Second Grade Pacing Guide
2010 – 2011
This Pacing Guide includes
English/ Language Arts
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HCS Second Grade Pacing Guide 2010-2011
Scope & Sequence,
K-2 Suggested Booklists,
Literature List by Skill
Word Study Strategies,
Grade Level Pacing
Parent Curriculum Guide
1
Halifax County Schools
Second Grade Curriculum Pacing Guide
Scope and Sequence
Week 1 and 2
Review letter sounds, blends, and digraphs
Review the /k/ sound with the letters c, k, and ck
Review the closed syllable.
Sample words- quilt, elf, shred, kick, and crush
Week 3-4
Review bonus letter rule for ff, ll, ss and sometimes zz
Review or teach sounds all, am, an, ang, ing, ong, ung, unk, ank, ink, onk, unk
Learn sounds- ai, ay, ee, ea, ey
Sample words- spill, string, stand, toss
Week 5
Rimes- ild, ind, old, ost. Olt
Continue retelling stories
Vowel sounds oi, oy
Words to know- when, which, again, away, more
Sample words- wild, find, cold, colt, post
Week 6- 7
Review and introduce suffixes s, es, ed, ing
Teach er, est
Sound for ed, either /d/ or /t/
Plural nouns
Present and past tense
Vowel sounds, oa, oe, ow, ou, oo, ue, ew
Words to know- even, their, animal, here, use, used
Sample words- stronger, tallest, spilled, and passed
HCS Second Grade Pacing Guide 2010-2011
2
Week 8-9
Begin reading and spelling two syllable words.
Clap or tap syllables.
Compound words
Teach how to divide words between closed syllables.
-ic spelling and sound
New suffixes- ful, ment, ness, less, able, en, ish
Vowels- au, aw
Words to know- water, knew, know
Sample words- catnip, habit, tonic, mascot, hundred, freshen, boldness
Week 10-11
Teach vowel consonant- e syllables.
S at the end of words as /s/ or /z/
Two syllable words with closed and vowel- consonant- e syllables
Compound words
Vowel consonant-e exception (-ive)
Suffix –ive
Words to know- often, house, move, right, place, together
Sample words- hope, confuse, reptile, olive, inventive
Week 12- 13
Open syllable
y as a vowel
Combining open syllables with closed and vowel- consonant- e syllables
Syllable division rules
y, ly, ty suffixes
Words to know, why, large, change, city, every, family
Sample words- no, music, relate, cry, baby, chilly
HCS Second Grade Pacing Guide 2010-2011
3
Week 14- 15
Teach r- controlled syllable
Sounds- ar and or
Combining r- controlled syllables with other syllable types.
Words to know- world, answer, eye, carry, something, different
Sample words- fort, part, orbit, party
Week 16- 17
Sounds of er, ir, and ur
Combining r- controlled syllables er, ir, and ur with other syllables.
Words to know- picture, learn, earth
Sample words- termite, burst, dirty
Dictionary skills
Week 18- 19
Double vowel syllable type
Sounds of ai and ay
Combing all syllable types
Words to know- great, country, America, example, thought
Sample words- paint, display
Week 20 -21
Sounds of ee, ea, and ey
Words to know- to, school, son, breakfast head, ready
Sample words- cheap, keep, chimney
Week 22- 23
Sounds of oi and oy
Words to know- mother, father, brother, neighbor, early, ocean
Sample words- moist, toys, paperboy
HCS Second Grade Pacing Guide 2010-2011
4
Week 24- 25
Long o sounds of oa, oe, and ow
Review suffixes
Words to know- Monday, Tuesday, cousin, lose, dance, beautiful
Sample words- road, doe, grown
Week 26- 27
The /ou/ sound of ou and ow
Words to know- Wednesday, Thursday, Saturday, bought, library, piece
Sample words- sample, drown, plow
Week 28- 29
The sounds of oo, ou, ue, and ew
Words to know- January, February, July, enough, special, paste
Sample words- spoon, soup, overdue, blew, argue
Week 30
Sounds of au and aw
Words to know- August, December, daughter
Sample words- claw, aunt
Week 31- 32
Consonant- le syllable type
Spelling consonant- le words
Review all 6 syllable types.
Words to know- laugh, favorite, sugar, trouble, couple, young
Sample words- gobble, tumble, noble
HCS Second Grade Pacing Guide 2010-2011
5
Suggested Titles for Kindergarten through 2nd Grade Read Alouds
Kindergarten
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Old Black Fly, Jim Aylesworth
Hide and Snake, Keith Baker
The Very Hungry Caterpillar, Eric Carle
I Like Me, Nancy Carlson
The Everything Book, Denise Fleming
Corduroy, Don Freeman
Millions of Cats, Wanda Gag
Book!, Kristine O’Connell George
Owen’s Marshmallow Chick, Kevin Henkes
The Snowy Day, Ezra Jack Keats
Listen Buddy, Helen Lester
Frederick, Leo Lionni
Brown Bear, Brown Bear, Bill Martin
Chicka Chicka Boom, Boom, Bill Martin
If You Give a Mouse a Cookie, Laura Numeroff
Here Comes Mother Goose, Iona Opie
Little Engine That County, Watty Pipper
Chicken Soup with Rice, Maurice Sendak
Green Eggs and Ham, Dr. Seuss
Miss Bindergarten Gets Ready For
Kindergarten, Joseph Slate
Carlo Like Reading, Jessica Spanyol
Owl Babies, Martin Waddell
Timothy Goes to School, Rosemary Wells
The Napping House, Audrey and Donald Woods
Seven Blind Mice, Ed Young
1st Grade
• Why Mosquitoes Buzz in People’s Ears, Verna
Aardema
• Miss Nelson Is Missing, Harry Allard
• Cloudy with a Chance of Meatballs, Judi Barrett
• Bertie’s Picture Day, Pat Brisson
• The Golly Sisters, Betsy Byars
• Stellaluna, Jannell Cannon
• Verdi, Jannell Cannon
• Jack’s Garden, Henry Cole
• Strega Nona, Tomie DePaola
• Olivia Saves the Circus, Ian Falconer
• The Patchwork Quilt, Valerie Flournoy
• Lilly’s Purple Plastic Purse, Kevin Henkes
• Amazing Grace, Mary Hoffman
• Harold and the Purple Crayon, Crockett Johnson
• Patches Lost and Found, Steven Kroll
• Rumpus of Rhymes, Bobbi Katz
• The Story of Ferdinand, Munro Leaf
• Frog and Toad Are Friends, Arnold Lobel
• Little Bear, Else Minarik
• Black Cat, Christopher Myers
• Amelia Bedelia, Peggy Parish
• Officer Buckle and Gloria, Peggy Rathman
• Where the Wild Things Are, Maurice Sendak
• Amazing Bone, William Steig
• Good Night, Good Knight, Shelly Thomas
• Owl Moon, Jane Yolen
2nd Grade
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Stone Soup, Marcia Brown
The Chalk Box Kid, Clyde Robert Bulla
The Great Kapok Tree, Lynne Cherry
Satchel Paige, Lesa Cline-Ransome
Miss Rumphius, Barbara Cooney
The Art Lesson, Tomi DePaola
Legend of the Bluebonnet, Tomi DePaola
Beast Feast, Douglas Florian
The Amazing Life of Benjamin Franklin, James
Cross Giblin
Meet Danitra Brown, Nikki Grimes
Iris and Walter, Elissa Hadenfrost
You Read to Me, I’ll Read to You: Very Short
Stories to Read Together, Mary Ann Hoberman
Measuring Penny, Loreen Leedy
Uncle Jed’s Barbershop, Margaree Mitchell
Kate and the Beanstalk, Mary Page Osborne
John Henry, Jerry Pinkney
Thundercake, Patricia Polacco
Random House Book of Poetry,
How Much is a Million?, David Schwartz
The Stray Dog, Marc Simont
There Was An Old Lady Who Swallowed a Fly,
Simms Taback
Alexander Who Used to be Rich, Judith Viorst
Amber Was Brave,Essie Was Smart, Vera
Williams
Other Selected Authors
Byron Barton
Gail Gibbons
Jan Brett
Kevin Henkes
Marc Brown
Ann Jones
Eric Carle
Leo Lionni
Donald Crews
Mother Goose
Lois Ehlert
Helen Oxenbury
Denise Fleming
Rosemary Wells
HCS Second Grade Pacing Guide 2010-2011
Harry Allard (Miss Nelson Series)
Nancy Carlson
Galdone Paul (Fairy Tales)
Arnold Lobel (Frog and Toad Series)
James Marshall (George & Martha Series)
Else Minarik (Little Bear Series)
Peggy Parris (Amelia Bedelia Series)
Beatrix Potter
H.A. Rex (Curious George Series)
Cynthia Rylant (Henry and Mudge Series)
Janet Stevens
David Wisniewski
Yolen Jane (Commander Toad Series)
Paul Galdone
David Adler
Joseph Bruchac
Ashley Bryan
Joanna Cole (Magic School Bus series)
Ellen Conford (Jenny Archer series)
Steven Kellogg
Myra Cohn Livingston (Poetry selections)
Stuart Murphy (Math series)
Patricia Polacco
Jack Prelutsky (Poetry Collections)
James Ransome
Marjorie Sharmat (Nate the Great series)
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New Ideas for Word Study
1.ABC order-
2.Rainbow Words –
3.Backwards Words-
4.Silly sentences
Write your words in alphabetical order.
Write your words in three colors
Write your words forwards, then
backwards.
-Use all your words in ten sentences
5.Picture words -
6.Words without Vowels -
7.Words without Consonants -
8.Story words -
Draw a picture and write your words in
the picture.
Write your words replacing all vowels with Same as above but replace consonants with
a line.
lines.
Write a short story using all your words.
9.Scrambled words
10.Wordsearch I
11.Wordsearch II -
12.Crossword -
-Write your words, then write them again -Make a wordsearch with a friend, then
with the letters mixed up.
trade and solve.
Complete a word pre-made search.
Complete a pre-made crossword puzzle.
13.Surround words -
14.Ransom words -
15.Pyramid Words -
16.Words-in-words -
Write your words on graph paper and
outline in colors.
Write your words by cutting out letters in a
newspaper or magazine and glue them on a
paper.
Write your words adding or subtracting one Write your word and then write at least 2
letter at a time. The result will be a pyramid words made from each.
shape of words.
17.Delicious words -
18.Good Clean Words
19.Dirty Words -
20.Pasta Words -
Write your words in whipped cream,
peanut butter,or anything you can eat!
Write your words in shaving cream on a
counter or some other surface that can be
cleaned safely.
Write your words in mud or sand.
Write your words by arranging alphabet
pasta or Alphabits. Glue on paper.
21.Reversed words -
22.3D words -
23.Create an activity -
24.Puzzle words -
Write your words in ABC order backwards!
Use modeling clay rolled thinly to make
your words..
Can you think of a fun way to do your
spelling activities? Try it out!
Use a blank puzzle form. Write your words
on the form, making sure that the words
cross over the pieces. Then cut them out (
color if you wish) and put them in a baggie
with your name on it. When you and a
friend have completed your puzzles, trade
and put them back together.
25.Magazine words -
26.Cheer your words -
27.Sound Words -
28.X Words -
Use an old magazine or newspaper and
find your word. Cut it out and glue it on
paper.
Pretend you are a cheerleader and call out
your words!
Use a tape recorder and record your words
and their spelling. Then listen to your tape,
checking to see that you spelled all the
words correctly.
Write two words having one common letter
so they criss-cross.
HCS Second Grade Pacing Guide 2010-2011
7
Halifax County Schools
Second Grade Curriculum Pacing Guide
First Six Weeks
Goal/
Objective
1.04:
Introduce
1.05:
Introduce
Description of Objectives
Apply knowledge of all sources of information
(meaning, language, graphophonics) to read a new
text silently and independently.
Use a variety of strategies and skills to read selfselected texts independently for 20 minutes daily.
Self-selected texts should be consistent with the
student’s independent reading level.
What students should be able to do at the
end of the school year
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2.07:
Introduce
Discuss similarities and differences in events,
characters, and concepts within and across texts.
HCS Second Grade Pacing Guide 2010-2011
Essential Questions
Apply previously learned phonemic and
phonological awareness skills.
Analyze text for meaning.
Cross-check text using meaning, syntax, and
visual cues.
How do I cross check
information to read a new
text silently?
• Does it make sense?
• Does it sound right?
• Can I say it that way?
• Does it look right?
Choose books according to
independent reading level (above 94%
accuracy in comprehension and word
recognition).
Make predictions about story using
picture and context clues.
Recall and synthesize information from story
during teacher/student conferencing.
Record information about book title, author, and
date in a SSR log (other information may be
recorded based on teacher preference).
Demonstrate the ability to sustain reading with a
gradual increase to 20 minutes.
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Demonstrate knowledge of similarities and
differences through various forms:
• Venn diagram
• illustration
• written paper
• Compare and contrast multiple forms of media:
• text to text, video, world, and self
• among genre (example: short story to poetry OR
fiction to nonfiction)
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How do I choose
books at my
independent reading
level?
How do I build
stamina for reading?
How do I compare and
contrast events,
characters, and
concepts in texts?
How do I compare and
contrast events,
characters, and
concepts across
different texts?
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3.03:
Introduce
Explain and describe new concepts and
information in own words (e.g., plot, setting, major
events, characters, author’s message, connections,
topic, key vocabulary, key concepts, text features,
text features- bold-faced print, italics, captions,
text boxes, maps, table of contents, index, glossary,
headings, subheadings ).
4.04:
Introduce
Use oral communication to identify, organize, and
analyze information.
4.06:
Introduce
Plan and make judgments about what to include in
written products (e.g., narratives of personal
experiences, creative stories, skits based on
familiar stories and/or experiences).
Compose first drafts using an appropriate writing
process:
• planning and drafting
• rereading for meaning
• revising to clarify and refine writing with guided
discussion
Use correctly in written products:
• Letter formation, lines, and spaces to create
readable documents.
4.07:
Introduce
5.06:
Introduce
5.07:
Introduce
Use legible handwriting.
HCS Second Grade Pacing Guide 2010-2011
Retell and express the following information in own
words:
• plot-summarize events in text in 3-5 sentences
• setting-where and when the story takes place
• major events-action, problem/solution
• characters-identify and describe main characters
• author’s message-moral or theme of story
• connections- find relation between self, world, or
other text
• topic- main idea
• key vocabulary- 3-5 words needed to comprehend
text
• key concepts-ideas or points in text student needs for
comprehension
• Participate in oral discussion with others for the
purpose of analyzing information.
• Use clear and precise language to paraphrase
message.
• Take turns to speak.
• Stay on subject or topic.
• Express opinions.
• Ask questions.
• Use a variety of words to convey meaning.
• Brainstorm ideas.
• Use graphic organizers to organize thoughts and
plan ideas.
• How can I tell about new
concepts and information
based on this selection in
my own words?
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How do I discuss
information with
others?
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What steps should I
take to plan a written
product?
• How do I use the
writing process to
compose a written
product?
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Write clear and precise.
9
Halifax County Schools
Second Grade Curriculum Pacing Guide
Second Six Weeks
Goal/
Objective
Description of Objectives
What students should be able to do at the
end of the school year
1.02:
Introduce
Read most high frequency and many irregularly
spelled words accurately in text.
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1.03:
Introduce
Self-monitor decoding by using letter-sound
knowledge of all consonants and vowels.
• Decode vowel digraphs (oo, ew, ui, aw).
• Decode vowel diphthongs (oi, oy, ou, ow).
• Decode R or L controlled vowels (er, ar, ir, or, ur,
al).
• Decode beginning digraphs (wr, kn, gn).
• Decode short vowels.
• Decode long vowels.
• Double consonants..
• Double consonant clusters.
• Hard and soft sounds.
• Contractions.
• Words with nd, nt, np, ng, nk
1.04:
Review
1.05:
Review
Apply knowledge of all sources of information
(meaning, language, graphophonics) to read a new
text silently and independently.
Use a variety of strategies and skills to read selfselected texts independently for 20 minutes daily.
Self-selected texts should be consistent with the
student’s independent reading level.
• What sight words can I
identify?
• How do I decode using
letter sound
knowledge?
Read high frequency words.
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HCS Second Grade Pacing Guide 2010-2011
Essential Questions
Apply previously learned phonemic and
phonological awareness skills.
Analyze text for meaning.
Cross-check text using meaning, syntax, and
visual cues
How do I cross check
information to read a new
text silently?
• Does it make sense?
• Does it sound right?
• Can I say it that way?
• Does it look right?
Choose books according to independent reading
level (above 94% accuracy in comprehension
and word recognition).
Make predictions about story using picture and
context clues.
Recall and synthesize information from story
during teacher/student conferencing.
Record information about book title, author, and
date in a SSR log (other information may be
recorded based on teacher preference).
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How do I choose
books at my
independent reading
level?
How do I build
stamina for reading?
10
2.02:
Introduce
Use text for a variety of functions, including
literary, informational, and practical.
2.07:
Review
Discuss similarities and differences in events,
characters, and concepts within and across texts.
3.03:
Review
Explain and describe new concepts and
information in own words (e.g., plot, setting, major
events, characters, author’s message, connections,
topic).
HCS Second Grade Pacing Guide 2010-2011
. Read text to:
• inform
• follow directions
• select menu choices
• follow board game directions
• problem solve
• enjoy
• g. recognize different types of genre: fiction
(including: realistic fiction, historical fiction,
mystery and detective fiction) , fables, folktales,
tall tales, nonfiction (also called expository),
biographies, autobiographies, poetry, drama,
legend
Demonstrate knowledge of similarities and
differences through various forms:
• Venn diagram
• illustration
• written paper
• Compare and contrast multiple forms of media:
text to text, video, world, and self among genre
(example: short story to poetry OR fiction to
nonfiction)
Retell and express the following information in own
words:
• plot-summarize events in text in 3-5 sentences
• setting-where and when the story takes place
• major events-action, problem/solution
• characters-identify and describe main characters
• author’s message-moral or theme of story
• connections- find relation between self, world, or
other text
• topic- main idea
• key vocabulary- 3-5 words needed to comprehend
text
• key concepts-ideas or points in text student needs for
comprehension
• key vocabulary, key concepts, text features, text
features- bold-faced print, italics, captions, text boxes,
maps, table of contents, index, glossary, headings,
subheadings
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How do I apply text in
a variety of ways?
•
How do I compare and
contrast events,
characters, and
concepts in texts?
• How can I tell about new
concepts and information
based on this selection in
my own words?
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3.04:
Introduce
Increase oral and written vocabulary by listening,
discussing, and composing texts when responding
to literature that is read and heard. (e.g., Read
aloud by teacher, literature circles, interest
groups).
3.05:
Introduce
Locate and discuss examples of an author’s use of:
• kinds of sentences (declarative, interrogative,
exclamatory)
• capitalization (titles, dates and days, names of
countries)
• punctuation (exclamation marks, commas in dates,
and to introduce dialogue and quotations).
• use of paragraphs in texts and their effects on the
reader
• genre(s) and specific word choice(s).
4.01:
Introduce
Begin to use formal language and/or literary
language in place of oral language patterns, as
appropriate.
4.04:
Review
Use oral communication to identify, organize, and
analyze information.
4.06:
Review
Plan and make judgments about what to include in
written products (e.g., narratives of personal
experiences, creative stories, skits based on
familiar stories and/or experiences).
HCS Second Grade Pacing Guide 2010-2011
• Identify, discuss, and participate by using key
vocabulary during read aloud, shared reading,
interactive reading, guided reading, and teacher
directed reading, literature circles.
• Use new vocabulary during journal writing or
writer’s workshop to respond to literature.
• Use new vocabulary in spoken language.
• Ask questions.
Locate and discuss kinds of sentences within literature
and student writing:
• declarative: statement sentences
• interrogative: question sentences
• exclamatory: exclamation sentences
• Apply knowledge of types of sentences in written
language.
Recognize and use capitalization in reading and writing:
• Improper nouns
• Now that I have read this
selection, how can I use
my new vocabulary?
• Demonstrate use of formal language (Standard
American English) in writing.
• Demonstrate use of literary language in writing
• beginning hooks (once upon a time; in a land far, far
away)
• figurative language (similes, metaphors, idioms)
• Participate in oral discussion with others for the
purpose of analyzing information.
• Use clear and precise language to paraphrase
message.
• Take turns to speak.
• Stay on subject or topic.
• Express opinions.
• Ask questions.
• Use a variety of words to convey meaning.
• How do I apply the use
of formal and/or literary
language in my writing?
• Brainstorm ideas.
• Use graphic organizers to organize thoughts and
plan ideas.
• How does the author use
type of sentence,
punctuation, order of
paragraphs, specific word
choice with this genre?
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How do I discuss
information with
others?
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What steps should I
take to plan a written
product?
12
4.07:
Review
5.03:
Introduce
• How do I use the
writing process to
compose a written
product?
Compose first drafts using an appropriate writing
process:
• planning and drafting
• rereading for meaning
• revising to clarify and refine writing with guided
discussion
Use capitalization, punctuation, and paragraph in own
writing.
5.06:
Review
Use correctly in written products:
• Letter formation, lines, and spaces to create
readable documents.
5.07:
Review
Use legible handwriting.
HCS Second Grade Pacing Guide 2010-2011
•
Write clear and precise.
13
Halifax County Schools
Second Grade Curriculum Pacing Guide
Third Six Weeks
Goal/
Objective
Description of Objectives
1.01:
Introduce
Use phonics knowledge and structural analysis
(e.g., knowledge of syllables, suffixes, prefixes, root
words) to decode regular multi-syllable words
when reading text.
What students should be able to do at the
end of the school year
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Decode patterns with r-controlled syllables
vr/cvc (mar/ket).
Identify root word to construct meaning.
Apply knowledge of suffixes in reading and
spelling: -y-ly, -less, -ness, -ment, -est, -able, ful, -er, -ible, -s, -es, -ed, -ing, -sion, -tion.
Apply knowledge of prefixes in reading and
spelling a. for example: re, dis, un, pre, tri, bi,
sub.
Decode patterns with closed syllables: vccv
(rabbit, tablet):, vcccv (hundred, monster).
Decode patterns with open syllables: ti/ger
words v/cv (pilot).
Decode patterns with closed syllables: cam/el
words vc/v (robin).
Read high frequency words.
1.02:
Review
Read most high frequency and many irregularly
spelled words accurately in text.
•
1.03:
Review
Self-monitor decoding by using letter-sound
knowledge of all consonants and vowels.
• Decode vowel digraphs (oo, ew, ui, aw).
• Decode vowel diphthongs (oi, oy, ou, ow).
• Decode R or L controlled vowels (er, ar, ir, or, ur,
al).
• Decode beginning digraphs (wr, kn, gn).
• Decode short vowels.
• Decode long vowels.
• Double consonants..
• Double consonant clusters.
• Hard and soft sounds.
• Contractions.
• Words with nd, nt, np, ng, nk
HCS Second Grade Pacing Guide 2010-2011
Essential Questions
• What are the parts of a
word?
• How do I examine the
parts of a word?
• What sight words can I
identify?
• How do I decode using
letter sound
knowledge?
14
1.04:
Review
1.05:
Review
Apply knowledge of all sources of information
(meaning, language, graphophonics) to read a new
text silently and independently.
Use a variety of strategies and skills to read selfselected texts independently for 20 minutes daily.
Self-selected texts should be consistent with the
student’s independent reading level.
•
•
•
•
•
•
•
•
2.02:
Review
2.06:
Introduce
Use text for a variety of functions, including
literary, informational, and practical.
Recall main idea, facts and details from a text.
HCS Second Grade Pacing Guide 2010-2011
Apply previously learned phonemic and
phonological awareness skills.
Analyze text for meaning.
Cross-check text using meaning, syntax, and
visual cues.
How do I cross check
information to read a new
text silently?
• Does it make sense?
• Does it sound right?
• Can I say it that way?
• Does it look right?
Choose books according to independent reading
level (above 94% accuracy in comprehension
and word recognition).
Make predictions about story using
picture and context clues.
Recall and synthesize information from story
during teacher/student conferencing.
Record information about book title, author, and
date in a SSR log (other information may be
recorded based on teacher preference).
Demonstrate the ability to sustain reading with a
gradual increase to 20 minutes.
•
How do I choose
books at my
independent reading
level?
•
How do I build
stamina for reading?
•
How do I apply text in
a variety of ways?
•
How do I analyze the
text to find the main
idea, facts, and details?
. Read text to:
• inform
• follow directions
• select menu choices
• follow board game directions
• problem solve
• enjoy
• recognize different types of genre: fiction
(including: realistic fiction, historical fiction,
mystery and detective fiction) , fables, folktales,
tall tales, nonfiction (also called expository),
biographies, autobiographies, poetry, drama,
legend.
o Retell facts and details directly from text.
o Synthesize text to name main idea.
o Locate supporting facts and details in text.
15
2.07:
Review
Discuss similarities and differences in events,
characters, and concepts within and across texts.
2.08:
Introduce
Interpret information from diagrams, charts, and
maps.
3.01:
Introduce
Use personal experiences and knowledge to
interpret written and oral messages.
HCS Second Grade Pacing Guide 2010-2011
Demonstrate knowledge of similarities and
differences through various forms:
• Venn diagram
• illustration
• written paper
• Compare and contrast multiple forms of media:
• text to text, video, world, and self among genre
(example: short story to poetry OR fiction to
nonfiction)
•
•
•
•
•
•
Read a map key.
Read a table.
Read a legend.
Read a graph.
Interpret information on graphs and maps.
Infer meaning of bold print and text format.
Activate prior knowledge to interpret:
• lists
• signs
• messages
• questions
• problem/solution
• labels
• directions
• notes
• personal narratives
• descriptions
• captions
o
How do I compare
and contrast events,
characters, and
concepts in texts
• How do I analyze data
from diagrams, charts
and maps?
• How can I use what
has happened in my
life to understand this
story?
16
3.03:
Review
Explain and describe new concepts and
information in own words (e.g., plot, setting, major
events, characters, author’s message, connections,
topic).
3.04:
Review
Increase oral and written vocabulary by listening,
discussing, and composing texts when responding
to literature that is read and heard. (e.g., Read
aloud by teacher, literature circles, interest
groups).
3.05:
Review
Locate and discuss examples of an author’s use of:
• kinds of sentences (declarative, interrogative,
exclamatory)
• capitalization (titles, dates and days, names of
countries)
• punctuation (exclamation marks, commas in dates,
and to introduce dialogue and quotations).
• use of paragraphs in texts and their effects on the
reader
• genre(s) and specific word choice(s).
HCS Second Grade Pacing Guide 2010-2011
Retell and express the following information in own
words:
• plot-summarize events in text in 3-5 sentences
• setting-where and when the story takes place
• major events-action, problem/solution
• characters-identify and describe main characters
• author’s message-moral or theme of story
• connections- find relation between self, world, or
other text
• topic- main idea
• key vocabulary- 3-5 words needed to comprehend
text
• key concepts-ideas or points in text student needs for
comprehension
• key vocabulary, key concepts, text features, text
features- bold-faced print, italics, captions, text boxes,
maps, table of contents, index, glossary, headings,
subheadings
• Identify, discuss, and participate by using key
vocabulary during read aloud, shared reading,
interactive reading, guided reading, and teacher
directed reading, literature circles.
• Use new vocabulary during journal writing or
writer’s workshop to respond to literature.
• Use new vocabulary in spoken language.
• Ask questions.
Locate and discuss kinds of sentences within literature
and student writing:
• declarative: statement sentences
• interrogative: question sentences
• exclamatory: exclamation sentences
• Apply knowledge of types of sentences in written
language.
Recognize and use capitalization in reading and writing:
• Improper nouns
• How can I tell about new
concepts and information
based on this selection in
my own words?
• Now that I have read this
selection, how can I use
my new vocabulary?
• How does the author use
type of sentence,
punctuation, order of
paragraphs, specific word
choice with this genre?
17
• Demonstrate use of formal language (Standard
American English) in writing.
• Demonstrate use of literary language in writing
• beginning hooks (once upon a time; in a land far, far
away)
• figurative language (similes, metaphors, idioms).
• Reads smoothly pausing at commas and stopping
at appropriate punctuation.
• Reads at appropriate rate with appropriate volume.
• Reads with expression.
• How do I apply the use
of formal and/or literary
language in my writing?
4.01:
Review
Begin to use formal language and/or literary
language in place of oral language patterns, as
appropriate.
4.03:
Introduce
Read aloud with fluency and expression any text
appropriate for early independent readers.
4.04:
Review
Use oral communication to identify, organize, and
analyze information.
• Participate in oral discussion with others for the
purpose of analyzing information.
• Use clear and precise language to paraphrase
message, take turns to speak.
• Express opinions, ask questions
•
How do I discuss
information with
others?
4.06:
Review
Plan and make judgments about what to include in
written products (e.g., narratives of personal
experiences, creative stories, skits based on
familiar stories and/or experiences).
• Brainstorm ideas.
• Use graphic organizers to organize thoughts and
plan ideas.
•
What steps should I
take to plan a written
product?
4.07:
Review
Compose first drafts using an appropriate writing
process:
• planning and drafting
• rereading for meaning
• revising to clarify and refine writing with guided
discussion
Attend to spelling, mechanics, and format for final
products in one’s own writing.
5.02:
Introduce
HCS Second Grade Pacing Guide 2010-2011
• How do I use the
writing process to
compose a written
product?
Edit writing for spelling:
• word wall words
• high frequency words
• previously learned words
Edit writing for mechanics:
• capitalization
• punctuation
• usage (subject-verb agreement)
• sentence formation
Edit writing for format:
• paragraph structure
18
5.03:
Review
Use capitalization, punctuation, and paragraph in
own writing.
5.04:
Introduce
Use the following parts of the sentence:
• subject
• predicate
5.06:
Review
Use correctly in written products:
• Letter formation, lines, and spaces to create
readable documents.
5.07:
Review
Use legible handwriting.
HCS Second Grade Pacing Guide 2010-2011
•
Write clear and precise.
19
Halifax County Schools
Second Grade Curriculum Pacing Guide
Fourth Six Weeks
Goal/
Objective
Description of Objectives
1.01:
Review
Use phonics knowledge and structural analysis
(e.g., knowledge of syllables, suffixes, prefixes, root
words) to decode regular multi-syllable words
when reading text.
What students should be able to do at the
end of the school year
•
•
•
•
•
•
•
Decode patterns with r-controlled syllables
vr/cvc (mar/ket).
Identify root word to construct meaning.
Apply knowledge of suffixes in reading and
spelling: -y-ly, -less, -ness, -ment, -est, -able, ful, -er, -ible, -s, -es, -ed, -ing, -sion, -tion.
Apply knowledge of prefixes in reading and
spelling a. for example: re, dis, un, pre, tri, bi,
sub.
Decode patterns with closed syllables: vccv
(rabbit, tablet):, vcccv (hundred, monster).
Decode patterns with open syllables: ti/ger
words v/cv (pilot).
Decode patterns with closed syllables: cam/el
words vc/v (robin).
1.02:
Review
Read most high frequency and many irregularly
spelled words accurately in text.
•
1.03:
Review
Self-monitor decoding by using letter-sound
knowledge of all consonants and vowels.
• Decode vowel digraphs (oo, ew, ui, aw).
• Decode vowel diphthongs (oi, oy, ou, ow).
• Decode R or L controlled vowels (er, ar, ir, or, ur,
al).
• Decode beginning digraphs (wr, kn, gn).
• Decode short vowels.
• Decode long vowels.
• Double consonants..
• Double consonant clusters.
• Hard and soft sounds.
• Contractions.
• Words with nd, nt, np, ng, nk
HCS Second Grade Pacing Guide 2010-2011
Read high frequency words.
Essential Questions
• What are the parts of a
word?
• How do I examine the
parts of a word?
• What sight words can I
identify?
• How do I decode using
letter sound
knowledge?
20
1.04:
Review
1.05:
Review
2.01:
Review
Apply knowledge of all sources of information
(meaning, language, graphophonics) to read a new
text silently and independently.
Use a variety of strategies and skills to read selfselected texts independently for 20 minutes daily.
Self-selected texts should be consistent with the
student’s independent reading level.
Read and comprehend text (fiction, nonfiction,
poetry, and drama) appropriate for grade two.
• determine purpose (reader’s and author’s)
• make predictions, ask questions
• locate information for specific reasons/purposes
• recognize and apply text structure, comprehend
and examine author’s decisions and word choice,
determine fact and opinion, recognize and
comprehend figurative language
• make inferences and draw conclusions.
•
•
•
Apply previously learned phonemic and
phonological awareness skills.
Analyze text for meaning.
Cross-check text using meaning, syntax, and
visual cues.
•
Choose books according to independent reading
level (above 94% accuracy in comprehension
and word recognition).
• Make predictions about story using
picture and context clues.
• Recall and synthesize information from story
during teacher/student conferencing.
• Record information about book title, author, and
date in a SSR log (other information may be
recorded based on teacher preference).
• Demonstrate the ability to sustain reading with a
gradual increase to 20 minutes.
Determine author’s purpose
•
•
•
•
entertain
inform
persuade
describe
Monitor own reading and comprehension
Identify text structure
•
•
•
•
•
•
•
•
•
•
bold-faced print
italicized words
captions
headings
subheadings
table of contents
maps
index
glossary
text boxes
How do I cross check
information to read a new
text silently?
• Does it make sense?
• Does it sound right?
• Can I say it that way?
• Does it look right?
•
How do I choose
books at my
independent reading
level?
•
How do I build
stamina for reading?
•
•
How do I read
different types of
genre?
What can I do to
demonstrate
understanding of
different types of
genre?
Participate in author study
Identify and explain figurative language
•
•
HCS Second Grade Pacing Guide 2010-2011
simile
metaphor
21
2.02:
Review
Use text for a variety of functions, including
literary, informational, and practical.
2.06:
Review
Recall main idea, facts and details from a text.
2.07:
Review
Discuss similarities and differences in events,
characters, and concepts within and across texts.
2.08:
Review
Interpret information from diagrams, charts, and
maps.
HCS Second Grade Pacing Guide 2010-2011
Read text to:
• inform
• follow directions
• select menu choices
• follow board game directions
• problem solve
• enjoy
• recognize different types of genre: fiction
(including: realistic fiction, historical fiction,
mystery and detective fiction) , fables, folktales,
tall tales, nonfiction (also called expository),
biographies, autobiographies, poetry, drama,
legend.
•
•
•
Retell facts and details directly from text.
Synthesize text to name main idea.
Locate supporting facts and details in text.
Demonstrate knowledge of similarities and
differences through various forms:
• Venn diagram
• illustration
• written paper
• Compare and contrast multiple forms of media:
• text to text, video, world, and self
among genre (example: short story to poetry OR fiction
to nonfiction)
•
•
•
•
•
•
Read a map key.
Read a table.
Read a legend.
Read a graph.
Interpret information on graphs and maps.
Infer meaning of bold print and text format.
•
How do I apply text in
a variety of ways?
•
How do I analyze the
text to find the main
idea, facts, and details?
•
How do I compare and
contrast events,
characters, and
concepts in texts?
• How do I analyze data
from diagrams, charts
and maps?
22
3.01:
Review
3.02
Introduce
3.03:
Review
Use personal experiences and knowledge to
interpret written and oral messages.
Connect and compare information within and
across selections (fiction, nonfiction, poetry, and
drama) to experience and knowledge.
Explain and describe new concepts and
information in own words (e.g., plot, setting, major
events, characters, author’s message, connections,
topic).
HCS Second Grade Pacing Guide 2010-2011
Activate prior knowledge to interpret:
• lists
• signs
• messages
• questions
• problem/solution
• labels
• directions
• notes
• personal narratives
• descriptions
• captions
Demonstrate knowledge of similarities and differences
through various forms:
• Venn diagram
• illustration
• written paper
Retell and express the following information in own
words:
• plot-summarize events in text in 3-5 sentences
• setting-where and when the story takes place
• major events-action, problem/solution
• characters-identify and describe main characters
• author’s message-moral or theme of story
• connections- find relation between self, world, or
other text
• topic- main idea
• key vocabulary- 3-5 words needed to comprehend
text
• key concepts-ideas or points in text student needs for
comprehension
• key vocabulary, key concepts, text features, text
features- bold-faced print, italics, captions, text boxes,
maps, table of contents, index, glossary, headings,
subheadings
• How can I use what
has happened in my
life to understand this
story?
• Compare _____to______
in this selection/or
previous selections. How
are they alike/different?
• How can I tell about new
concepts and information
based on this selection in
my own words?
23
3.04:
Review
Increase oral and written vocabulary by listening,
discussing, and composing texts when responding
to literature that is read and heard. (e.g., Read
aloud by teacher, literature circles, interest
groups).
3.05:
Review
Locate and discuss examples of an author’s use of:
• kinds of sentences (declarative, interrogative,
exclamatory)
• capitalization (titles, dates and days, names of
countries)
• punctuation (exclamation marks, commas in dates,
and to introduce dialogue and quotations).
• use of paragraphs in texts and their effects on the
reader
• genre(s) and specific word choice(s).
• Identify, discuss, and participate by using key
vocabulary during read aloud, shared reading,
interactive reading, guided reading, and teacher
directed reading, literature circles.
• Use new vocabulary during journal writing or
writer’s workshop to respond to literature.
• Use new vocabulary in spoken language.
• Ask questions.
Locate and discuss kinds of sentences within literature
and student writing:
• declarative: statement sentences
• interrogative: question sentences
• exclamatory: exclamation sentences
• Apply knowledge of types of sentences in written
language.
• Now that I have read this
selection, how can I use
my new vocabulary?
• How does the author use
type of sentence,
punctuation, order of
paragraphs, specific word
choice with this genre?
Recognize and use capitalization in reading and writing:
• Improper nouns
Begin to use formal language and/or literary
language in place of oral language patterns, as
appropriate.
• Demonstrate use of formal language (Standard
American English) in writing.
• Demonstrate use of literary language in writing
• beginning hooks (once upon a time; in a land far, far
away)
• figurative language (similes, metaphors, idioms).
• How do I apply the use
of formal and/or literary
language in my writing?
4.02:
Introduce
Use expanded vocabulary to generate synonyms
for commonly over used words to increase clarity
of written and oral communication.
• Identify and classify synonyms in literary text and
written work.
• Replace commonly used words with synonyms.
• Demonstrate use of a thesaurus.
• What other words could I
use in place of _____?
4.03:
Review
Read aloud with fluency and expression any text
appropriate for early independent readers.
4.04:
Review
Use oral communication to identify, organize, and
analyze information.
4.01:
Review
HCS Second Grade Pacing Guide 2010-2011
• Reads smoothly pausing at commas and stopping
at appropriate punctuation.
• Reads at appropriate rate with appropriate volume.
• Participate in oral discussion with others for the
purpose of analyzing information.
• Use clear and precise language to paraphrase
message, take turns to speak.
• Express opinions, ask questions
•
How do I discuss
information with
others?
24
4.06:
Review
Plan and make judgments about what to include in
written products (e.g., narratives of personal
experiences, creative stories, skits based on
familiar stories and/or experiences).
4.07:
Review
Compose first drafts using an appropriate writing
process:
• planning and drafting
• rereading for meaning
• revising to clarify and refine writing with guided
discussion
Spell correctly using:
• previously studied words.
• spelling patterns
• analysis of sounds to represent all the sounds in a
word in one’s own writing
5.01:
Introduce
5.02:
Review
Attend to spelling, mechanics, and format for final
products in one’s own writing:
Edit writing for format:
paragraph structure
5.03:
Review
Use capitalization, punctuation, and paragraph in
own writing.
HCS Second Grade Pacing Guide 2010-2011
• Brainstorm ideas.
• Use graphic organizers to organize t
• Thoughts and plan ideas.
•
What steps should I
take to plan a written
product?
• How do I use the
writing process to
compose a written
product?
• Apply knowledge of syllables to spell words
correctly.
• Apply knowledge of word families to spell
correctly.
• Use known words to spell new words
• Apply knowledge of word patterns through spelling
in the following foundational order:
• ending consonants: x, ck, ng, ff, ll, ss, zz
• beginning blends: bl, cl, fl, gl, pl, br, cr, dr, fr, gr,
pr, tr, sc, sk, sl, sm, sn, sp, st, sw
• ending blends: mp, nd, ft, lt, nt, lf, st, nk
• digraphs: ch, sh, th
• long vowels: a-e, e-e, i-e, o-e, u-e
• vowel digraphs: ai, ay, oa, ea, ee
• grammatical endings: no base change –s, -ed, ing
• syllables: concept of syllables
Edit writing for spelling:
• word wall words, high frequency words,
previously learned words
Edit writing for mechanics:
• capitalization, punctuation
• usage (subject-verb agreement), sentence
formation
• How do I apply
phonics and basic
word patterns to
spell correctly?
25
5.04:
Introduce
Use the following parts of the sentence:
• subject
• predicate
5.06:
Review
Use correctly in written products:
• Letter formation, lines, and spaces to create
readable documents.
5.07:
Review
Use legible handwriting.
HCS Second Grade Pacing Guide 2010-2011
•
Write clear and precise.
26
Halifax County Schools
Second Grade Curriculum Pacing Guide
Fifth Six Weeks
Goal/
Objective
Description of Objectives
1.01:
Review
Use phonics knowledge and structural analysis
(e.g., knowledge of syllables, suffixes, prefixes, root
words) to decode regular multi-syllable words
when reading text.
What students should be able to do at the
end of the school year
•
•
•
•
•
•
•
Decode patterns with r-controlled syllables
vr/cvc (mar/ket).
Identify root word to construct meaning.
Apply knowledge of suffixes in reading and
spelling: -y-ly, -less, -ness, -ment, -est, -able, ful, -er, -ible, -s, -es, -ed, -ing, -sion, -tion.
Apply knowledge of prefixes in reading and
spelling a. for example: re, dis, un, pre, tri, bi,
sub.
Decode patterns with closed syllables: vccv
(rabbit, tablet):, vcccv (hundred, monster).
Decode patterns with open syllables: ti/ger
words v/cv (pilot).
Decode patterns with closed syllables: cam/el
words vc/v (robin).
Read high frequency words.
1.02:
Review
Read most high frequency and many irregularly
spelled words accurately in text.
•
1.03:
Review
Self-monitor decoding by using letter-sound
knowledge of all consonants and vowels.
• Decode vowel digraphs (oo, ew, ui, aw).
• Decode vowel diphthongs (oi, oy, ou, ow).
• Decode R or L controlled vowels (er, ar, ir, or, ur,
al).
• Decode beginning digraphs (wr, kn, gn).
• Decode short vowels.
• Decode long vowels.
• Double consonants..
• Double consonant clusters.
• Hard and soft sounds.
• Contractions.
• Words with nd, nt, np, ng, nk
HCS Second Grade Pacing Guide 2010-2011
Essential Questions
• What are the parts of a
word?
• How do I examine the
parts of a word?
• What sight words can I
identify?
• How do I decode using
letter sound
knowledge?
27
1.04:
Review
Apply knowledge of all sources of information
(meaning, language, graphophonics) to read a new
text silently and independently.
1.05:
Review
Use a variety of strategies and skills to read selfselected texts independently for 20 minutes daily.
Self-selected texts should be consistent with the
student’s independent reading level.
2.01:
Review
Read and comprehend text (fiction, nonfiction,
poetry, and drama) appropriate for grade two.
• determine purpose (reader’s and author’s)
• make predictions, ask questions
• locate information for specific reasons/purposes
• recognize and apply text structure, comprehend
and examine author’s decisions and word choice,
determine fact and opinion, recognize and
comprehend figurative language
• make inferences and draw conclusions.
•
•
•
Apply previously learned phonemic and
phonological awareness skills.
Analyze text for meaning.
Cross-check text using meaning, syntax, and
visual cues.
•
Choose books according to independent reading
level (above 94% accuracy in comprehension
and word recognition).
• Make predictions about story using picture and
context clues.
• Recall and synthesize information from story
during teacher/student conferencing.
• Record information about book title, author, and
date in a SSR log (other information may be
recorded based on teacher preference).
• Demonstrate the ability to sustain reading with a
gradual increase to 20 minutes.
Determine author’s purpose
•
•
•
•
entertain
inform
persuade
describe
Monitor own reading and comprehension by asking:
Does it sound right? Does it look right? Does it make sense?
Identify text structure
•
•
•
•
•
•
•
•
•
•
bold-faced print
italicized words
captions
headings
subheadings
table of contents
maps
index
glossary
text boxes
How do I cross check
information to read a new
text silently?
• Does it make sense?
• Does it sound right?
• Can I say it that way?
• Does it look right?
• How do I choose
books at my
independent reading
level?
• How do I build
stamina for reading?
•
•
How do I read
different types of
genre?
What can I do to
demonstrate
understanding of
different types of
genre?
Participate in author study
Identify and explain figurative language
•
•
HCS Second Grade Pacing Guide 2010-2011
simile
metaphor
28
Use text for a variety of functions, including
literary, informational, and practical.
Read text to:
• inform
• follow directions
• select menu choices
• follow board game directions
• problem solve
• enjoy
• recognize different types of genre: fiction
(including: realistic fiction, historical fiction,
mystery and detective fiction) , fables, folktales,
tall tales, nonfiction (also called expository),
biographies, autobiographies, poetry, drama,
legend.
•
2.03:
Introduce
Read expository materials for answers to specific
questions.
Analyze nonfiction literature to answer questions related
to text.
• Where do I find the
answers to specific
questions in nonfiction
text?
2.04:
Introduce
Pose possible how, why, and what if questions to
understand and/or interpret text.
Create how, why, and what if questions to interpret text
•
2.05:
Introduce
Self-monitor own difficulties in comprehending
independently using several strategies.
• Self-correct for meaning.
• Analyze text using context clues. Predict and confirm
predictions.
• Reread.
• Model think aloud (students ask themselves
questions as they read).
• Retell story in a sequential order.
• Summarize plot of story in a few sentences.
2.06:
Review
Recall main idea, facts and details from a text.
•
•
•
2.02:
Review
HCS Second Grade Pacing Guide 2010-2011
Retell facts and details directly from text.
Synthesize text to name main idea.
Locate supporting facts and details in text.
How do I apply text in
a variety of ways?
How do I construct
how, why, and what if
questions to understand
what I read?
• How do I analyze and
choose appropriate
strategies to self-monitor
my comprehension
independently?
•
How do I analyze the
text to find the main
idea, facts, and details?
29
Demonstrate knowledge of similarities and
differences through various forms:
• Venn diagram
• illustration
• written paper
• Compare and contrast multiple forms of media:
• text to text, video, world, and self
among genre (example: short story to poetry OR fiction
to nonfiction)
2.07:
Review
Discuss similarities and differences in events,
characters, and concepts within and across texts.
2.08:
Review
Interpret information from diagrams, charts, and
maps.
3.01:
Review
Use personal experiences and knowledge to
interpret written and oral messages.
Activate prior knowledge to interpret:
• lists
• signs
• messages
• questions
• problem/solution
• labels
• directions
• notes
• personal narratives
• descriptions
• captions
3.02:
Review
Connect and compare information within and
across selections (fiction, nonfiction, poetry, and
drama) to experience and knowledge.
Demonstrate knowledge of similarities and differences
through various forms:
• Venn diagram
• illustration
• written paper
HCS Second Grade Pacing Guide 2010-2011
•
•
•
•
•
•
Read a map key.
Read a table.
Read a legend.
Read a graph.
Interpret information on graphs and maps.
Infer meaning of bold print and text format.
•
How do I compare and
contrast events,
characters, and
concepts in texts?
• How do I analyze data
from diagrams, charts
and maps?
• How can I use what
has happened in my
life to understand this
story?
• Compare _____to______
in this selection/or
previous selections. How
are they alike/different?
30
3.03:
Review
Explain and describe new concepts and
information in own words (e.g., plot, setting, major
events, characters, author’s message, connections,
topic).
3.04:
Review
Increase oral and written vocabulary by listening,
discussing, and composing texts when responding
to literature that is read and heard. (e.g., Read
aloud by teacher, literature circles, interest
groups).
3.05:
Review
Locate and discuss examples of an author’s use of:
• kinds of sentences (declarative, interrogative,
exclamatory)
• capitalization (titles, dates and days, names of
countries)
• punctuation (exclamation marks, commas in dates,
and to introduce dialogue and quotations).
• use of paragraphs in texts and their effects on the
reader
• genre(s) and specific word choice(s).
HCS Second Grade Pacing Guide 2010-2011
Retell and express the following information in own
words:
• plot-summarize events in text in 3-5 sentences
• setting-where and when the story takes place
• major events-action, problem/solution
• characters-identify and describe main characters
• author’s message-moral or theme of story
• connections- find relation between self, world, or
other text
• topic- main idea
• key vocabulary- 3-5 words needed to comprehend
text
• key concepts-ideas or points in text student needs for
comprehension
• key vocabulary, key concepts, text features, text
features- bold-faced print, italics, captions, text boxes,
maps, table of contents, index, glossary, headings,
subheadings
• Identify, discuss, and participate by using key
vocabulary during read aloud, shared reading,
interactive reading, guided reading, and teacher
directed reading, literature circles.
• Use new vocabulary during journal writing or
writer’s workshop to respond to literature.
• Use new vocabulary in spoken language.
• Ask questions.
Locate and discuss kinds of sentences within literature
and student writing:
• declarative: statement sentences
• interrogative: question sentences
• exclamatory: exclamation sentences
• Apply knowledge of types of sentences in written
language.
• How can I tell about new
concepts and information
based on this selection in
my own words?
• Now that I have read this
selection, how can I use
my new vocabulary?
• How does the author use
type of sentence,
punctuation, order of
paragraphs, specific word
choice with this genre?
Recognize and use capitalization in reading and writing:
• Improper nouns
31
4.01:
Review
Begin to use formal language and/or literary
language in place of oral language patterns, as
appropriate.
4.02:
Review
Use expanded vocabulary to generate synonyms
for commonly over used words to increase clarity
of written and oral communication.
4.03:
Review
Read aloud with fluency and expression any text
appropriate for early independent readers.
4.04:
Review
Use oral communication to identify, organize, and
analyze information.
4.05:
Introduce
Respond appropriately when participating in
group discourse by adapting language and
communication behaviors to the situation to
accomplish a specific purpose.
4.06:
Review
Plan and make judgments about what to include in
written products (e.g., narratives of personal
experiences, creative stories, skits based on
familiar stories and/or experiences).
4.07:
Review
Compose first drafts using an appropriate writing
process:
• planning and drafting
• rereading for meaning
• revising to clarify and refine writing with guided
discussion
HCS Second Grade Pacing Guide 2010-2011
• Demonstrate use of formal language (Standard
American English) in writing.
• Demonstrate use of literary language in writing
• beginning hooks (once upon a time; in a land far, far
away)
• figurative language (similes, metaphors, idioms).
• Identify and classify synonyms in literary text and
written work.
• Replace commonly used words with synonyms.
• Demonstrate use of a thesaurus.
• Reads smoothly pausing at commas and stopping
at appropriate punctuation.
• Reads at appropriate rate with appropriate volume.
• Participate in oral discussion with others for the
purpose of analyzing information.
• Use clear and precise language to paraphrase
message, take turns to speak.
• Express opinions, ask questions
• Clarify, speak, and write clearly to communicate goal
and complete task.
• Distinguish between appropriate language used
during small group work and large group
presentation.
• Brainstorm ideas.
• Use graphic organizers to organize
• Thoughts and plan ideas.
• How do I apply the use
of formal and/or literary
language in my writing?
• What other words could I
use in place of _____?
•
How do I discuss
information with
others?
• What are the appropriate
behaviors when working
in a group?
• How do I communicate
effectively with a group?
•
What steps should I
take to plan a written
product?
• How do I use the
writing process to
compose a written
product?
32
4.08:
Introduce
5.01:
Review
Write structured, informative presentations and
narratives when given help with organization.
• Outline a beginning, middle, and end (with use of
graphic organizer).
• Determine which information is significant for
presentation and narratives.
Spell correctly using:
• previously studied words.
• spelling patterns
• analysis of sounds to represent all the sounds
in a word in one’s own writing
• Apply knowledge of syllables to spell words
correctly.
• Apply knowledge of word families to spell
correctly.
• How do I present my
writing?
• How do I apply
phonics and basic
word patterns to
spell correctly?
Use known words to spell new words
• Apply knowledge of word patterns
5.02:
Review
Attend to spelling, mechanics, and format for final
products in one’s own writing:
Edit writing for format:
paragraph structure
5.03:
Review
Use capitalization, punctuation, and paragraph in
own writing.
5.04:
Review
Use the following parts of the sentence:
• subject
• predicate
5.05:
Introduce
Edit writing for spelling:
• word wall words, high frequency words,
previously learned words
Edit writing for mechanics:
• capitalization, punctuation
• usage (subject-verb agreement), sentence
formation
Use editing to check and confirm correct use of
conventions:
• Complete sentences
• Correct word order in sentences
5.06:
Review
Use correctly in written products:
• Letter formation, lines, and spaces to create
readable documents.
5.07:
Review
Use legible manuscript handwriting.
HCS Second Grade Pacing Guide 2010-2011
•
Write clear and precise.
33
Halifax County Schools
Second Grade Curriculum Pacing Guide
Sixth Six Weeks
Goal/
Objective
Description of Objectives
1.01:
Review
Use phonics knowledge and structural analysis
(e.g., knowledge of syllables, suffixes, prefixes, root
words) to decode regular multi-syllable words
when reading text.
What students should be able to do at the
end of the school year
•
•
•
•
•
•
•
Decode patterns with r-controlled syllables
vr/cvc (mar/ket).
Identify root word to construct meaning.
Apply knowledge of suffixes in reading and
spelling: -y-ly, -less, -ness, -ment, -est, -able, ful, -er, -ible, -s, -es, -ed, -ing, -sion, -tion.
Apply knowledge of prefixes in reading and
spelling a. for example: re, dis, un, pre, tri, bi,
sub.
Decode patterns with closed syllables: vccv
(rabbit, tablet):, vcccv (hundred, monster).
Decode patterns with open syllables: ti/ger
words v/cv (pilot).
Decode patterns with closed syllables: cam/el
words vc/v (robin).
Read high frequency words.
1.02:
Review
Read most high frequency and many irregularly
spelled words accurately in text.
•
1.03:
Review
Self-monitor decoding by using letter-sound
knowledge of all consonants and vowels.
• Decode vowel digraphs (oo, ew, ui, aw).
• Decode vowel diphthongs (oi, oy, ou, ow).
• Decode R or L controlled vowels (er, ar, ir, or, ur,
al).
• Decode beginning digraphs (wr, kn, gn).
• Decode short vowels.
• Decode long vowels.
• Double consonants..
• Double consonant clusters.
• Hard and soft sounds.
• Contractions.
• Words with nd, nt, np, ng, nk
HCS Second Grade Pacing Guide 2010-2011
Essential Questions
• What are the parts of a
word?
• How do I examine the
parts of a word?
• What sight words can I
identify?
• How do I decode using
letter sound
knowledge?
34
1.04:
Review
Apply knowledge of all sources of information
(meaning, language, graphophonics) to read a new
text silently and independently.
1.05:
Review
Use a variety of strategies and skills to read selfselected texts independently for 20 minutes daily.
Self-selected texts should be consistent with the
student’s independent reading level.
2.01:
Review
Read and comprehend text (fiction, nonfiction,
poetry, and drama) appropriate for grade two.
• determine purpose (reader’s and author’s)
• make predictions, ask questions
• locate information for specific reasons/purposes
• recognize and apply text structure, comprehend
and examine author’s decisions and word choice,
determine fact and opinion, recognize and
comprehend figurative language
• make inferences and draw conclusions.
•
•
•
Apply previously learned phonemic and
phonological awareness skills.
Analyze text for meaning.
Cross-check text using meaning, syntax, and
visual cues.
•
Choose books according to independent reading
level (above 94% accuracy in comprehension
and word recognition).
• Make predictions about story using
picture and context clues.
• Recall and synthesize information from story
during teacher/student conferencing.
• Record information about book title, author, and
date in a SSR log (other information may be
recorded based on teacher preference).
• Demonstrate the ability to sustain reading with a
gradual increase to 20 minutes.
Determine author’s purpose
•
•
•
•
How do I cross check
information to read a new
text silently?
• Does it make sense?
• Does it sound right?
• Can I say it that way?
• Does it look right?
• How do I choose
books at my
independent reading
level?
• How do I build
stamina for reading?
entertain
inform
persuade
describe
Monitor own reading and comprehension by asking:
Does it sound right? Does it look right? Does it make sense?
Identify text structure
•
•
•
•
•
•
•
•
•
•
bold-faced print
italicized words
captions
headings
subheadings
table of contents
maps
index
glossary
text boxes
Participate in author study
Identify and explain figurative language
•
•
HCS Second Grade Pacing Guide 2010-2011
simile
metaphor
35
2.02:
Review
Use text for a variety of functions, including
literary, informational, and practical.
Read text to:
• inform
• follow directions
• select menu choices
• follow board game directions
• problem solve
• enjoy
• recognize different types of genre: fiction (including:
•
How do I apply text in
a variety of ways?
realistic fiction, historical fiction, mystery and detective
fiction) , fables, folktales, tall tales, nonfiction (also
called expository), biographies, autobiographies, poetry,
drama, legend.
2.03:
Review
Read expository materials for answers to specific
questions.
Analyze nonfiction literature to answer questions related
to text.
2.04:
Review
Pose possible how, why, and what if questions to
understand and/or interpret text.
Create how, why, and what if questions to interpret text
2.05:
Review
Self-monitor own difficulties in comprehending
independently using several strategies.
2.06:
Review
Recall main idea, facts and details from a text.
• Self-correct for meaning.
• Analyze text using context clues. Predict and confirm
predictions.
• Reread.
• Model think aloud (students ask themselves questions
as they read).
• Retell story in a sequential order.
• Summarize plot of story in a few sentences.
• Retell facts and details directly from text.
• Synthesize text to name main idea.
• Locate supporting facts and details in text.
2.07:
Review
Discuss similarities and differences in events,
characters, and concepts within and across texts.
HCS Second Grade Pacing Guide 2010-2011
Demonstrate knowledge of similarities and
differences through various forms:
• Venn diagram
• illustration
• written paper
• Compare and contrast multiple forms of media:
text to text, video, world, and self among genre
(example: short story to poetry OR fiction to nonfiction)
• Where do I find the
answers to specific
questions in nonfiction
text?
• How do I construct
how, why, and what if
questions to understand
what I read?
• How do I analyze and
choose appropriate
strategies to self-monitor
my comprehension
independently?
•
How do I analyze the
text to find the main
idea, facts, and details?
•
How do I compare and
contrast events,
characters, and
concepts in texts?
36
2.08:
Review
Interpret information from diagrams, charts, and
maps.
3.01:
Review
Use personal experiences and knowledge to
interpret written and oral messages.
3.02:
Review
Connect and compare information within and
across selections (fiction, nonfiction, poetry, and
drama) to experience and knowledge.
3.03:
Review
Explain and describe new concepts and
information in own words (e.g., plot, setting, major
events, characters, author’s message, connections,
topic).
HCS Second Grade Pacing Guide 2010-2011
•
•
•
•
•
•
Read a map key.
Read a table.
Read a legend.
Read a graph.
Interpret information on graphs and maps.
Infer meaning of bold print and text format.
• How do I analyze data
from diagrams, charts
and maps?
Activate prior knowledge to interpret:
• lists
• signs
• messages
• questions
• problem/solution
• labels
• directions
• notes
• personal narratives
• descriptions
• captions
Demonstrate knowledge of similarities and differences
through various forms:
• Venn diagram
• illustration
• written paper
Retell and express the following information in own
words:
• plot-summarize events in text in 3-5 sentences
• setting-where and when the story takes place
• major events-action, problem/solution
• characters-identify and describe main characters
• author’s message-moral or theme of story
• connections• topic- main idea
• key vocabulary
key concepts-ideas or points in text student needs for
comprehension
• How can I use what
has happened in my
life to understand this
story?
• Compare _____to______
in this selection/or
previous selections. How
are they alike/different?
• How can I tell about new
concepts and information
based on this selection in
my own words?
37
• Identify, discuss, and participate by using key
vocabulary during read aloud, shared reading,
interactive reading, guided reading, and teacher
directed reading, literature circles.
• Use new vocabulary during journal writing or
writer’s workshop to respond to literature.
• Use new vocabulary in spoken language.
• Ask questions.
Locate and discuss kinds of sentences within literature
and student writing:
• declarative: statement sentences
• interrogative: question sentences
• exclamatory: exclamation sentences
• Apply knowledge of types of sentences in written
language.
• Now that I have read this
selection, how can I use
my new vocabulary?
3.04:
Review
Increase oral and written vocabulary by listening,
discussing, and composing texts when responding
to literature that is read and heard. (e.g., Read
aloud by teacher, literature circles, interest
groups).
3.05:
Review
Locate and discuss examples of an author’s use of:
• kinds of sentences (declarative, interrogative,
exclamatory)
• capitalization (titles, dates and days, names of
countries)
• punctuation (exclamation marks, commas in dates,
and to introduce dialogue and quotations).
• use of paragraphs in texts and their effects on the
reader
• genre(s) and specific word choice(s).
Recognize and use capitalization in reading and writing:
• Improper nouns
Discuss the effect of an author’s choices for nouns,
verbs, modifiers, and specific vocabulary which
help the reader comprehend a narrative or
expository text.
• Identify, discuss, and give examples of nouns, verbs,
modifiers (adjectives and adverbs), and specific
vocabulary (key vocabulary from text) within
literature and student writing.
• How does the author use
specific vocabulary to
help the reader
comprehend?
4.01:
Review
Begin to use formal language and/or literary
language in place of oral language patterns, as
appropriate.
• How do I apply the use
of formal and/or literary
language in my writing?
4.02:
Review
Use expanded vocabulary to generate synonyms
for commonly over used words to increase clarity
of written and oral communication.
• Demonstrate use of formal language (Standard
American English) in writing.
• Demonstrate use of literary language in writing
• beginning hooks (once upon a time; in a land far, far
away)
• figurative language (similes, metaphors, idioms).
• Identify and classify synonyms in literary text and
written work.
• Replace commonly used words with synonyms.
• Demonstrate use of a thesaurus.
4.03:
Review
Read aloud with fluency and expression any text
appropriate for early independent readers.
3.06:
Introduce
HCS Second Grade Pacing Guide 2010-2011
• How does the author use
type of sentence,
punctuation, order of
paragraphs, specific word
choice with this genre?
• What other words could I
use in place of _____?
• Reads smoothly pausing at commas and stopping
at appropriate punctuation.
• Reads at appropriate rate with appropriate volume.
38
4.04:
Review
Use oral communication to identify, organize, and
analyze information.
4.05:
Review
Respond appropriately when participating in
group discourse by adapting language and
communication behaviors to the situation to
accomplish a specific purpose.
4.06:
Review
Plan and make judgments about what to include in
written products (e.g., narratives of personal
experiences, creative stories, skits based on
familiar stories and/or experiences).
4.07:
Review
Compose first drafts using an appropriate writing
process:
• planning and drafting
• rereading for meaning
• revising to clarify and refine writing with guided
discussion
4.08:
Review
Write structured, informative presentations and
narratives when given help with organization.
4.09:
Introduce
Use media and technology to enhance the
presentation of information to an audience for a
specific purpose.
HCS Second Grade Pacing Guide 2010-2011
• Participate in oral discussion with others for the
purpose of analyzing information.
• Use clear and precise language to paraphrase
message, take turns to speak.
• Express opinions, ask questions
• Clarify, speak, and write clearly to communicate goal
and complete task.
• Distinguish between appropriate language used
during small group work and large group
presentation.
• Brainstorm ideas.
• Use graphic organizers to organize t
• Thoughts and plan ideas.
•
How do I discuss
information with
others?
• What are the appropriate
behaviors when working
in a group?
• How do I communicate
effectively with a group?
•
What steps should I
take to plan a written
product?
• How do I use the
writing process to
compose a written
product?
• Outline a beginning, middle, and end (with use of
graphic organizer).
• Determine which information is significant for
presentation and narratives.
Evaluate the best use of technology appropriate for
presentation
• Kid Pix
• Power Point
• Hyperstudio
• overhead projector
• video
• CD player
• computer (Word, Internet)
• How do I present my
writing?
• How do I use technology
to make my presentation
better?
39
5.01:
Review
Spell correctly using:
• previously studied words.
• spelling patterns
• analysis of sounds to represent all the sounds
in a word in one’s own writing
5.02:
Review
Attend to spelling, mechanics, and format for final
products in one’s own writing:
Edit writing for format:
paragraph structure
• Apply knowledge of syllables to spell words
correctly.
• Apply knowledge of word families to spell
correctly.
• Use known words to spell new words
• How do I apply
phonics and basic
word patterns to
spell correctly?
Edit writing for spelling:
• word wall words, high frequency words,
previously learned words
Edit writing for mechanics:
• capitalization, punctuation
• usage (subject-verb agreement), sentence
formation
5.03:
Review
Use capitalization, punctuation, and paragraph in
own writing.
5.04:
Review
Use the following parts of the sentence:
• subject
• predicate
5.05:
Introduce
Use editing to check and confirm correct use of
conventions:
• Complete sentences
• Correct word order in sentences
5.06:
Review
Use correctly in written products:
• Letter formation, lines, and spaces to create
readable documents.
5.07:
Review
Use legible manuscript handwriting
HCS Second Grade Pacing Guide 2010-2011
• Write clear and precise.
40
Literature Lists for Teaching Various Language Arts Skills
HCS Second Grade Pacing Guide 2010-2011
41
Simile: “Comparison between two unlike things using like or as”
Chaucer, Geoffrey. Chanticleer and the Fox
Gobel, Paul. The Girl Who Loved Wild Horses
MacDonald, Golden. Little Island
Tresselt, Alvin. Hide and Seek Frog
Turner, Ann. Nettie’s Trip South
William, Jay. Everyone Knows What a Dragon Looks Like
Yashima, Taro. Umbrella
Noun:
"Names a person, place, or thing. Most nouns stand for
things you can see or touch. A few nouns
e.g. Emotion: "happiness"
Cleary, Brian. A Mink, A Fink, A Skating Rink: What Is A Noun?
Heller, Ruth. Merry-Go-Round: A Book About Nouns.
Greenway, Shirley. Two's Company. Heller, Ruth. A Cache of Jewels.
Hooper, Patricia. A Bundle of Beasts.
McCarthy, Patricia. Animals Galore.
McCarthy, Patricia. Herds of Words.
West, Kipling. A Rattle of Bones: A Halloween Book of Collective Nouns.
Yolen, Jane. Owl Moon
Metaphors: “Makes a comparison, but it does not use the
words like or as. Sometimes a metaphor makes the comparison by
using the words is, are, was, or were.”
MacDonald, Golden. Little Island
Pronoun: "A word that takes the place of a noun."
e.g. "I, me, he, her"
Collins, Herald. Nouns and Pronouns.
Heller, Ruth. Mine All Mine: A Book About Pronouns.
Potter, Beatrix. The Tale of Peter Rabbit
Ringgold, Faith. Tar Beach
Tresselt, Alvin. Hide and Seek Frog
Verb: "Most verbs are action words. They may be called "doing
verbs." Other verbs are "being verbs," such as "am, is, are, was,
and were."
Tresselt, Alvin. White Snow, Bright Snow
Personification: “Giving human characteristics and feelings
Heller, Ruth. Kites Sail High: A Book About Verbs.
Iutzi, Cindy. Herb the Verb.
Terbain, Marvin. I Think and Thought And Other Tricky Verbs.
to animals, objects, and ideas.”
Ets, Marie Hall. Gilberto and the Wind
Adjective: "Tells something about a noun or pronoun. It
usually tells which (descriptive adjectives), what kind, or how many.
McKissack, Patricia. Flossie and the Fox
Cleary, Brian. Hairy, Scary, Ordinary: What is an Adjective?
Heller, Ruth. Many Luscious Lollipops: A Book About Adjectives.
Burton, Virginia Lee. The Little House
Silverstein, Shel. The Giving Tree
Steig,William. Sylvester and the Magic Pebble
HCS Second Grade Pacing Guide 2010-2011
42
Adverb:
"Describe verbs, adjectives, and other adverbs.
Adverbs can tell how, when, where, how often, and to what degree."
An adverb often "describes an action."
Heller, Ruth. Up, Up, and Away: A Book About Adverbs.
Ragan, Vicki. The Edible Alphabet Book.
Macauley, David. Why the Chicken Crossed the Road.
Parish, Peggy. Any of the Amelia Bedelia books.
Ross, Tony. The Three Little Pigs.
Stolz, Mary. Storm in the Night
Terban, Marvin. Eight Ate.
Tolhurst, Marilyn. Somebody and the Three Blairs.
Tremain, Ruthven. Teapot, Switcheroo, and Other Word Games
Walton, Rick. Can You Match This?
Walton, Rick. What a Ham!
Synonym: A word or phrase that means the same thing as
another word.
Antonym: A word opposite in meaning to another:
Davis, Lee. Lifesize Animal Opposite Book.
Hanson, Joan. Antonyms: Hot and cold and other words that are different as day
and night.
Harris, Pamela. Hot, Cold, Shy, Bold.
Hendra, Sue. Opposites. In Process
Hewitt, Kathryn. Opposites.
Hoban, Tana. Exactly the Opposite.
McMillan, Bruce. Becca Backward, Becca Forward
Pittau, Francisco. Elephant, elephant: A book of opposites.
Tullet, Herve. Night and Day: A book of eye-catching opposites.
Watson, Carol. Opposites
Onomatopoeia: "Imitate the sounds they name."
e.g. "Ping pong."
Benjamin, Alan. Rat-a-Tat, Pitter Pat.
Cole, Sheila. When The Rain Stops.
Piper, Watty. Little Engine That Could.
Potter, Beatrix. The Tale of Peter Rabbit.
Yolen, Jane. Sky Dogs
Yolen, Jane. Welcome to the Green House.
Idiom: A group of words having a different meaning, by popular
use, than if the words are read individually.
Artell, Mike. Fun With Expressions.
It's Raining Cats and Dogs: How Idioms Make Our Language Exciting.
Nevins, Ann. From the Horse's Mouth: A Book About Idioms.
Terbain, Marvin. In a Pickle.
Terbain, Marvin. Mad As A Wet Hen!
Terbain, Marvin. Punching the Clock: Funny Action Idioms.
Weinstein, Crazy Idioms.
Alliteration: "Repetition of the same first sound in a group of
words." It can "create a musical effect."
Grassby, Donna. A Seaside Alphabet
Harrison, Ted. A Northern Alphabet.
Kahl, Virginia. How Do You Hide A Monster
Kellogg, StepHen. Chicken Little.
Lobel, Anita. Alison's Zinnia.
Ruurs, Margaret. A Mountain Alphabet.ha
Stevenson, James. What's Under My Bed?
Homonym: "Use words that sound alike but have different
Hyperbole: "Exaggeration that is so extreme it cannot be
meanings to create humor."
true."
Abolafea, Yossi. Fox Tale.
Daly, Niki. Mama, Papa, and Baby Joe.
Gwyne, Fred. A Chocolate Moose for Dinner.
McAfee, Annelena. The Visitors Who Came to Stay.
Cole, Babette. The Trouble With Grandad.
Hutchins, Pat. The Very Worst Monster.
McPhail, David. Pig Pig Rides.
HCS Second Grade Pacing Guide 2010-2011
43
Riddle, Tohly. Careful With That Ball Eugene
McKissack, Patricia. A Million Fish...More or Less
Character Traits: Understanding, describing and
comparing attributes of characters in text.
Browne, Anthony. Piggybook..
Hutchins, Pat. Rosie's Walk.
Kellogg, Steven. A Rose For Pinkerton.
Little, Jean. Gruntle Piggle Takes Off.
Munsch, Robert. Paper Bag Princess.
Steig, William. Sylvester and the Magic Pebble.
Fox, Mem. Wilfrid Gordon McDonald Partridge.
Gay, Marie Louise. Stella, Star of the Sea
Gregory, Nan. Wild Girl and Gran
Munsch, Robert. Mortimer.
Root, Phyllis. Soup for Supper.
Rylant, Cynthia. The Relatives Came
Point of View:
The perspective of a character in a story.
Arnold, Ted. Green Wilma.
Baylor, Bird. Everybody Needs A Rock.
Brown, Ruth. The Picnic.
Goble, Paul. Death of the Iron Horse.
Granowsky, Alan . HangUp
Szieszka, Jon. True Story of the Three Little Pigs.
Willis, Jeanne. Earthlets
Steig, William. Rotten Island.
Stoltz, Mary. Storm in the Night.
Yolen, Jane. Owl Moon
Inference:
Like a great detective, the reader draws
conclusions from the limited or "hidden" clues given by the
author. That is, the reader "reads between the lines."
Allard, Harry. Miss Nelson Has a Field Day.
Brighton, Catherine. Five Secrets in a Box
Kraus, Robert. Come Out and Play, Little Mouse
Mahy, Margaret. Jam, A True Story.
Nichol, Barbara. Dippers.
Van Allsburg, Chris. The Mysteries of Harris Burdock.
Theme: The underlying topic of a story, a general statement
about life.
Brown, Margaret Wise. The Runaway Bunny.
Gag, Wanda. Millions of Cats
Miles, Miska. Annie and the Old One. .
Paterson, Katherine. The Tale of the Mandarin Ducks
Sendak, Maurice. Where the Wild Things Are.
Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very
Bad Day.
Tone:
The mood or atmosphere an author creates, often using
the senses of his/her characters.
Imagery:
The art of painting images, using words, not
paintbrushes.
Caudill, Rebecca. A Pocketful of Cricket.
Frost, Robert. Stopping By Woods on a Snowy Evening.
Hume, Stephen Eaton. Rainbow Bay.
Keats, Ezra Jack. The Snowy Day."
Lobel, Arnold. The Rose in My Garden
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DePaola, Tomie. Strega Nona
Locker, Thomas. Where the River Begins
McFarlane, Sheryl. Waiting For the Whales
Sciezka, Jon. The True Story of the Three Little Pigs
Smucker, Anna Egan. No Star Nights
Vozar, David. Yo, Hungry wolf!: A Nursery Rap
Wood, Douglas. Grandad's Prayers of the Earth
Plot:
What happens in the story? The action plan of a story,
usually involves introduction, rising action, climax, resolution, and
conclusion.
Hutchins, Patricia. Rosie's Walk.
Davis, Aubrey. Sody Salleratus.
Setting:
When and where does the story take place?
Booth, David. The Dust Bowl.
Locker, Thomas. Where the River Begins
Resource: Literary Devices Answer Key http://www.uleth.ca/edu/currlab/handouts/litdeviceanswerkey.html
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