ELA Second Grade Pacing Guide 2013-2014
First-Six Weeks
Second-Six Weeks
Third-Six Weeks
Fourth-Six Weeks
Fifth-Six Weeks
Six-Six Weeks
(August 27- October 8)
(October 9-November 21)
(November 22-January 17)
(January 22-March 6)
(March 7-April 28)
(April 29-June 11)
Reading Foundational
RF.2.3
Reading Foundational
RF.2.3
RF.2.4 a
Reading Foundational
RF.2.3
RF.2.4 a, b
Reading Foundational
RF.2.3
RF.2.4 a, b, c
Reading Foundational
RF.2.3
RF.2.4 a, b, c
Reading Foundational
RF.2.3
RF.2.4 a, b, c
Reading Literature
RL.2.1
RL.2.2
RL.2.7
Reading Literature
RL.2.1
RL.2.2
RL.2.3
RL.2.6
Reading Literature
RL.2.3
RL.2.4
RL.2.5
RL.2.7
Reading Literature
RL.2.2
RL.2.9
RL.2.4
Reading Literature
RL.2.1
RL.2.3
RL.2.6
Reading Literature
RL.2.1
RL.2.2
RL.2.5
RL.2.6
RL.2.9
Reading Informational
RI.2.1
RI.2.2
RI.2.5
Reading Informational
RI.2.4
RI.2.1
RI.2.6
RI.2.8
Reading Informational
RI.2.3
RI.2.6
RI.2.7
RI.2.5
Reading Informational
RI.2.2
RI.2.7
RI.2.9
RI.2.4
Reading Informational
RI.2.1
RI.2.3
RI.2.4
RI.2.8
Writing
W.2.3
W.2.5
W.2.8
Writing
W.2.1
W.2.5
W.2.6
Writing
W.2.2
W.2.7
W.2.8
Writing
W.2.1
W.2.5
W.2.7
Writing
W.2.2
W.2.6
Language
L.2.4
L.2.6
Language
L.2.4
Language
L.2.4
L.2.6
Speaking & Listening
SL.2.4
SL.2.5
SL.2.6
Speaking & Listening
SL.2.2
SL.2.3
Speaking & Listening
SL.2.3
SL.2.4
Embedded Standards: RL.2.10, RI.2.10, SL.2.1, L.2.1, L.2.2, L.2.3
Language
L.2.5
L.2.6
Speaking & Listening
SL.2.2
SL.2.3
Page 1
Language
L.2.5
L.2.6
Speaking & Listening
SL.2.3
SL.2.4
SL.2.2
Reading Informational
RI.2.1
RI.2.4
RI.2.5
RI.2.9
Writing
W.2.3
W.2.6
W.2.8
Language
L.2.4
L.2.5
Speaking & Listening
SL.2.2
SL.2.3
SL.2.4
ELA Second Grade Pacing Guide 2013-2014
Embedded Standards: These standards are embedded in each six-week period.
RL.2.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity
band independently and proficiently, with scaffolding as needed at the high end of the range.
RI.2.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.
SL.2.1-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 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.
L.2.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).
L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → _badge; boy → _b_o_i_l_).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Page 2
ELA Second Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Reading Foundational
Supporting Standards
RF.2.3-Know 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.
Unpacking:
RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhances decoding, spelling
ability, and vocabulary development
Concepts (What students need to
know)
Decoding
Long & Short Vowels
Prefixes
Suffixes
Irregular Spelled Words
Skills (What students
must be able to do)

Know and apply
decoding skills
Essential Vocabulary
syllable, vowel team,
short vowel, long vowel
Text Resources
Other Resources
Story Hour, Starring Megan
Tomas and the Library Lady
Chapter Books:
Stories That Julian Tells
Nate the Great
Alexander… No Good, Very Bad Day
Author Locked in the Library
Essential Questions
-How do I apply phonics and word analysis skills to
decode words?
Suggested Thinking Maps
Page 3
Double Bubble Map
Bubble Map
Flow Map
ELA Second Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
Supporting Standards
RL.2.1- Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
RL.2.7- Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.2- Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
Unpacking:
RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where,
why, and how) focus on what the text says explicitly and include key details.
RL.2.2-Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables.
RL.2.7-Students are required to use information from pictures, print, or digital text to show they understand characters, setting and plot.
Concepts (What students need to
know)
Key Details
Message/Theme
Illustrations
Print or Digital Text
Skills (What students must be
able to do)



Ask & answer questions
Recount stories
Use information to
demonstrate understanding
Essential
Vocabulary
illustrations
character
setting
plot
message
lesson
moral
Text Resources
Other Resources
Unit 1 Sharing Stories (Open
Court):
Ant and the Three Figs
Come Back Jack
The Library
Story Hour, Starring Megan
Tomas and the Library Lady
Chapter Books:
Stories That Julian Tells
Nate the Great
Alexander… No Good, Very Bad Day
Author Locked in the Library
Essential Questions
-How can I use the 5Ws to retell a fable or folktale and
determine a message, lesson, or moral?
-How can illustrations and words help me to better
understand a text?
Suggested Thinking Maps
Page 4
Double Bubble Map
Bubble Map
Flow Map
ELA Second Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Reading Informational
Priority Standards
Supporting Standards
RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RI.2.2-Identify the main topic of a multiparagraph text as well as the focus
of specific paragraphs within the text.
RI.2.5-Know 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.
Unpacking:
RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how.
RI.2.2-They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to
understand the overall focus of a text with several paragraphs.
RI.2.5-They need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information.
Concepts (What students need to
know)
Text Features
Main Topic
Key Details
Text Features
Skills (What students
must be able to do)




Ask and answer
questions
Know and use
various text
features
Identify the main
topic
Locate
information or
facts
Essential Vocabulary
text features, captions,
bold print, heading,
subheadings, glossaries,
indexes, electronic
menus, icons
Text Resources
Other Resources
Unit 1 Sharing Stories (Open Court):
Ant and the Three Figs
Come Back Jack
The Library
Story Hour, Starring Megan
Tomas and the Library Lady
Chapter Books:
Stories That Julian Tells
Nate the Great
Alexander… No Good, Very Bad Day
Author Locked in the Library
Essential Questions
-How do I use text features to locate information?
Suggested Thinking Maps
Page 5
Double Bubble Map
Bubble Map
Flow Map
ELA Second Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Writing
Priority Standards
W.2.3-Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.
Supporting Standards
W.2.5-With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
W.2.8-Recall information from experiences or gather information
from provided sources to answer a question.
Unpacking:
W.2.3-Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and
definitions as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant
information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written
presentation). Narrative writing must describe the order of events as they occurred using temporal words (first, next, then, last, etc).
W.2.5-With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills.
W.2.8-They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge to find the
key information they need to answer research questions and take notes.
Concepts (What students need to
know)
Revising
Editing
Temporal Words
Conclusion
Skills (What students
must be able to do)



Focus & strengthen
writing
Recall/gather
information to
answer a question
Write a narrative
Essential Vocabulary
Essential Questions
revise, edit, topic,
-How do I revise and edit to strengthen my writing?
compose, focus, peer edit, -How can I relate my personal experiences through
closure
writing?
-How do I write a narrative?
Text Resources
Other Resources
Suggested Thinking Maps
Unit 1 Sharing Stories (Open Court):
Ant and the Three Figs
Come Back Jack
The Library
Story Hour, Starring Megan
Tomas and the Library Lady
Chapter Books:
Stories That Julian Tells
Nate the Great
Alexander… No Good, Very Bad Day
Author Locked in the Library
Page 6
Double Bubble Map, Bubble Map, Flow Map
WRITING:
Write another version of a Jack story.
Make a brochure for your own library.
ELA Second Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Language
Supporting Standards
L.2.5-Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy).
Unpacking:
L.2.5 & L.2.6-Learning words at this stage consists in part of exploring different shades of the same verb (run/sprint) and closely related adjectives, growing
vocabulary by using known word parts (prefix, root or compound part) to acquire unknown words, and developing print and digital reference use (glossary and
dictionary).
Concepts (What students need
to know)
Verbs
Adjectives
Adverbs
Skills (What students must
be able to do)


Demonstrate
understanding of word
relationships
Use words and phrases in
conversations
Essential Vocabulary
adjectives
adverbs
verbs
Text Resources
Other Resources
Unit 1 Sharing Stories (Open
Court):
Ant and the Three Figs
Come Back Jack
The Library
tory Hour, Starring Megan
Tomas and the Library Lady
Chapter Books:
Stories That Julian Tells
Nate the Great
Alexander… No Good, Very Bad Day
Author Locked in the Library
Essential Questions
-How do we distinguish between closely related words?
-How can I use descriptive language in my writing?
Suggested Thinking Maps
Page 7
Double Bubble Map
Bubble Map
Flow Map
ELA Second Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Speaking & Listening
Supporting Standards
SL.2.2- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic
or issue.
Unpacking:
SL.2.2- Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.
SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.
Concepts (What students
need to know)
Key Ideas
Speaker
Topic/Issue
Skills (What students must be
able to do)


Recount or describe key
information from texts
Ask and answer questions to
clarify and gather information
Text Resources
Other Resources
Unit 1 Sharing Stories (Open
Court):
Ant and the Three Figs
Come Back Jack
The Library
Story Hour, Starring Megan
Tomas and the Library Lady
Chapter Books:
Stories That Julian Tells
Nate the Great
Alexander… No Good, Very Bad Day
Author Locked in the Library
Essential Vocabulary
key ideas, details, justify,
clarify, topic
Essential Questions
-How can I speak using sentences using key ideas and
details?
-How do I ask and answer questions to deepen
understanding?
Suggested Thinking Maps
Double Bubble Map
Bubble Map
Flow Map
Page 8
ELA Second Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Reading Foundational
Supporting Standards
RF.2.3-Know 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.
RF.2.4 a-Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
Unpacking:
RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding,
spelling ability, and vocabulary development.
RF.2.4 a-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text.
Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.
Concepts (What students need to Skills (What students must be able to Essential
Essential Questions
know)
do)
Vocabulary
Phonics
Prefixes
Suffixes
Vowel Teams


Read with accuracy and fluency
Know and apply grade level
phonics &word analysis skills
prefixes, suffixes,
vowel teams
Text Resources
Other Resources
Unit 6 (Open Court):
The First Americans
New Hope
The Story of the Statue of Liberty
A Piece of Home
Jalapeno Bagels
Chapter Books:
Molly’s Pilgrim, The Courage of Sarah Noble
Dust for Dinner, The Adventures of Laura/ Jack
Pioneer Sisters, Animal Adventures
School Days, Sarah Plain and Tall
Ellis Island Websites
-How do I apply phonics and word analysis skills to
decode words?
-How do I decode and use expression to read fluently?
Suggested Thinking Maps
Page 9
Tree Map
Multi-Flow Map
Brace Map
Bubble Map
ELA Second Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
Supporting Standards
RL.2.1- Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
RL.2.3-Describe how characters in a story respond to major events and
challenges.
RL.2.2-Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.6- Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
Unpacking:
RL.2.1- Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when,
where, why, and how) focus on what the text says explicitly and include key details.
RL.2.2- Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables.
RL.2.3- Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’
reaction to what is taking place in the story.
RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for
different characters.
Concepts (What students need
to know)
Fables
Folktales
Challenges
Dialogue
Culture
Message
Lesson
Moral
Skills (What students must
be able to do)




Ask and answer questions
on texts
Recount texts indicating
the central message,
lesson, or moral
Acknowledge differences
in points of view of
characters
Describe how characters
respond in texts
Essential Vocabulary
details, recall, character,
story, setting, plot,
author, retell, culture,
diversity, folktales, fables
Text Resources
Other Resources
Unit 6 (Open Court):
The First Americans
Chapter Books:
Molly’s Pilgrim, The Courage of Sarah Noble
Essential Questions
-How can asking and answering questions help me to
better understand the text?
-How can I use graphic organizers to recall key details?
-How can I use the 5Ws to retell a fable or folktale and
determine a message, lesson, or moral?
-How can you learn from the way a character acts?
-What is the difference between the characters’
Suggested Thinking Maps
Page 10
Tree Map
Multi Flow Map
ELA Second Grade Pacing Guide 2013-2014
New Hope
The Story of the Statue of Liberty
A Piece of Home
Jalapeno Bagels
Dust for Dinner, The Adventures of Laura/ Jack
Pioneer Sisters, Animal Adventures
School Days
Sarah Plain and Tall
Ellis Island Websites
Page 11
Brace Map
Bubble Map
ELA Second Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Reading Informational
Priority Standards
Supporting Standards
RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2
topic or subject area.
RI.2.6-Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
RI.2.1-Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
RI.2.8- Describe how reasons support specific points the author makes in a
text.
Unpacking:
RI.2.1- Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how.
RI.2.4- Students are required to find out word meanings and phrases that are specific to grade 2.
RI.2.6- Students are required to tell the main purpose of a text according to what the author wants the reader to know.
RI.2.8- At this level, students should also be able describe the author’s reasoning by finding support within the text.
Concepts (What students need to
know)
Key Details
Words and Phrases
Specific Points (in text)
Skills (What students
must be able to do)




Determine the
meaning of words and
phrases
Ask and answer
questions
Identify the main
purpose
Describe how reasons
supports the text
Essential Vocabulary
key details
main idea
Text Resources
Other Resources
Unit 6:
The First Americans
New Hope
The Story of the Statue of Liberty
A Piece of Home
Jalapeno Bagels
Chapter Books:
Molly’s Pilgrim, The Courage of Sarah Noble
Dust for Dinner, The Adventures of Laura/ Jack
Pioneer Sisters, Animal Adventures, School Days, Sarah
Plain and Tall, Ellis Island Websites
Essential Questions
-What reasons support an author’s ideas?
-How can asking and answering questions help me to
better understand a text?
-What is the author’s purpose
Suggested Thinking Maps
Page 12
Tree Map
Multi-Flow Map
Brace Map
Bubble Map
ELA Second Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Writing
Priority Standards
Supporting Standards
W.2.1-Write opinion pieces in which they introduce the topic or book they are
writing about, state an opinion, supply reasons that support the opinion, use linking
words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
W.2.6-With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
W.2.5- With guidance and support from adults and peers, focus on a topic
and strengthen writing as needed by revising and editing.
Unpacking:
W.2.1- Second grade students should be able to express their opinion and demonstrate the ability to share their opinion and reasoning with others.
W.2.5- With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills.
W.2.6- With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and
technology).
Concepts (What students need to
know)
Concluding statement
Linking words
Digital Tools
Skills (What students
must be able to do)



Write opinion pieces
Use digital tools to
produce and publish
writing
Strengthen writing
Essential Vocabulary
opinion pieces, linking
words, reasons,
concluding statements,
revising, editing
Text Resources
Other Resources
Unit 6 (Open Court):
The First Americans
New Hope
The Story of the Statue of Liberty
A Piece of Home
Jalapeno Bagels
Chapter Books:
Molly’s Pilgrim, The Courage of Sarah Noble
Dust for Dinner, The Adventures of Laura/ Jack
Pioneer Sisters, Animal Adventures, School Days
Sarah Plain and Tall, Ellis Island Websites
Essential Questions
-How can I use digital tools to publish and produce
writing?
-How do I write opinion pieces using reasons to support?
-How do I revise and edit to strengthen my writing?
Suggested Thinking Maps
Page 13
Tree Map, Multi Flow Map, Brace Map, Bubble Map
WRITING:
 Make a totem pole. Write about what they learned
about totem poles or the symbols they used.
 Choose one of the Indian tribes to write a
summary.
 Create a Lap Book of facts learned about Native
Americans or Statue of Liberty. (See Pinterest)
ELA Second Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Language
Supporting Standards
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an
array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy).
Unpacking:
L.2.4 & L.2.6-As students at this level focus on word acquisition and use, the intent of the CCSS is to introduce grammatical knowledge in basic ways that
will be relearned in more sophisticated contexts in the upper grades.
Concepts (What students need Skills (What students must
Essential Vocabulary
Essential Questions
to know)
be able to do)
Compound Words
Prefix
Root Word
Adjectives
Adverbs


Determine/clarify the
meaning of unknown and
multiple meaning words
Use words and phrases
when responding to texts
prefix, root word,
compound words,
glossaries, dictionaries
Text Resources
Other Resources
Unit 6 (Open Court):
The First Americans
New Hope
The Story of the Statue of
Liberty
A Piece of Home
Jalapeno Bagels
Chapter Books:
Molly’s Pilgrim, The Courage of Sarah Noble
Dust for Dinner, The Adventures of Laura/ Jack
Pioneer Sisters, Animal Adventures
School Days, Sarah Plain and Tall
Ellis Island Websites
-How can I determine/clarify the meaning of unknown and
multiple meaning words?
-How can I use descriptive language in responding?
Suggested Thinking Maps
Page 14
Tree Map
Multi-Flow Map
Brace Map
Bubble Map
ELA Second Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Speaking & Listening
Priority Standards
Supporting Standards
SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5-Create 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.
SL.2.6-Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification.
Unpacking:
SL.2.4-Second grade students should be able to engage in storytelling and report facts and relevant details about an experience.
SL.2.5-They should be able to utilize digital media (Garage Band, personal computers) to make audio recordings of stories or poems and add visual displays to
illuminate chosen facts or details.
SL.2.6-Students will need to engage in behaviors that lead to the expression of complete ideas both verbally and in writing: turn and talk, small group discussion,
computer use, and writing and speaking learning activities.
Concepts (What students need to
know)
visual displays
audio recordings
complete sentences
relevant descriptive details
Skills (What students must
be able to do)




Tell stories
Recount experiences
Create audio
recordings, visual
displays
Produce complete
sentences
Essential Vocabulary
audio recordings,
descriptive details, visual
displays
Text Resources
Other Resources
Unit 6 (Open Court):
The First Americans
New Hope
The Story of the Statue of Liberty
A Piece of Home
Jalapeno Bagels
Chapter Books:
Molly’s Pilgrim, The Courage of Sarah Noble
Dust for Dinner, The Adventures of Laura/ Jack
Pioneer Sisters, Animal Adventures
School Days, Sarah Plain and Tall
Ellis Island Websites
Essential Questions
-How can I speak using complete sentences using key
ideas and details in a logical order?
-How can I design a multimedia presentation?
-Why is it important to respond appropriately in group
discussion?
Suggested Thinking Maps
Page 15
Tree Map
Multi Flow Map
Brace Map
Bubble Map
ELA Second Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard- Reading Foundational
Supporting Standards
RF.2.3-Know 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.
RF.2.4 a, b-Read 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.
Unpacking:
RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling
ability, and vocabulary development.
RF.2.4 a, b-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at
this stage still benefit from opportunities to read texts multiple times at an independent level.
Concepts (What students need to know)
Skills (What students must
be able to do)
Essential Vocabulary
Essential Questions
Phonics
Prefixes
Suffixes
Vowel Teams
• Read with accuracy and fluency
• Know and apply grade level
phonics &word analysis skills
prefixes, suffixes, vowel
teams
-How do I apply phonics and word analysis
skills to decode words?
-How do I decode and use expression to read
fluently?
Text Resources
Other Resources
Unit 2: Kindness (Open Court)
Mushroom in the Rain
The Paper Crane
Corduroy, Cinderella
The Story of the Three Whales
The Elves and the Shoe Maker
( Use this unit to teach Economics Standards.)
Suggested Thinking Maps
Page 16
Flow Map
Bubble Map/ Double Bubble Map
Flow Map
ELA Second Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
Supporting Standards
RL.2.5- Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
RL.2.3- Describe how characters in a story respond to major events and
challenges.
RL.2.4- Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or
song.
RL.2.7- Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
Unpacking:
RL.2.3- Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’
reaction to what is taking place in the story.
RL.2.4-Students are required to tell how words and phrases provide meaning to a story, poem, or song.
RL.2.5-They begin to understand story structure by explaining how the introduction is the beginning and the conclusion is where the action ends.
RL.2.7-Students are required to use information from pictures, print, or digital text to show they understand characters, setting and plot.
Concepts (What students
need to know)
Story Structure
Alliteration
Rhymes
Illustrations
Characters
Setting
Plot
Skills (What students must be
able to do)




Text Resources
Unit 2: Kindness (Open Court)
Mushroom in the Rain, The Paper Crane
Corduroy, Cinderella
The Story of the Three Whales
The Elves and the Shoe Maker
Describe the structure of the
story
Describe how characters
respond
Describe how words and
phrases add to the text
Use information from various
sources to understand text
Essential Vocabulary
characters, alliteration,
rhymes, illustration, setting,
plot, digital text, introduction,
conclusion
Other Resources
Other versions of Cinderella
( Use this unit to teach Economics Standards.)
Page 17
Essential Questions
-Why is the order of events in a story important?
-How do words and phrases add meaning to a story,
poem, or song?
-How can illustrations and words help me to better
understand a text?
-What can you learn from the way a character acts?
Suggested Thinking Maps
Flow Map
Bubble Map/ Double Bubble Map
Flow Map
ELA Second Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard-Reading Informational
Priority Standards
Supporting Standards
RI.2.5-Know 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.2.3-Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.6-Identify the main purpose of a text, including what the author wants
to answer, explain, or describe.
RI.2.7-Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
Unpacking:
RI.2.3-Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text.
RI.2.5-As students continue to build the skill of using text features to find information with proficiency; they need to be able to use captions, bold print,
subheadings, glossaries, electronic menus, icons, etc. to analyze the text information.
RI.2.6-Students are required to tell the main purpose of a text according to what the author wants the reader to know.
RI.2.7-Students are required to integrate visual and print information to clarify understanding.
Concepts (What students need
to know)
Text Features (captions, bold
print, subheadings, glossaries,
indexes, electronic menus, icons)
Skills (What students must be
able to do)




Know and use text features
Identify the main purpose
Describe the connection
between informational text
Explain textual uses of
images
Essential
Vocabulary
historical events
scientific ideas
technical procedures
Text Resources
Other Resources
Unit 2: Kindness (Open Court)
Mushroom in the Rain
The Paper Crane
Corduroy
The Story of the Three Whales
The Elves and the Shoe Maker
Cinderella
Other versions of Cinderella
( Use this unit to teach Economics Standards.)
Essential Questions
-How can I compare events, scientific ideas, or steps in
technical procedures?
-How do I use text features to locate information?
-How can using diagrams help me comprehend
informational text?
-What is the author’s purpose?
Suggested Thinking Maps
Page 18
Flow Map
Bubble Map/ Double Bubble Map
Flow Map
ELA Second Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard- Writing
Priority Standards
Supporting Standards
W.2.2- Write informative/explanatory texts in which they introduce a topic, use
W.2.8- Recall information from experiences or gather information from
facts and definitions to develop points, and provide a concluding statement or
provided sources to answer a question.
section.
W.2.7- Participate in shared research and writing projects (e.g., read a number of
books on a single topic to produce a report; record science observations).
Unpacking:
W.2.2-Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and
definitions as part of informative/explanatory writing.
W.2.7-Second grade students are required to participate in shared research projects. Students will need to understand their role (job on the team) and how they will
contribute (work they will do) on the project from beginning to end.
W.2.8- At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures, digital sources)
and/or recall from their own background knowledge to find the key information they need to answer research questions and take notes.
Concepts (What students
need to know)
Research
Skills (What students must be able
to do)



Write informative texts
Participate in shared research and
projects
Recall/gather information to
answer questions
Essential Vocabulary
Essential Questions
informative/explanatory
texts, concluding
statements
-How can I contribute and collaborate to a group writing
project?
-How do I compose a factual writing to explain a topic?
-How can I relate my personal experiences through
writing?
Text Resources
Other Resources
Suggested Thinking Maps
Unit 2: Kindness
(Open Court)
Mushroom in the Rain
The Paper Crane
Corduroy
The Story of the Three
Whales
The Elves and the Shoe
Maker
Cinderella
Other versions of Cinderella
( Use this unit to teach Economics Standards.)
WRITING:
Write about a time you showed kindness.
Write about a time someone showed you kindness.
Write about a way we can create a kinder world.
Write an opinion piece about how they feel about saving the whales.
Support with details from our story.
Page 19
Flow Map
Bubble Map/ Double Bubble Map
Flow Map
ELA Second Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard-Language
Supporting Standards
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an
array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Unpacking:
L.2.4- The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and
speaking in order to communicate effectively in a wide range of print and digital texts.
Concepts (What students need
to know)
Prefixes
Context Clues
Root Words
Skills (What students must
be able to do)

Determine/clarify the
meaning of unknown and
multiple-meaning words
and phrases
Essential Vocabulary
context clues, prefixes,
root words, glossary,
dictionary, thesaurus,
multiple meaning words,
root/base word, clarify
Text Resources
Other Resources
Unit 2: Kindness (Open Court)
Mushroom in the Rain
The Paper Crane
Corduroy
The Story of the Three Whales
The Elves and the Shoe Maker
Cinderella
Other versions of Cinderella
( Use this unit to teach Economics Standards.)
Essential Questions
-How does knowing root words and prefixes help me to
determine meaning?
-What resources can I use to determine and clarify
meaning?
Suggested Thinking Maps
Page 20
Flow Map
Bubble Map/ Double Bubble Map
Flow Map
Double Bubble
ELA Second Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard-Speaking & Listening
Supporting Standards
SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or
issue.
Unpacking:
SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.
SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.
Concepts (What students need
to know)
*Asking appropriate questions
Skills (What students must
be able to do)


Recount or describe key
ideas
Ask and answer
questions
Essential Vocabulary
analyze information,
clarify, topic, question
Text Resources
Other Resources
Unit 2: Kindness (Open Court)
Mushroom in the Rain
The Paper Crane
Corduroy
The Story of the Three Whales
The Elves and the Shoe Maker
Cinderella
Other versions of Cinderella
( Use this unit to teach Economics Standards.)
Essential Questions
-How do I ask and answer questions to deepen
understanding?
-How can I speak using complete sentences using key
ideas and details?
Suggested Thinking Maps
Page 21
Flow Map
Bubble Map/ Double Bubble Map
Flow Map
Double Bubble
ELA Second Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard-Reading Foundational
Supporting Standards
RF.2.3- Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Distinguish long and short vowels when reading regularly spelled onesyllable 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.
RF.2.4 a, b, c- Read 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.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Unpacking:
RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling
ability, and vocabulary development.
RF.2.4 a, b, c- Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.
Concepts (What students need
to know)
Long & Short Vowels
Vowel Teams
Prefixes
Suffixes
Skills (What students must
be able to do)


Know and apply grade
level phonics and word
analysis skills
Read with accuracy and
fluency
Text Resources
Other Resources
Unit 5: Courage (Open Court)
Molly the Brave and Me
Dragons and Giants
The Hole in the Dike
A Picture Book of Martin Luther
King Jr.
The Empty Pot
Brave As a Mountain Lion
Chapter Books:
Black History Texts
The True Story of Balto
Stone Fox
Stories of Courage:
Amelia Earhart
Sally Ride
George Washington Carver
Essential Vocabulary
decode, syllable, long and
short vowel, root word/base
word, prefix, suffix, vowel
teams, high frequency/word
wall words,
Essential Questions
-How do I decode words with short and long vowels?
-How do I use prefixes and suffixes to decode words?
Suggested Thinking Maps
Bubble Map
Double Bubble
Double Bubble-Compare/Contrast
Bubble
Flow Map
Bridge Maps
Page 22
ELA Second Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard-Reading Literature
Priority Standards
RL.2.2-Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.9-Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.
Supporting Standards
RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or
song.
Unpacking:
RL.2.2- Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables.
RL.2.4- Students are required to tell how words and phrases provide meaning to a story, poem, or song.
RL.2.9- They read versions of the same story and find similarities and differences.
Concepts (What students need to
know)
Moral, Lesson, or Message
Compare and Contrast
Alliteration
Skills (What students
must be able to do)



Recount stories to
determine message
Compare and contrast
version of the same
text
Describe how words
and phrases
contribute to the
text’s meaning
Text Resources
Other Resources
Unit 5: Courage (Open Court)
Molly the Brave and Me
Dragons and Giants
The Hole in the Dike
A Picture Book of Martin Luther King
Jr.
The Empty Pot
Brave As a Mountain Lion
Chapter Books:
Black History Texts
The True Story of Balto
Stone Fox
Stories of Courage:
Amelia Earhart
Sally Ride
George Washington Carver
Essential Vocabulary
compare , contrast,
characters, setting,
events, problems,
resolution, plot, word
choice
Essential Questions
-How are stories alike and different?
-How does an author’s choice of words add meaning to a
story, poem, or song?
-How can I use the 5Ws to retell a fable or folktale and
determine a message, lesson, or moral?
Suggested Thinking Maps
Bubble Map, Double Bubble
Flow Map
Bridge Maps
Page 23
ELA Second Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard-Reading Informational
Priority Standards
Supporting Standards
RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic
or subject area.
RI.2.2-Identify the main topic of a multiparagraph text as well as the focus
of specific paragraphs within the text.
RI.2.7-Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text
RI.2.9-Compare and contrast the most important points presented by two
texts on the same topic.
Unpacking:
RI.2.2- They are required to be able to read several paragraphs and identify the main idea. Along with recognizing main idea, students need to be able to
understand the overall focus of a text with several paragraphs.
RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2.
RI.2.7- Students are required to integrate visual and print information to clarify understanding.
RI.2.9- They should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic.
Concepts (What students need Skills (What students must be
to know)
able to do)
Compare & Contrast
Text Features & Images




Identify the main idea of
texts
Explain how images
contribute to text
Compare and contrast texts
Determine the meaning of
grade appropriate vocabulary
Text Resources
Other Resources
Unit 5: Courage (Open Court)
Molly the Brave and Me
Dragons and Giants
The Hole in the Dike
A Picture Book of Martin Luther King
Jr.
The Empty Pot
Brave As a Mountain Lion
Stories of Courage:
Amelia Earhart
Sally Ride
George Washington Carver
Chapter Books:
Black History Texts
The True Story of Balto
Stone Fox
Essential Vocabulary
diagrams, images, graphs,
interpret, nonfiction,
informational
Essential Questions
-How do I make inferences to identify main idea?
-How can I use a graphic organizer to diagram main idea and
key details?
-How can using diagrams help me comprehend informational
text?
- How can I analyze two texts on the same topic?
Suggested Thinking Maps
Bubble Map
Double Bubble
Flow Map
Bridge Maps
Page 24
ELA Second Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard-Writing
Priority Standards
Supporting Standards
W.2.1-Write opinion pieces in which they introduce the topic or book they are writing
W.2.5-With guidance and support from adults and peers, focus on a topic and
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement or
section.
W.2.7-Participate in shared research and writing projects (e.g., read a number of books on
a single topic to produce a report; record science observations).
strengthen writing as needed by revising and editing.
Unpacking:
W.2.1- Second grade students should be able to express their opinion and demonstrate the ability to share their opinion and reasoning with others.
W.2.5- With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills.
W.2.7- Second grade students are required to participate in shared research projects.
Concepts (What students need
to know)
Opinion Pieces
Linking Words
Revising
Editing
Planning
Skills (What students must
be able to do)



Write opinion pieces
Participate in shared
research
Strengthen writng
Text Resources
Other Resources
Unit 5: Courage (Open Court)
Molly the Brave and Me
Dragons and Giants
The Hole in the Dike
A Picture Book of Martin Luther
King Jr.
The Empty Pot
Brave As a Mountain Lion
Stories of Courage:
Amelia Earhart
Sally Ride
George Washington Carver
Chapter Books:
Black History Texts
The True Story of Balto
Stone Fox
Essential Vocabulary
revise, edit, topic,
compose, focus, peer edit
research, collaborate,
reports, observations,
record, contribute,
scientific observations
Essential Questions
-How can I contribute and collaborate to a group writing
project?
-How do I revise and edit to strengthen my writing?
- How do I write an opinion piece using reasons to
support?
Suggested Thinking Maps
Bubble Map
Double Bubble
Flow Map
Bridge Maps with Similes
WRITING:
Write about a person who is an everyday hero.
Research a famous hero/American.
Page 25
ELA Second Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard-Language
Supporting Standards
L.2.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an
array of strategies.
a). Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
b). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
c). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy).
Unpacking:
L.2.4-With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and are beginning to
use reference materials.
L.2.6-Students in grade 2 will use what they know about HOW language works when they write, speak, read, and listen.
Concepts (What students Skills (What students must be able
need to know)
to do)
 Determine the meaning of
Prefix
unknown words
Root Word

Use words and phrases in tasks.
Adjectives
Adverbs
Text Resources
Other Resources
Unit 5: Courage (Open Court)
Molly the Brave and Me
Dragons and Giants
The Hole in the Dike
A Picture Book of Martin
Luther King Jr.
The Empty Pot
Brave As a Mountain Lion
Stories of Courage:
Amelia Earhart
Sally Ride
George Washington Carver
Chapter Books:
Black History Texts
The True Story of Balto
Stone Fox
Essential Vocabulary
context clues, prefixes,
root words, glossary,
dictionary, thesaurus,
multiple meaning words,
root/base word, clarify
Essential Questions
-How does knowing root words and prefixes help me to
determine meaning?
-What resources can I use to determine and clarify
meaning?
-How can I use descriptive language in my writing?
Suggested Thinking Maps
Bubble Map
Double Bubble
Bubble
Flow Map
Bridge Maps with Similies
Page 26
ELA Second Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard-Speaking & Listening
Priority Standards
Supporting Standards
SL.2.4-Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.3-Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
Unpacking:
SL.2.4-Second grade students should be able to engage in storytelling and report facts and relevant details about an experience.
SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.
Concepts (What students need to
know)
Descriptive Details
Skills (What students
must be able to do)


Ask and answer
questions to gain
information
Recount experiences
or students
Text Resources
Other Resources
Unit 5: Courage (Open Court)
Molly the Brave and Me
Dragons and Giants
The Hole in the Dike
A Picture Book of Martin Luther King Jr.
The Empty Pot
Brave As a Mountain Lion
Stories of Courage:
Amelia Earhart
Sally Ride
George Washington Carver
Essential Vocabulary
Essential Questions
facts, details, organize,
coherent, logical, sequence
analyze information, clarify,
topic, question
-How can I speak using complete sentences using key ideas and
details?
-How do I ask and answer questions to deepen understanding?
Suggested Thinking Maps
Bubble Map
Double Bubble
Flow Map
Bridge Maps
Chapter Books:
Black History Texts
The True Story of Balto
Stone Fox
Page 27
ELA Second Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard-Reading Foundational
Supporting Standards
RF.2.3- Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Distinguish long and short vowels when reading regularly spelled onesyllable 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.
RF.2.4 a, b, c- Read 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.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Unpacking:
RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling
ability, and vocabulary development.
RF.2.4 a, b, c- Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.
Concepts (What students need to
know)
Long & Short Vowels
Vowel Teams
Prefixes
Suffixes
Skills (What students must
be able to do)
Essential Vocabulary
• Know and apply grade level
phonics and word analysis
skills
• Read with accuracy and
fluency
decode, syllable, long and short
vowel, root word/base word,
prefix, suffix, vowel teams,
high frequency/word wall
words,
Text Resources
Other Resources
Unit 4: Fossils (Open Court)
Dinosaur Fossils
The Dinosaur Who Lived in my
Backyard, Why Did the Dinosaurs
Disappear?
Monster Tracks
Fossils Tell of Long Ago
Chapter Books:
Cam Jansen and the Mystery of the Dinosaur Bones
Ivey and Bean Break the Fossil Record
Dinosaurs Before Dark
(Dinosaur Research Projects)
Essential Questions
-How do I decode words with short and long
vowels?
-How do I use prefixes and suffixes to decode
words?
Suggested Thinking Maps
Page 28
Flow Map
Multi Flow
ELA Second Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard-Reading Literature
Priority Standards
RL.2.1-Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RL.2.6-Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when reading
dialogue aloud.
Supporting Standards
RL.2.3-Describe how characters in a story respond to major events
and challenges
Unpacking:
RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where,
why, and how) focus on what the text says explicitly and include key details.
RL.2.3-Students begin to understand that characters are people who are involved in a story. Character development is discussed in terms of the characters’ reaction
to what is taking place in the story.
RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for
different characters.
Concepts (What students need Skills (What students must be
to know)
able to do)
 Ask and answer questions
Point of View
to demonstrate
Dialogue
understanding
Key Details


Acknowledge differences
in texts
Describe how characters
respond to challenges
Essential Vocabulary
details, recall, character,
story, setting, plot,
beginning, middle, end,
author, point of view,
characters, dialogue,
volume, time, speed
Text Resources
Other Resources
Unit 4: Fossils (Open Court)
Dinosaur Fossils
The Dinosaur Who Lived in my
Backyard
Why Did the Dinosaurs
Disappear?
Monster Tracks
Fossils Tell of Long Ago
Chapter Books:
Cam Jansen and the Mystery of the Dinosaur Bones
Ivey and Bean Break the Fossil Record
Dinosaurs Before Dark
(Dinosaur Research Projects)
Essential Questions
-How can asking and answering questions help me to
better understand a text?
-How can I use graphic organizers to recall key details?
-What is the difference between the characters’ points of
view?
Suggested Thinking Maps
Page 29
Flow Map
Multi Flow
ELA Second Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard-Reading Informational
Priority Standards
Supporting Standards
RI.2.1-Ask and answer such questions as who, what, where, when, why, and RI.2.3-Describe the connection between a series of historical events,
how to demonstrate understanding of key details in a text.
scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.4-Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area.
Unpacking:
RI.2.8-Describe how reasons support specific points the author makes
in a text.
RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how.
RI.2.3-Students at this level are required to describe how historical events, scientific ideas or “how to” procedures are linked together in a text.
RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2.
RI.2.8-At this level, students should also be able describe the author’s reasoning by finding support within the text.
Concepts (What students
need to know)
Question Stems
Technical Procedures
Author’s Purpose
Words & Phrases
Skills (What students must be
able to do)




Essential
Vocabulary
Ask and answer questions
about text
Determine the meaning of
words and phrases
Describe connections between
informational texts
Describe how reasons supports
the author’s purpose
historical, scientific,
technical, procedures,
sequence, purpose,
time line, context,
glossary, dictionary,
internet, word bank
Text Resources
Other Resources
Unit 4: Fossils (Open Court)
Dinosaur Fossils
The Dinosaur Who Lived in my
Backyard
Why Did the Dinosaurs
Disappear?
Monster Tracks
Fossils Tell of Long Ago
Chapter Books:
Cam Jansen and the Mystery of the Dinosaur Bones
Ivey and Bean Break the Fossil Record
Dinosaurs Before Dark
(Dinosaur Research Projects)
Essential Questions
-How can I compare events, scientific ideas, or steps in
technical procedures?
-What strategies and resources are used to understand
unfamiliar words?
-How can asking and answering questions help me to
better understand a text?
-How can I use graphic organizers to recall key details?
Suggested Thinking Maps
Page 30
Flow Map
Multi Flow
ELA Second Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard-Writing
Priority Standards
W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or
section.
W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Unpacking:
W.2.2- Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and
definitions as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant
information (picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written
presentation).
W.2.6- With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and
technology).
Concepts (What students
need to know)
Digital Tools
Informative/Explanatory
Texts
Concluding Statements
Skills (What students must be able Essential Vocabulary
to do)


Write informative/explanatory
texts
Produce and publish writing
with the use of digital tools.
compose, facts,
concluding statement,
introduce, topic,
definition,
explanatory/informative
text, research, source,
publish
Text Resources
Other Resources
Unit 4: Fossils (Open
Court)
Dinosaur Fossils
The Dinosaur Who Lived
in my Backyard
Why Did the Dinosaurs
Disappear?
Monster Tracks
Fossils Tell of Long Ago
Chapter Books:
Cam Jansen and the Mystery of the Dinosaur Bones
Ivey and Bean Break the Fossil Record
Dinosaurs Before Dark
(Dinosaur Research Projects)
Essential Questions
How do I compose a factual writing to explain a topic?
What digital tools can I use to publish writing?
Suggested Thinking Maps
Page 31
Flow Map
Multi Flow
WRITING:
Research a dinosaur.
ELA Second Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard-Language
Supporting Standards
L.2.5-Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy).
Unpacking:
L.2.5 & L.2.6-Learning words at this stage consists in part of exploring different shades of the same verb (run/sprint) and closely related adjectives, growing
vocabulary by using known word parts (prefix, root or compound part) to acquire unknown words, and developing print and digital reference use (glossary and
dictionary).
Concepts (What students need
to know)
Prefix
Suffix
Adjectives
Verbs
Adverbs
Skills (What students must
be able to do)
Text Resources
Other Resources
Unit 4: Fossils (Open Court)
Dinosaur Fossils
The Dinosaur Who Lived in my
Backyard
Why Did the Dinosaurs
Disappear?
Monster Tracks
Fossils Tell of Long Ago
Chapter Books:
Cam Jansen and the Mystery of the Dinosaur Bones
Ivey and Bean Break the Fossil Record
Dinosaurs Before Dark
(Dinosaur Research Projects)


Use words and phrases
to respond to tasks
Demonstrate
understanding of
vocabulary
Essential Vocabulary
read aloud, teacher
conversation, teacher
model, descriptive
language, adjectives,
adverbs, shades of
meaning, verbs,
adjectives, figurative
language, nuances
(synonyms)
Essential Questions
-How do we distinguish between closely related words?
- How can I use descriptive language in my writing?
Suggested Thinking Maps
Page 32
Flow Map
Multi Flow
ELA Second Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard-Speaking & Listening
Priority Standards
Supporting Standards
SL.2.4-Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.2-Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
SL.2.3- Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
Unpacking:
SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.
SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.
SL.2.4- Second grade students should be able to engage in storytelling and report facts and relevant details about an experience.
Concepts (What students need
to know)
Descriptive Details
Key Ideas
Media
Skills (What students must
be able to do)



Ask and answer questions
to aid comprehension
Recount/describe key
details from texts
Tell story or recount
experiences with
appropriate facts
Essential Vocabulary
key ideas and details,
complete sentence,
justify, facts, details,
organize, coherent,
logical, sequence
Text Resources
Other Resources
Unit 4: Fossils (Open Court)
Dinosaur Fossils
The Dinosaur Who Lived in my
Backyard
Why Did the Dinosaurs
Disappear?
Monster Tracks
Fossils Tell of Long Ago
Chapter Books:
Cam Jansen and the Mystery of the Dinosaur Bones
Ivey and Bean Break the Fossil Record
Dinosaurs Before Dark
(Dinosaur Research Projects)
Essential Questions
-How can I speak using complete sentences using key
ideas and details?
- How can I speak using complete sentences using key
ideas and details in a logical order?
Suggested Thinking Maps
Page 33
Flow Map
Multi Flow
ELA Second Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard-Reading Foundational
Supporting Standards
RF.2.3- Know 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.
RF.2.4 a, b, c- Read 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.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Unpacking:
RF.2.3-Students continue learning specific strategies for decoding words in texts. Learning prefixes, suffixes, and vowel patterns enhance decoding, spelling
ability, and vocabulary development.
RF.2.4 a, b, c-Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.
Concepts (What students need to know)
Skills (What students
must be able to do)
Essential Vocabulary
Long & Short Vowels
Vowel Teams
Prefixes
Suffixes
• Know and apply grade
level phonics and word
analysis skills
• Read with accuracy and
fluency
decode, syllable, long and short
vowel, root word/base word,
prefix, suffix, vowel teams, high
frequency/word wall words
Text Resources
Other Resources
Butterfly House
The Butterfly Seeds
Other Stories about camouflage:
Hibernation
Jane Goodall
How Animals Sleep, Manatees
Seals, Sea Lions and Walruses
Critter Crossing
Unit 3: Camouflage (Open Court):
I See Animals Hiding
Animal Camouflage
Essential Questions
-How do I decode words with short and long
vowels?
-How do I use prefixes and suffixes to
decode words?
Suggested Thinking Maps
Page 34
Flow Map
Multi flow
ELA Second Grade Pacing Guide 2013-2014
They Thought They Saw Him
Hungry Little Hare
How to Hide an Octopus
How the Guinea Fowl Got Her Spots
Endangered Birds
Saving the Last Wild Tiger
Page 35
ELA Second Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard-Reading Literature
Priority Standards
RL.2.1- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.5- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.9-Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Unpacking:
RL.2.1-Students are required to use textual evidence to support their thinking as they ask and answer general questions. These questions (who, what, when, where,
why, and how) focus on what the text says explicitly and include key details.
RL.2.2-Students are required to retell stories and determine the central message using literature from diverse cultures, including folktales and fables.
RL.2.5-They begin to understand story structure by explaining how the introduction is the beginning and the conclusion is where the action ends.
RL.2.6-Students at this level begin to understand how characters’ points of view differ. As students read orally, they should read using different voices for
different characters.
RL.2.9-They read versions of the same story and find similarities and differences.
Concepts (What students need
to know)
Key Details
Fables
Folktales
Central Message
Point of View
Dialogue
Skills (What students must
be able to do)





Ask and answer questions
Recount texts
determining the message
Describe the structure of
texts
Acknowledge differences
with characters
Compare and contrast
texts
Essential Vocabulary
details, recall, character,
story, setting, plot,
beginning, middle, end,
author, retell, culture,
diversity, events, details,
fables, folktales, lesson,
moral, message, compare
, contrast, characters,
setting, events, problems,
resolution, plot, word
choice
Page 36
Essential Questions
-How can asking and answering questions help me to
better understand a text?
-How can I use graphic organizers to recall key details?
-How can I use the 5Ws to retell a fable or folktale and
determine a message, lesson, or moral?
-What is the difference between the characters’ points of
view?
-Why is the order of events in a story important?
- How are stories alike and different?
ELA Second Grade Pacing Guide 2013-2014
Text Resources
Other Resources
Butterfly House
The Butterfly Seeds
Other Stories about camouflage:
Hibernation
Jane Goodall
How Animals Sleep
Manatees
Seals, Sea Lions and Walruses
Critter Crossing
Endangered Birds
Saving the Last Wild Tiger
Unit 3: Camouflage (Open Court):
I See Animals Hiding
Animal Camouflage
They Thought They Saw Him
Hungry Little Hare
How to Hide an Octopus
How the Guinea Fowl Got Her Spot
Suggested Thinking Maps
Flow Map
Multi flow
Page 37
ELA Second Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard-Reading Informational
Priority Standards
RI.2.1-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5-Know 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.2.9-Compare and contrast the most important points presented by two texts on the same topic.
Unpacking:
RI.2.1-Students are required to use textual evidence to ask and answer general questions about key details using who, what, when, where, why, and how.
RI.2.4-Students are required to find out word meanings and phrases that are specific to grade 2.
RI.2.5-As students continue to build the skill of using text features to find information with proficiency, they need to be able to use captions, bold print,
subheadings, glossaries, electronic menus, icons, etc. to analyze the text information.
RI.2.9-They should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic.
Concepts (What students need
to know)
Text Features
Grade Level Vocabulary
Question Stems
Skills (What students must
be able to do)




Ask and answer questions
to demonstrate
understanding
Determine the meaning of
words
Know and use text
features
Compare and contrast
texts
Essential Vocabulary
mental images, tone,
poem, story, song, word
choice, alliteration,
rhyme, rhythm, repeated
lines, text features:
captions, bold print,
heading, subheadings,
glossaries, indexes,
electronic menus, icons,
pictures/photographs,
table of contents,
underline, italics
Page 38
Essential Questions
-How do I use text features to locate information?
-How does an author’s choice of words add meaning to a
story, poem, or song?
-How can asking and answering questions help me to
better understand a text?
-How can I use graphic organizers to recall key details?
ELA Second Grade Pacing Guide 2013-2014
Text Resources
Other Resources
Butterfly House
The Butterfly Seeds
Other Stories about camouflage:
Hibernation
Jane Goodall
How Animals Sleep
Manatees
Seals, Sea Lions and Walruses
Critter Crossing
Endangered Birds
Saving the Last Wild Tiger
Unit 3: Camouflage (Open
Court):
I See Animals Hiding
Animal Camouflage
They Thought They Saw Him
Hungry Little Hare
How to Hide an Octopus
How the Guinea Fowl Got Her
Spots
Suggested Thinking Maps
Flow Map
Multi flow
Page 39
ELA Second Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard-Writing
Priority Standards
Supporting Standards
W.2.3-Write narratives, in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
W.2.8-Recall information from experiences or gather information from
provided sources to answer a question
W.2.6-With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Unpacking:
Second grade students write across genres including (opinion, informative/explanatory, and narrative). They must be able to find and include facts and definitions
as part of informative/explanatory writing. In order to do so, students need strategies for researching a topic (gathering facts), selecting relevant information
(picking the facts to use/note taking), and developing a way to present the ideas from beginning to end (format and organization of written presentation). Narrative
writing must describe the order of events as they occurred using temporal words (first, next, then, last, etc).
Concepts (What students
need to know)
Skills (What students
must be able to do)
Narrative pieces
Publishing Writing
Producing Writing Tasks



Write narratives
Recall/gather
information to
answer questions
Publish and
produce writing
Essential Vocabulary
publish, produce, collaborate, digital tools,
word processors, digital cameras, web
search engines, temporal words,
summarize, sequence, recount, narrative,
details, closing sentence, conclusion
statement, closure, focus
Text Resources
Other Resources
Butterfly House
The Butterfly Seeds
Unit 3: Camouflage (Open Court):
I See Animals Hiding
Animal Camouflage
They Thought They Saw Him
Hungry Little Hare
How to Hide an Octopus
How the Guinea Fowl Got Her Spots
Other Stories about camouflage:
Hibernation
Jane Goodall
How Animals Sleep
Manatees
Seals, Sea Lions and Walruses
Critter Crossing
Endangered Birds
Saving the Last Wild Tiger
Essential Questions
-What digital tools can I use to publish writing?
-How do I summarize events using details?
-How can I relate my personal experiences
through writing?
Suggested Thinking Maps
Page 40
Flow Map
Multi flow
ELA Second Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard-Language
Supporting Standards
L.2.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an
array of strategies.
a). Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
b). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
c). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5-Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Unpacking:
L.2.4-With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and are beginning to
use reference materials
L.2.5-
Concepts (What students need to
know)
Prefix
Root Word
Adjectives
Adverbs
Skills (What students
must be able to do)
Text Resources
Other Resources
Butterfly House
The Butterfly Seeds
Other Stories about camouflage:
Hibernation
Jane Goodall
How Animals Sleep
Manatees
Seals, Sea Lions and Walruses
Critter Crossing
Endangered Birds
Saving the Last Wild Tiger
Unit 3: Camouflage (Open Court):
I See Animals Hiding
Animal Camouflage
They Thought They Saw Him
Hungry Little Hare
How to Hide an Octopus
How the Guinea Fowl Got Her Spots

Determine the
meaning of
unknown words
Essential Vocabulary
context clues, prefixes,
root words, glossary,
dictionary, thesaurus,
multiple meaning words,
root/base word, clarify
Essential Questions
-How does knowing root words and prefixes help me to
determine meaning?
-What resources can I use to determine and clarify
meaning?
-How do we distinguish between closely related words?
Suggested Thinking Maps
Page 41
Flow Map
Multi flow
WRITING:
Research an animal that uses camouflage.
Create Lap Book about an animal.
ELA Second Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard-Speaking & Listening
Priority Standards
Supporting Standards
SL.2.4-Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.2-Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
SL.2.3- Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
Unpacking:
SL.2.2-Second grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.
SL.2.3-Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.
SL.2.4- Second grade students should be able to engage in storytelling and report facts and relevant details about an experience.
Concepts (What students need to
know)
Descriptive Details
Key Ideas
Media
Skills (What students
must be able to do)
Essential Vocabulary
• Ask and answer questions to
aid comprehension
• Recount/describe key details
from texts
• Tell story or recount
experiences with appropriate
facts
read aloud, teacher conversation,
teacher model, descriptive
language, adjectives, adverbs,
shades of meaning, verbs,
adjectives, figurative language,
nuances (synonyms)
Text Resources
Other Resources
Butterfly House
The Butterfly Seeds
Other Stories about camouflage:
Hibernation
Jane Goodall
How Animals Sleep
Manatees
Seals, Sea Lions and Walruses
Critter Crossing
Endangered Birds
Saving the Last Wild Tiger
Unit 3: Camouflage (Open Court):
I See Animals Hiding
Animal Camouflage
They Thought They Saw Him
Hungry Little Hare
How to Hide an Octopus
How the Guinea Fowl Got Her Spots
Essential Questions
-How can I speak using complete sentences using
key ideas and details?
- How can I speak using complete sentences using
key ideas and details in a logical order?
Suggested Thinking Maps
Flow Map
Multi flow
Page 42