Penfield Central School DistrictGrade Pacing Guide 2014-2015

Reading Studies Writing StudiesClassroom Community:Establish Expected Reading Routines and Behaviors(i.e. Daily Five)

September

Classroom Community: Launching Writers Workshop with Stamina, Volume and Independence

Narrative Reading: Reading Stories to DevelopUnderstanding of Story Elements (i.e. character, setting, plot, problem/solution)Making Connections

October

Narrative Writing:Discover Author’s CraftWriting True Stories With Focus on Craft

Genre Study Fairy Tales: Compare and Contrast Two or More Versions of the Same Story (i.e. Cinderella Stories)(Central Message) November

Narrative Writing CelebrationsInformational Writing: Writing Science Experiments

Information Reading: Reading Information BooksNon-fiction Text Features

December/January/FebruaryInformational Writing: Writing Science ExperimentsAll About Books

Close Reading: Reading a Variety of Genres to gather evidence in order to form an opinion (i.e. characters, motives & actions, authors purpose/message)

March/April

Opinion Writing: Writing About Reading

Poetry: Rhythm, Meaning, Word ChoiceGenre ChoiceELP End of Year Assessments

May/June

Poetry Writing

Penfield Central School DistrictGrade 2 Pacing Guide Reading 2014-2015

Dates Reading Unit of Study Indicators of Understanding Assessment GuideSeptember

Essential Skills: Predictions, Unfamiliar

Words

Classroom Community:Establish Expected Reading Routines and Behaviors(i.e. Daily Five)RF2.3, RF2.4, SL2.1

In this first unit students will : Increase independent reading stamina Select “just right” books Use a variety of strategies to decode unknown words Develop understanding of expected reading routines Engage in meaningful conversations about text Make predictions use text evidence Read text aloud with accuracy, expression, and

appropriate rate

Beginning of year ELP Assessments (RRR including comprehension check of sequential detailed retelling and inferential thinking, sight words)

October

Essential Skills: Retelling,

Connections

Narrative Reading: Reading Stories to DevelopUnderstanding of Story Elements (i.e. character, setting, plot, problem/solution)Making ConnectionsRL2.1, RL 2.3, RL2.5, RL2.7, RL2.11

In this unit students will: Retell story including important details Ask and Answer basic 5W questions to demonstrate

understanding Identify and explain the sequence structure of a story

and its purpose Students will describe how characters respond to

events in a story Use text details to demonstrate understanding of

characters, setting, and plot Make connections between text (story structure,

character traits… etc.) Make connections with text (self, world)

Summative Story Map (setting, characters, problem, events, solution)

Formative Reading Group

November

Essential Skills: Compare/Contrast, central message,

Point of View

Genre Study Fairy Tales/ Folktales/ Fables: Compare and Contrast Two or More Versions of the Same Story (i.e. Cinderella Stories)(Central Message)RL2.2, RL 2.6, RL2.9

In this unit students will: Describe common elements of a Fairy

Tale/Folktale/Fables Explain the central message, lesson, or moral Identify details that support the central

message/lesson/moral Compare and contrast two versions of the same story Identify point of view

Central Message of a Fairytale piece

Compare and Contrast Two Versions of Same Story piece

Dec/Jan/Feb

Essential Skills:Determining

Importance, Main Topic, Summary, Author’s Purpose

Information Reading: Reading Information BooksNon-fiction Text FeaturesRI 2.1, RI2.2, RI 2.3, RI2.4, RI2.5, RI2.6, RI2.7, RI2.8

In this unit students will: Identify and use various non-fiction text features

locate information Ask and answer 5W and How about details in a text Identify the main topic of a text and/or paragraphs

within a text Explain how charts, diagrams, illustrations are

helpful Identify authors purpose Research a topic

Ready Book Unit 3 Interim Assessment pages 123 -127

Main Topic Puzzle Graphic Organizer (Use “Flying Dreams” passage from Ready interim assessment)

Mar/Apr

Essential Skills:Ask & Answer

Cause and Effect

Close Reading: Reading a Variety of Genres to gather evidence in order to form an opinion (i.e. characters, motives & actions, authors purpose/message)RL 2.1, RL 2.5, RL 2.7, RI2.9

In this unit students will: Develop previewing skills Develop text annotation skills Engage in multiple readings of the same text for a

variety of reasons Answer text dependent questions Form an opinion/claim about text and support with

evidenceMay/June

Essential Skills:Author’s Purpose

Point of View

Poetry: Rhythm, Meaning, Word ChoiceGenre ChoiceELP End of Year AssessmentsRL2.4, SL2.5

In this unity students will: Describe how an author’s words supply rhythm and

meaning in a poem Analyze author’s purpose and technique

Penfield Central School DistrictGrade 2 Pacing Guide Writing 2014-2015

Dates Writing Unit of Study Indicators of Understanding Summative Assessment GuideSeptember

Essential Skills:

Classroom Community: Launching Writers Workshop with Stamina, Volume and Independence W2.3

In this unit students will: Learn strategies to rehearse their writing Become familiar with the routines and expectations of

a writer’s workshop

Pre-Assessment - Narrative On Demand Writing Assessment (Calkins)

October Narrative Writing:Discover Author’s CraftWriting True Stories With Focus on Craft W2.3, W2.5

In this unit students will: Recount a life experience Elaborate actions thoughts and feelings with detail Provide a sense of closure Learn strategies for revising and editing

Post-Assessment - Narrative On Demand Writing Assessment (Calkins)

November Narrative Writing CelebrationsInformational Writing: Writing Science Experiments W 2.2, 2.7

In this unit students will: Learn how to record scientific observations Use facts and definitions to support a claim

Pre-Assessment – Informational Writing (Calkins)

Dec/Jan/Feb Informational Writing: Writing Science ExperimentsAll About Books W2.2, W2.6, W2.7

In this unit students will: Participate in shared research projects Write informational text where they

a. Introduce a topicb. Include facts and definitionsc. Provide a concluding statement or section

Use digital tools to produce and publish writing

Post-Assessment – Informational Writing (Calkins)

Mar/Apr Opinion Writing: Writing About Reading W2.1, W2.5

In this unit students will: Write opinion pieces in which they

a. State a claim and support with evidenceb. Introduce a topic or book they are writing aboutc. Use linking words to connect opinions and

reasonsd. Provide a concluding section or statement

Use guidance from peers to strengthen and revise writing

Pre-Assessment – Opinion Writing (Calkins)Post-Assessment – Opinion Writing (Calkins)

May/June Poetry WritingW2.11

In this unit students will: Create and present a poem

SEPTEMBER

ReadingEssential Questions

What does it mean to be a member of a reading community?What are the habits of good readers?

Core Standards

RF 2.3Know and apply grade-level phonics and word analysis skills in decoding

words.a. Distinguish long and short vowels when reading regularly spelled one-

syllable words.b. Know spelling-sound correspondences for additional common vowel

teams.c. Decode regularly spelled two-syllable words with long vowels.d. Decode words with common prefixes and suffixes.e. Identify words with inconsistent but common spelling-sound

correspondences.f. Recognize and read grade-appropriate irregularly spelled words.

RF2.4Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and

expression on successive readings.c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.SL2.11. Participate in collaborative conversations with diverse partners about grade

2 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

d. Seek to understand and communicate with individuals from different cultural backgrounds.

Assessments

Beginning of year ELP Assessments (RRR including comprehension check of sequential detailed retelling and inferential thinking, sight words)

Learning Objectives/Targets

In this first unit students will :

By the end of 2nd grade I can read independently for 30 minutes. I can choose a “just right” book that interests me. I can use a variety of strategies to figure out unknown words. I can follow classroom reading routines. I can discuss my reading with others. I can use what I know from a story to help me make a prediction. I can read fluently and with expression.

Resources

Organized, student friendly classroom library Daily Five and Café by Gail Boushey & Joan Moser Mentor Texts

Owl Moon by Jane Yolen The Leaving Day by Angela Johnson The Snowy Day by Ezra Jack Keats Fireflies by Julie Brinckloe The Dot by Peter H. Reynolds All the Places To Love by Patricia MacLachlan When I Was Young in the Mountains by Cynthia Rylant Bad Case of the Stripes by David Shannon (On Storyline Online)

SEPTEMBERWriting

Essential Questions

How does understanding story structure help a reader?How do characters in a story respond to challenges?

How can making connections strengthen a reader’s understanding of a story?

Core Standards

Assessments

Pre-Assessment - Narrative On Demand Writing Assessment (Calkins)

Learning Objectives/Targets

In this unit students will: Learn strategies to rehearse their writing Become familiar with the routines and expectations of a writer’s workshop

Resources

Lucy Calkins See Reading Mentor Texts The Best Story by Eileen Spinelli

OCTOBERReading

Essential Questions

How does understanding story structure help a reader?How do characters in a story respond to challenges?

How can making connections strengthen a reader’s understanding of a story?

Core Standards

RL 2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL 2.3Describe how characters in a story respond to major events and challenges.RL 2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL 2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL 2.11Make connections between self, text, and the world around them (text, media, social interaction).

Assessments

Summative Assessments (Required?) Summative Story Map (setting, characters, problem, events, solution)

Suggested Formative Assessments (can be used throughout the unit) Formative Assessments could include: oral retellings of stories, Text to Text Connections piece,

Text to Self Connections piece

Learning Objectives/Targets

I can retell a story including important details. I can ask questions (5W’s and How) about important details in a text. I can answer questions (5 W’s and How) to show I understand important details in a text. I can explain how a story is organized. I can describe how characters respond to events in a story. I can identify story elements. I can make connections between stories I’ve read. I can make connections with stories.

Resources

Connections Self to Text The Pain and the Great One by Judy Blume Ira Sleeps Over by Bernard Waber The Relatives Came by Cynthia Rylant My Friend Harry by Kim Lewis The Teddy Bear Tree by Barbara DillonConnections Text to Text Wemberly Worried by Kevin Henkes Alexander and theTerrible, Horrible, No Good, Very Bad Day by Judith Viorst Today Was a Terrible Day by Patricia Reilly Giff Oliver Button Is A Sissy by Tommy DePaola Stand Tall Molly Lou Melon by Patty Lovell Leo the Late Bloomer by Robert Krauss Chrysanthemum by Kevin Henkes Tacky the Penguin by Helen Lester Frederick by Leo Lioni Ferdinand by Munro LeafSequencing Tom and Pippo Goes For a Walk by Helen Oxenbury (for struggling readers) Stellaluna by Janell Canon Somebody Loves You Mr. Hatch by Eileen Spinelli (on Storyline Online)Structure My Lucky Day by Keiko Kasza Alistair In Outerspace by Marilyn Sadler Imogene’s Antlers by David Small A Duck On a Bike by David Shannon If You Give A Mouse a Cookie by Laura Numeroff

www.readinglady.com Ready Lessons 7 (Recounting Stories), 9 (How Characters Act), 16 (Parts of a Story),

OCTOBERWriting

Essential Questions

Core Standards

Assessments

Post-Assessment - Narrative On Demand Writing Assessment (Calkins)

Learning Objectives/Targets

Recount a life experience Elaborate actions thoughts and feelings with detail Provide a sense of closure Learn strategies for revising and editing

Resources

NOVEMBERReading

Essential Questions

Why are there multiple versions of traditional fairy tales?What life lessons can be taught through fairy tales and folktales?

Core Standards

RL 2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL 2.6Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL 2.9Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Assessments

Summative Assessments (Required?) Central Message of a Fairytale piece Compare and Contrast Two Versions of Same Story piece

Learning Objectives/Targets

I can identify elements of a Fairy Tale/Folktale/Fable. I can explain the central message, lesson, or moral of a story using details. I can compare and contrast to versions of the same story. I can describe when there are different characters telling a story.

Resources

See ehow on fairytales/folktales/fables Cinderella Bubba the Cowboy Prince CinderHazel Seriously Cinderella Is So Annoying Trollerella The Three Little Pigs The True Story of the Three Little Pigs The Three Little Javelinas The Big Bad Pig and the Three Little Wolves Goldilocks and the Three Bears Goldilocks and the Three Marians Dustylocks and the Three Bears The Emperors New Clothes The Principals New Clothes The Boy Who Cried Wolf The Wolf Who Cried Boy http://gatheringbooks.org/2011/12/28/list-of-fractured-fairy-tales/ http://theartofsimple.net/10-picture-books-that-teach-important-life-lessons/ Ready Lesson 8 (Central Message), 22 (Compare/Contrast),

NOVEMBERWriting

Essential Questions

Core Standards

Assessments

Learning Objectives/Targets

In this unit students will: Learn how to record scientific observations Use facts and definitions to support a claim

Resources

DECEMBER/JANUARY/FEBRUARYReading

Essential Questions

How do non-fiction text features help a reader?How do authors develop a main topic in informational text?

How does understanding the author’s purpose help us learn new information?

Core Standards

RI 2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI 2.2Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI 2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI 2.4Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI 2.5Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI 2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI 2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.RI 2.8Describe how reasons support specific points the author makes in a text.

Assessments

Summative Assessments (Required?)Ready Book Unit 3 Interim Assessment pages 123 -127Main Topic Puzzle Graphic Organizer (Use “Flying Dreams” passage from Ready interim assessment)

Learning Objectives/Targets

I can use non-fiction text features to locate information. I can ask questions (5W’s and How) about important details in a text. I can answer questions (5W’s and How) to show I understand important details in a text. I can identify the main topic of a text. I can use charts, diagrams, and illustrations to help me understand my reading. I can explain the reason the author wrote the text. I can participate in a shared research project to learn about topic.

Resources

Variety of Non-fiction text with various text features Main topic puzzle graphic organizer Ready Lessons 1-5 (Informational Text) & 10-13 (Informational Text), 18-20 (Informational Text) Scholastic News / Studies Weekly PebbleGo

DECEMBER/JANUARY/FEBRUARY

WritingEssential Questions

Core Standards

Assessments

Learning Objectives/Targets

In this unit students will: Participate in shared research projects Write informational text where they

a. Introduce a topicb. Include facts and definitionsc. Provide a concluding statement or section

Use digital tools to produce and publish writing

Resources

Research writing organizer

MARCH/APRILReading

Essential Questions

What does it mean to read text closely?How does asking questions about text help a reader?

Core Standards

RL 2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL 2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL 2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RI 2.9Compare and contrast the most important points presented by two texts on the same topic.

Assessments

Read two non-fiction passages on a common topic and answer text based question.Read “Warm and Furry Polar Bears” and answer text based question.Read one fictional passage and state a claim (What is the characters biggest strength?) Needs to be done

Learning Objectives/Targets

I can preview a text. I can annotate a text. I can read the same story many times for different reasons. I can read a text closely to answer questions. I can form an opinion/claim about text and support with evidence.

Resources

Text Rendering Protocol Variety of picture books read earlier in the year. Readworks.org

MARCH/APRILWriting

Essential Questions

Core Standards

Assessments

Learning Objectives/Targets

In this unit students will: Write opinion pieces in which they

a. State a claim and support with evidenceb. Introduce a topic or book they are writing aboutc. Use linking words to connect opinions and reasonsd. Provide a concluding section or statement

Use guidance from peers to strengthen and revise writing

Resources

MAY/JUNEReading

Essential Questions

How does looking at poetry through a poets eyes help a reader understand?How do words create visual images and meaning for the reader?

How is poetry different from other types of text?

Core Standards

RL 2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.SL 2.5Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Assessments

Summative Assessments (Required?)

TO DO…. Choose a poem and write text dependent questions (imagery, word choice, mood, meaning, rhythm)

Learning Objectives/Targets

In this unity students will: Describe how an author’s words supply rhythm and meaning in a poem Analyze author’s purpose and technique

Resources

The Poem Farm site Ready Lesson 14 & 15 (Rhythm & Meaning)

MAY/JUNEWriting

Essential Questions

Core Standards

Assessments

Learning Objectives/Targets

In this unit students will: Create and present a poem

Resources

http://www.ehow.com/info_8476259_difference-between-folktales-fairy-tales.html

Difference Between Folktales & Fairy TalesBy Michael Brent, eHow Contributor

Folktales The history of folktales dates back to ancient times, when storytellers would

entertain listeners with stories in the oral tradition. For storytellers, it made sense to tell tales to which the audience could relate. As a result, folktales typically involved everyday life, and would often feature clever peasants outwitting someone of a higher station. Folktales are common to most cultures, and sometimes included stories about animals that have human characteristics. These stories almost always had some sort of wisdom to impart.

Fairy Tales Fairy tales are an offshoot of folktales that usually involve some sort of magical

or supernatural element. Common elements in fairy tales include princesses, witches, elves, goblins, trolls and, of course, fairies. In a fairy tale, good will always triumph over evil. Fairy tales are typically geared toward children and tend to have somewhat simplistic plots. Numerous fairy tales have been adapted into animated movies , primarily by Disney, furthering the evolution of these tales.

Examples Folktales are common to just about every culture on Earth, and have ancient

origins. The Biblical tale of Noah and the ark, for example, is likely derived from the ancient Sumerian tale of Gilgamesh. Native American culture is rife with folktales that typically imparted wisdom and advice to the listener. Examples of folktales include the American "tall tales" involving figures such as John Henry and Paul Bunyan. Aesop's fables are also considered folktales. Examples of fairy tales include "Snow White," "Cinderella," "Sleeping Beauty " and numerous others.

Differences Although both folktales and fairy tales share similarities in terms of intent and

execution, there are substantial differences between them. Fairy tales contain imaginary creatures, typically feature magic and enchantment and are intended for children . Folktales are meant for adults, and often contain content that could be considered violent and bawdy. Parables, fables and legends all fall under the banner of folktales. Unlike fairy tales, the characters in folktales would typically face the consequences of their actions and rarely wound up living "happily ever after."

Name _____________________

Fairy Tales: Central Message

Title of Book: _____________________________________

What is the central message of this fairy tale?

__________________________________________________________________________________________________________________________________________________

Give two examples from the story that support the central message,

1. ________________________________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________________________________

Name: ____________________________________________ Date: _____________________

Compare and Contrast Chart

Differences

Similarities

with regards to

Name: ____________________________________________ Date: _____________________

Compare and Contrast Chart

Differenceswith regards to

Similarities

Characters

Setting

How does the problem

get solved?

Illustrations

Point of View

Name ______________________________________Date _______

Name _____________________ Partner’s Name __________________ Date _____________

What is the main topic of this section of the text?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Story Mapping

Name _________________________________

Title of Book:

__________________________________________________________________________

Characters:

__________________________________________________________________________

Setting:

__________________________________________________________________________________________________

Problem in the Story:

___________________________________________________________________________________________________________________________________________________

Events in the Story:

1. __________________________________________________________________________________________

2. __________________________________________________________________________________________

3. __________________________________________________________________________________________

4. __________________________________________________________________________________________

5. __________________________________________________________________________________________

Solution to the Problem:

____________________________________________________________________________________________________________________________________________________________________________________________________

Name ________________________________________________ Date __________________Directions: Answer the questions by finding an important sentence that includes evidence to answer the question. Make sure that you can back up your answer with related evidence from the text.

Question Significant Sentence

Significant Phrase

Significant Word

What reasons does the book give that the city is a busy place?What clues in the book tell you about the kind of people that live in a city?

Significant Sentence

Significant Phrase

Significant Word

Where in the text do you find

information about city animals?Point to evidence that people in a city have lots to do.

2.RL.7

Name ______________ Date _____Making Text-to-Self

ConnectionsBook title ______________________________

Textual evidence:When I heard the part about…________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Connection:It reminded me of…____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Inference:

2.RL.7

I think the character felt…

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name ________________ Date ___________

2.RL.7

Making Text-to-Text Connections

When I read the book _______________________________________

it reminded me of the book ____________________________________

because __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.RL.7

Name ____________________________________ Date ___________________

Making Text-to-Text Connections

When I read the part in ____________________________________ about ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

It reminded me of the part in ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Here is how these two things are alike:

2.RL.7

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.RL.7

Name _________________________Close Read Assessment Non-Fiction

Read the article “Warm and Furry Polar Bears”. What was the author’s purpose for writing this article and how does the author’s word choice give you clues to support your claim?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name _________________________Close Read Assessment Non-Fiction

Read the article “Warm and Furry Polar Bears” and “A Polar Bear Grows Up”. How does organization of both articles help you as a reader?

2.RL.7

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.RL.7

TO DO LIST

1. Develop Assessments : Additional assessments needed and strengthen existing

2. “I can statements” for poetry3. Materials & Resources need to

strengthen4. Complete Writing Units