 I/P Q3 I/P Q4 I/P Unpacked (What does the standard actually mean?) Students who can describe how words and phrases supply rhythm and meaning in a story, poem or song have learned terms such as alliteration, rhyme, rhythm, paragraph, stanza, phrases, repeating/repetition, and beats. Rhythm is the patterns of the sounds of the words. Regular beats, alliteration, rhymes and repeated lines can be used to make rhythmic patterns in text. Alliteration is the repeated use of the same beginning sound in a group of words (Alice sells apples in Atlanta). Rhymes are words that have the same ending sound, tall/wall; pound/ground. Repeated lines give stories and poems a rhythmic pattern. Depth of Knowledge (DOK 1) Carley is writing a poem and needs a word that rhymes with mosquito. Which of the following choices will work? A. mole B. fly C. cheetah D. burrito (DOK 2) Describe alliteration patterns in the poem? Vocabulary: interpret, describe, songs, poems, stories, texts, rhythm, regular beats, alliteration, rhymes, repeated lines/repetition, meaning, phrase Resources: Reading Street suggested core curriculum stories -­‐ Dear Juno, Rosa and Blanca, Just Like Josh Gibson, A Birthday Basket for Tia, Grace for President Second Grade—4 Nine Week Period 6 th
2nd Grade Reading Standards for Literature: Standard Q1 Range of Reading and Level of Text Complexity RL2.10 I/P 4th Quarter Nine Weeks Anchor Reading Unpacked Standard(s) Standards (What does the standard actually mean?) 10. Read and RL2.10 By the end of the year, With assistance as needed, students are required comprehend read and comprehend to read proficiently and understand various types complex literary and literature, including stories and of literature for the 2-­‐3 text complexity band. informational texts poetry, in the grades 2-­‐3 text Standard 10 defines a “staircase‟ of increasing text independently and complexity band proficiently, complexity that rises. Whatever they are reading, proficiently. with scaffolding as needed at students must also show a steadily growing ability the high end of the range. to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, which are essential to their future success.” Students should encounter appropriately complex texts in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. Q2 I/P Q3 I/P Q4 I/P Depth of Knowledge Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 4th quarter students should be reading at:
DRA Guided AR Rdg. Lexile Rdg. Level A-­‐Z 30 M 2.5-­‐
Q-­‐R 500-­‐549 3.0 Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points. Vocabulary: comprehend, independently, literature, character, plot, setting, author, genre Resources: Second Grade—4 Nine Week Period 7 th
2nd Grade Reading Standards for Information: Standard Q1 Q2 Q3 Q4 Craft and Structure RI 2.4 I/P I/P I/P I/P 4th Quarter Nine Weeks Anchor Reading Unpacked Depth of Knowledge Standard(s) Standards (What does the standard actually mean?) 4. Interpret words and RI 2.4 Determine the meaning of Students are required to find out word ((DOK 2) Australia is an arid continent. It is the phrases as they are words and phrases in a text relevant meanings and phrases that are specific to driest continent in the world. It has ten deserts. used in a text, to a grade 2 topic or subject area. grade 2. When students find a word they What is the meaning of the underlined word? including determining don’t know how to read they must use technical, context clues to figure out what the word (DOK 2) What clues did you use to understand the connotative, and means. meaning of the underlined word? figurative meanings, and analyze how specific word choices shape meaning or tone. Vocabulary: dictionary, digital dictionary, bold print, subheading, caption, icons, glossaries, indexes Resources: Reading Street suggested core curriculum stories -­‐ A Weed is a Flower, Lifecycle of a Pumpkin, Soil, Red, White, and Blue: The Story of the American Flag, Cowboys Second Grade—4 Nine Week Period 8 th
2nd Grade Reading Standards for Information: Standard Q1 Range of Reading and Level of Text Complexity RI2.10 I/P 4th Quarter Nine Weeks Anchor Reading Unpacked Standard(s) Standards (What does the standard actually mean?) 10. Read and RI2.10 By the end of the year, read “Students should acquire the habits of comprehend complex and comprehend informational texts reading independently and closely, which literary and including history/social studies, are essential to their future success.” informational texts science, and technical texts, the independently and grades 2-­‐3 text complexity band Students should encounter appropriately proficiently. proficiently, with scaffolding as complex texts at each grade level in order needed at the high end of the range to develop the mature language skills and the conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. Vocabulary: illustrations, graphics, text, textual features, author, informational text, self-­‐monitoring Resources: Q2 I/P Q3 I/P Q4 I/P Depth of Knowledge Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 4th quarter students should be reading at:
DRA Guided AR Rdg. Lexile Rdg. Level A-­‐Z 30 M 2.5-­‐
Q-­‐R 500-­‐549 3.0 Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points. Second Grade—4 Nine Week Period 9 th
2nd Grade Reading Standards Foundational Skills: Standard Q1 Q2 Q3 Q4 Phonics and Word Recognition RF2.3a-­‐f I/P I/P I/P I/P 4th Quarter Nine Weeks Anchor Reading Unpacked Depth of Knowledge Standard(s) Standards (What does the standard actually mean?) RF2.3a. Distinguish long and Short vowel CVC words. Long vowels CVCE (DOK 1) If I have the word kit and I added silent e at short vowels when reading pet – Pete kit –kite the end of the word what does the word turn into? regularly spelled one-­‐syllable words. (DOK 2) Categorize the following words into short and long vowel sounds: sun, cube, hop, bike, tip, rake, pet, flute, sat, Pete RF2.3b. Know spelling-­‐sound Identify, read, and write words with vowel (DOK 1) Which word has the same middle sound as correspondences for teams, and write underlined vowel teams lake? additional common vowel which are diphthongs. A. apple teams. (ai, ay, au, aw, ea, ee, ey, ei, ew, oa, ow, oi, B. cap oy, ou, oo, ie, ui) C. wait r-­‐controlled (ar, or, ore, oar, er, ir, ur) D. Seam (DOK 4) Create a word for each vowel team RF2.3c. Decode regularly Identify, read, and write S-­‐ blend cluster (DOK 1) Find the word that has two syllables. spelled two-­‐syllable words (sc, sk, sm, sn, sp, st, sw, scr, str, spr, spl) A. sat with long vowels. L-­‐blend cluster (bl, cl, fl, gl, pl, sl) B. cute R-­‐blend cluster (br, cr, dr, fr, gr, pr, tr) C. baby Other blend clusters D. nice (tw, thr, qu, squ, dge, tch, nd, nt, mp, ng, nk) digraphs (ch, sh, th, tch, wh) (DOK 2) Identify a long vowel two syllable word. RF2.3d. Decode words with common prefixes and suffixes. Decode, read, and write words with prefixes re-­‐, un-­‐, dis-­‐, mis-­‐, pre-­‐, ex-­‐, non-­‐, in-­‐, im-­‐, fore-­‐, uni-­‐, bi-­‐, tri-­‐ Decode, read, and write words with suffixes -­‐y, -­‐ly, -­‐ily, -­‐ness, -­‐ful, -­‐less, -­‐ture, -­‐sure, -­‐able, -­‐ible, -­‐meant, -­‐hood, -­‐ed, -­‐ing (DOK 1) The boy is lifting his chair. What is the root word in lifting? A. lifts B. lifting C. lift D. lifted (DOK 4) Create your own sentences using the following words: untie, redo, inside, pretest. Second Grade—4 Nine Week Period 10 th
RF2.3e. Identify words with inconsistent but common spelling-­‐sound correspondences. Decode and spell words with: ph-­‐, wr-­‐, -­‐kn, -­‐
gh, -­‐igh, -­‐ight, -­‐eigh, -­‐ough, -­‐ought RF2.3f. Recognize and read grade-­‐appropriate irregularly spelled words. Students need to be able to identify these words by sight rather than decoding – refer to Fry Words (High Frequency Words) (DOK 1)Which of the following words has the same beginning sound as the word knee? A. kite B. know C. cloud D. bee (DOK 1) Decode the following words: photo, write, knight, laugh, sigh, might, sleigh, trough, bought (DOK 1) Be able to read the 2nd 200 Fry Words quick as a snap. (DOK 4) Create a sentence using the 2nd 200 Fry Words. Vocabulary: syllable, prefix, suffix, vowel team, long vowel, short vowel, diagraph, diphthong, irregular Resources: Recipe for Reading and Multisensory Strategies, Fry Words (2nd 100 and beyond) Second Grade—4 Nine Week Period 11 th
2nd Grade Reading Standards Foundational Skills: Fluency 4th Quarter Nine Weeks Anchor Reading Standard(s) Standards Fluency RF2.4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-­‐level text with purpose and understanding. b. Read on-­‐level text orally with accuracy, appropriate rate, and expression on successive readings. Standard RF2.4a-­‐c Q1 I/P Q2 I/P Q3 I/P Q4 I/P Unpacked Depth of Knowledge (What does the standard actually mean?) Fluent readers are able to focus attention (DOK 1) Use questions and prompts such as: on the meaning of the text. Readers at • Does that sound right? this stage still benefit from opportunities • Does that look right? to read texts multiple times at an • Does that make sense? independent level. • Look for chunks you know and say them. • Look at the beginning of the word and try it Scaffolding should allow the reader to again. encounter the text with minimal • Look at the end of the word and try it again. clarifications. It should not replace the text by translating its contents for (DOK 2) Use questions and prompts such as: students. Fluency helps the reader process • Make your reading sound like the characters language for meaning and enjoyment. are talking. c. Use context to confirm or Use questions and prompts such as: • Make your voice go down when you see the self-­‐correct word recognition • Make your reading sound like the period at the end. and understanding, rereading characters are talking. Go back and reread when it doesn’t sound or look like as necessary. • Make your voice go up when you you think it should. see the question mark at the end. • Make your voice go up and down when you see the period at the end. Vocabulary: a. fluency, purpose, understanding; b. orally, accuracy, appropriate rate, expression, intonation, tone; c. context clues, self-­‐correct, word recognition, rereading Resources: Reading Street Decodable Books, Fresh Reads Second Grade—4 Nine Week Period 12 th
2nd Grade Writing Standards: Production and Distribution of Writing 4th Quarter Nine Weeks Standard W.2.5 W.2.6 Q1 I I Q2 Q3 P I Anchor Standard(s) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Writing Standards W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Unpacked (What does the standard actually mean?) With assistance from adults and peers students should focus their writing on topic and develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They also need to develop their ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use keyboarding and technology). At this grade level, students will need to be able to “log on” to programs, computer stations, and hand-­‐held devises to engage with digital media. Q4 P P I P Depth of Knowledge (DOK 4) Create a writing piece and use checklists to aid students in the writing process. (DOK 4) Create a writing piece and use rubrics to aid students in the writing process. (DOK 4) Create a writing piece and use editing and revising marks to aid students in the writing process. (DOK 4) Create a digital writing piece following the writing process. Vocabulary: topic, revise, edit, produce, publish, digital tools, log on, computer station, digital tool Resources: Nancy Fetzer Writing Connections Second Grade—4 Nine Week Period 13 th
2nd Grade Speaking and Listening Standards: Standard Q1 Presentation of Knowledge and Ideas SL. 2.5 X 4th Quarter Nine Weeks Anchor Speaking and Listening Unpacked Standard(s) Standards (What does the standard actually mean?) 5. Make strategic use of SL. 2.5 Create audio Second grade students should be able to engage in digital media and visual recordings of stories or storytelling and report facts and relevant details displays of data to poems; add drawings or about an experience. They should be able to utilize express information and other visual displays to digital media to make audio recordings of stories or enhance understanding stories or recounts of poems and add visual displays to illuminate chosen of presentations. experiences when facts or details. In order to do so, students will need appropriate to clarity multiple opportunities to present information to ideas, thoughts, and others and develop behaviors that will lead to the feelings. ability to add appropriate digital media and visual displays. Students will need to engage in behaviors that lead to the expression of complete ideas both verbally and in writing: turn and talk, small group discussion, computer use, and writing and speaking learning activities. For example, second grade students need to be able to choose visual displays that add to and support their thinking about a topic. Students must be able to articulate their ideas in complete sentences. Q2 X Q3 I Q4 P Depth of Knowledge (DOK 4) Create a digital presentation narrating your story, poem, and or illustrations. Vocabulary: details, recount, clarify, visual display, articulate Resources: Nancy Fetzer Writing Connections Second Grade—4 Nine Week Period 14 th
2nd Grade Language Standards: Vocabulary Acquisition and Use 4th Quarter Nine Weeks Anchor Standard(s) 4. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Language Standards L. 2.4 a. Use sentence-­‐level context as a clue to the meaning of a word or phrase. Standard Q1 L. 2.4 a-­‐f I/P L. 2.5 a-­‐b I/P L. 2.6 I/P Unpacked (What does the standard actually mean?) Type Sentence Context Clues Example The city has Buses and many forms trains are of examples of transportati transportatio
on such as n. buses and trains. Synonym The campers The clue Antonym purified or words of cleaned the cleaned and water. purified are synonyms. Explanation We pinched The phrase our noses pinched our because noses explains their was an that an odor odor in the is a bad smell. room. A prefix is added to the beginning of a word and changes the meaning of that word. When you know what a prefix means, you can often figure out the meaning of the new word. Un=opposite of; re=again; mis=bad or wrong Q2 I/P I/P I/P Q3 Q4 I/P I/P I/P I/P I/P I/P Depth of Knowledge (DOK 1) Read the sentence. Martin lives in the city. Find the antonym for city. A.
B.
C.
D.
country town village hotel (DOK 2) Please halt! Do not go in there. They are taking a test. What does halt mean. A. stop B. run C. come b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell). (DOK 2) Re-­‐write this sentence and use a prefix to change the meaning of the underlined word. Karl was able to go to the party. Second Grade—4 Nine Week Period 15 th
5. Demonstrate understanding of word relationships and nuances in word meanings. c. Use a known root word as a clue to the meaning of an unknown word with the same root The root of a word is its basic meaning before a prefix or a suffix is added to it. d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., Birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Sometimes two smaller words are put together to form a compound word. Knowing the smaller words can sometimes help you figure out the compound word’s meaning. L 2.4e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L 2.5 Demonstrate Students should be able to answer questions such as: What word is below the word change? The word change can also be a noun. Use change as a noun in a sentence of your own. (DOK 4) Use the dictionary to look up the following word. Then write the word in a sentence. monstrous Students will better understand and remember new words when you connect them to real life. When students read a new words they should ask themselves: How is this word used in my life? How is this word used in the world around me? (DOK 2) In what ways is the word “Salty” used in your life and the world around you? understanding of word relationships and nuances in word meaning. a. Identify real-­‐life connection as between words and their use (e.g., Describe foods that are spicy or juicy). (DOK 1) What is the meaning of the underlined word in this sentence? I dislike all kinds of snakes. A. like B. cry C. hate D. hope (DOK 4) Create 2 different sentences using a compound word in each sentence. Second Grade—4 Nine Week Period 16 th
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 6. Acquire and use L 2.6 Use words and accurately a range of phrases acquired through general academic conversations, reading and and domain-­‐specific being read to, and words and phrases responding to texts, sufficient for reading, including using adjectives writing, speaking, and adverbs to describe and listening at the (e.g., when other kids are college and career happy that makes me readiness level; happy.) demonstrate independence in gathering vocabulary Shades of meaning are small differences in meanings between words. Two words might have similar meanings, but one might be stronger or more forceful than the other. Example: dusty, dirty, filthy throw, toss, hurl Describe a verb with an adverb and use it in a sentence. Practice it with a partner by orally using it in conversation. Describe a noun with an adjective and use it in a sentence. Practice it with a partner by orally using it in conversation. DOK1) Which word best shows that someone is very scared? A. excited B. terrified C. upset D. worried (DOK 2) There are five clases of living things. The work five describes what? Vocabulary: multiple meaning, definition, shades of meaning, literal meaning, adjectives, adverbs, real life-­‐connections, context, specific, Resources: Nancy Fetzer Writing Connections Second Grade—4 Nine Week Period 17 th
Balanced Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Informal Assessment Multiple Choice Fill-­‐in-­‐the-­‐blank (words, phrases) Presentation Oral questioning True–False Essay Movement Observation Matching Short answer (sentences, paragraphs) Science lab Interview Diagram Athletic skill Conference Web Dramatization Process description Concept Map Enactment Checklist Flowchart Project Rating scale Graph Table Debate Model Journal sharing Thinking aloud process Matrix Exhibition Student self-­‐assessment Illustration Recital Peer review Second Grade—4 Nine Week Period 18 th