Second Grade
Reading
Pacing Guide
Second
Grade
The Literacy Pacing Guide is constructed from 2010 Arizona English Language Arts Standards. The 2010 Arizona
ELA Standards are broken down into comprehensible instructional periods that increase in complexity. The ELA
should be integrated across all content domains.
Reading
Reading Pacing Guide Second Grade
Reading Standards: Foundational Skills
Instructional Period 1
Instructional Period 2
Instructional Period 3
Instructional Period 4
Instructional Period 5
Phonics and Word Recognition
2.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
Phonics and Word Recognition
2.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
Phonics and Word Recognition
2.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
Phonics and Word Recognition
2.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
Phonics and Word Recognition
2.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
2.RF.3a. Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
2RF.3b. Know spelling-sound
correspondences for additional
common vowel teams.
2.RF.3c. Decode regularly spelled
two-syllable words with long vowels.
2.RF.3c. Decode regularly spelled
two-syllable words with long vowels.
2.RF.3c. Decode regularly spelled
two-syllable words with long vowels.
2.RF.3b. Know spelling-sound
correspondences for additional
common vowel teams.
2.RF.3c. Decode regularly spelled
two-syllable words with long vowels.
2.RF.3d. Decode words with
common prefixes and suffixes.
2.RF.3d. Decode words with
common prefixes and suffixes.
2.RF.3d. Decode words with
common prefixes and suffixes.
2.RF.3e. Identify words with
inconsistent but common spellingsound correspondences.
2.RF.3e. Identify words with
inconsistent but common spellingsound correspondences.
2.RF.3e. Identify words with
inconsistent but common spellingsound correspondences.
2.RF.3f. Recognize and read gradeappropriate irregularly spelled words.
2.RF.3f. Recognize and read gradeappropriate irregularly spelled words.
2.RF.3f. Recognize and read gradeappropriate irregularly spelled words.
Syllable Patterns:
Pattern 3: (closed syllable). In a
consonant-vowel-consonant (cvc) or
vowel-consonant vc) pattern, the
word is divided after the consonant
that follows the vowel. (e.g., riv-er,
ver-y, sev-en, cov-er, an-y) A vowel
followed by a consonant (closed) ,
usually says its first (short) sound.
Pattern 4: Compound words are
divided between the base word
(e.g.,in-to, to-day, Sun-day, in-side).
Pattern 5: Multiletter phonograms
(digraphs/dipthongs/r-controlled
vowels) are not divided regardless of
other patterns, such as vcv or vccv
(e.g., mother-er, oth-er, au-thor,
broth-er, flow-er).
Pattern 6: In a vowel-consonantconsonant-vowel (vccv) pattern the
word is usually divided between the
consonants (e.g., yel-low, win-ter, letter, din-ner, hap-py)
Syllable Patterns:
Pattern 5: Multiletter phonograms
(digraphs/dipthongs/r-controlled
vowels) are not divided regardless of
other patterns, such as vcv or vccv
(e.g., moth-er, oth-er, au-thor, brother, flow-er).
Pattern 7: Prefixes always include
vowels, making them separate
syllables. Suffixes usually include
vowels, making them separate
syllables (e.g., ed, ly, ing).
Syllable Patterns:
Pattern 5: Multiletter phonograms
(digraphs/dipthongs/r-controlled
vowels) are not divided regardless of
other patterns, such as vcv or vccv
(e.g., moth-er, oth-er, au-thor, brother, flow-er).
Pattern 7: Prefixes always include
vowels, making them separate
syllables. Suffixes usually include
vowels, making them separate
syllables (e.g., ed, ly, ing).
2.RF.3c. Decode regularly spelled
two-syllable words with long vowels.
*GESD Read and write the 65
phonograms accurately and
automatically.
a
c
g
o
s
f
m
t
i
h
w
n
e
p
u
d
qu
b
j
k
l
r
v
x
y
z
sh
th
ch
wh
ck
ee
ow
ou
oo
oe
ay
ai
oy
oa
oi
ng
ea
er
ir
or
ar
ur
ear
wor
aw
au
ed
igh
wr
dge eigh ph
gu
ew
ui
kn
gn ough ey
*GESD Writes, decodes, and
fluently reads words from Extended
Ayres Word List.
 15 words per week
(approximately)
 Ayres Word List according
to Morrison/McCall data
2
2.RF.3d. Decode words with
common prefixes and suffixes.
2.RF.3e. Identify words with
inconsistent but common spellingsound correspondences.
2.RF.3f. Recognize and read gradeappropriate irregularly spelled words.
*GESD Read and write the 70
phonograms accurately and
automatically.
a
c
g
o
s
f
m
t
i
h
w
n
e
p
u
d
qu
b
j
k
l
r
v
x
y
z
sh
th
ch
wh
ck
ee
ow
ou
oo
oe
ay
ai
oy
oa
oi
ng
ea
er
ir
or
ar
ur
ear
wor
aw
au
ed
igh
wr
dge eigh ph
gu
ew
ui
kn
gn ough
ey
ie
ei
ti
si
ci
Glendale Elementary School District 2/9/2016
Reading Pacing Guide Second Grade
Rule 4: a, e, o, and u usually say a,
e, o, and u at the end of a syllable
Rule 17: We often double l, f, and s
following a single vowel at the end of
a one-syllable word (will, off, miss).
Rule 17 sometimes applies to twosyllable words like recess.
Rule 19: Vowels i and o may say i
and o if followed by two consonants
(find, old).
Syllable Patterns:
Pattern 2: (open syllable) In a vowel
– consonant – vowel
(vcv) pattern, the word is divided after
the first vowel.
3
Jobs of e
 Job 1– e lets the vowel say its
name in reading and writing
 Job 2 – English words do not
end with u or v,
 Job 3: to make c and g say the
second sound
 Job 4: so that every syllable has
a vowel
 Job 5 – no job e
Syllable Patterns:
Pattern1: In a consonant +le pattern,
the word is divided before the
consonant plus le. There are ten
possible combinations: ble, cle, dle,
fle, gle, kle, ple, sle, tle, and zle.
(e.g., lit-tle, ap-ple, a-ble, gen-tle, uncle)
Pattern 2: (open syllable) In a vowel
– consonant – vowel
(vcv) pattern, the word is divided after
the first vowel.
Pattern 3: (closed syllable). In a
consonant-vowel-consonant (cvc) or
vowel-consonant vc) pattern, the
word is divided after the consonant
that follows the vowel. (e.g., riv-er,
ver-y, sev-en, cov-er, an-y) A vowel
followed by a consonant (closed) ,
usually says its first (short) sound.
Glendale Elementary School District 2/9/2016
Language Standards
Reading Pacing Guide Second Grade
Vocabulary Acquisition and Use
2.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 2 reading and content,
choosing flexibly from an array of
strategies.
Vocabulary Acquisition and Use
2.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 2 reading and content,
choosing flexibly from an array of
strategies.
Vocabulary Acquisition and Use
2.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 2 reading and content,
choosing flexibly from an array of
strategies.
Vocabulary Acquisition and Use
2.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 2 reading and content,
choosing flexibly from an array of
strategies.
Vocabulary Acquisition and Use
2.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 2 reading and content,
choosing flexibly from an array of
strategies.
2.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
2.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
2.L.4a Use sentence-level context as
a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
2.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
2.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
2.L.4e. Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of
words and phrases.
2.L.4d. Use knowledge of the
meaning of individual words to predict
the meaning of compound words
(e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
2.L.4d. Use knowledge of the
meaning of individual words to predict
the meaning of compound words
(e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
2.L.4b. Determine the meaning of the
new word formed when a known
prefix is added to a known word (e.g.,
happy/unhappy, tell/retell).
2.L.4b. Determine the meaning of the
new word formed when a known
prefix is added to a known word (e.g.,
happy/unhappy, tell/retell).
2.L.4e. Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of
words and phrases.
2.L.4e. Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of
words and phrases.
2.L.4c. Use known root word as a
clue to the meaning of an unknown
word with the same root (e.g.,
addition, additional).
2.L.4c. Use known root word as a
clue to the meaning of an unknown
word with the same root (e.g.,
addition, additional).
2.L.5. Demonstrate understanding of
word relationships and nuances in
word meanings.
2.L.5. Demonstrate understanding of
word relationships and nuances in
word meanings.
2.L.4d. Use knowledge of the
meaning of individual words to predict
the meaning of compound words
(e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
2.L.4e. Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of
words and phrases.
2.L.5a. Identify real-life connections
between words and their use (e.g.,
describe foods that are spicy or juicy).
2.L.5a. Identify real-life connections
between words and their use (e.g.,
describe foods that are spicy or juicy).
2.L.5. Demonstrate understanding of
word relationships and nuances in
word meanings.
2.L.5a. Identify real-life connections
between words and their use (e.g.,
describe foods that are spicy or juicy).
2.L.5b. Distinguish shades of
meaning among closely related verbs
(e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender,
skinny, scrawny).
4
Glendale Elementary School District 2/9/2016
2.L.4e. Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of
words and phrases.
2.L.5. Demonstrate understanding of
word relationships and nuances in
word meanings.
2.L.5a. Identify real-life connections
between words and their use (e.g.,
describe foods that are spicy or juicy).
Reading Pacing Guide Second Grade
2.L.5b. Distinguish shades of
meaning among closely related verbs
(e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender,
skinny, scrawny).
2.L.5b. Distinguish shades of
meaning among closely related verbs
(e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender,
skinny, scrawny).
2.L.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).
2.L.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).
2.L.5. Demonstrate understanding of
word relationships and nuances in
word meanings.
2.L.5a. Identify real-life connections
between words and their use (e.g.,
describe foods that are spicy or juicy).
2.L.5b. Distinguish shades of
meaning among closely related verbs
(e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender,
skinny, scrawny).
2.L.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).
Fluency
2.RF.4.
2.RF.4a.
2.RF.4b.
2.RF.4c.
5
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive reading.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Glendale Elementary School District 2/9/2016
2.L.5b. Distinguish shades of
meaning among closely related verbs
(e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender,
skinny, scrawny).
2.L.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).
Reading Standards for Literature
Reading Pacing Guide Second Grade
Key Ideas and Details
2.RL.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Key Ideas and Details
2.RL.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Key Ideas and Details
2.RL.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Key Ideas and Details
2.RL.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Key Ideas and Details
2.RL.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
2.RL.2. Recount stories, including
fables and folktales from diverse
cultures, and determine their central
message, lesson, or moral.
2.RL.2. Recount stories, including
fables and folktales from diverse
cultures, and determine their central
message, lesson, or moral.
2.RL.2. Recount stories, including
fables and folktales from diverse
cultures, and determine their central
message, lesson, or moral.
2.RL.2. Recount stories, including
fables and folktales from diverse
cultures, and determine their central
message, lesson, or moral.
2.RL.2. Recount stories, including
fables and folktales from diverse
cultures, and determine their central
message, lesson, or moral.
Craft and Structure
2.RL.4. Describe how words and
phrases (e.g., regular beats,
alliteration, rhymes, repeated lines)
supply rhythm and meaning in a
story, poem, or song.
2.RL.3. Describe how characters in a
story respond to major events and
challenges.
Craft and Structure
2.RL.4. Describe how words and
phrases (e.g., regular beats,
alliteration, rhymes, repeated lines)
supply rhythm and meaning in a
story, poem, or song.
2.RL.3. Describe how characters in a
story respond to major events and
challenges.
Craft and Structure
2.RL.4. Describe how words and
phrases (e.g., regular beats,
alliteration, rhymes, repeated lines)
supply rhythm and meaning in a
story, poem, or song.
2.RL.3. Describe how characters in a
story respond to major events and
challenges.
Craft and Structure
2.RL.6. Acknowledge differences in
the points of view of characters,
including by speaking in a different
voice for each character when
reading dialogue aloud.
2.RL.5. Describe the overall
structure of a story, including
describing how the beginning
introduces the story and the ending
concludes the action.
2.RL.6. Acknowledge differences in
the points of view of characters,
including by speaking in a different
voice for each character when
reading dialogue aloud.
2.RL.6. Acknowledge differences in
the points of view of characters,
including by speaking in a different
voice for each character when
reading dialogue aloud.
Craft and Structure
2.RL.5. Describe the overall
structure of a story, including
describing how the beginning
introduces the story and the ending
concludes the action.
2.RL.6. Acknowledge differences in
the points of view of characters,
including by speaking in a different
voice for each character when
reading dialogue aloud.
6
Glendale Elementary School District 2/9/2016
Reading Pacing Guide Second Grade
Integration of Knowledge and
Ideas
2.RL.7. Use information gained from
the illustrations and words in a print
or digital text to demonstrate
understanding of its characters,
setting, or plot.
Integration of Knowledge and
Ideas
2.RL.7. Use information gained from
the illustrations and words in a print
or digital text to demonstrate
understanding of its characters,
setting, or plot.
Integration of Knowledge and
Ideas
2.RL.7. Use information gained from
the illustrations and words in a print
or digital text to demonstrate
understanding of its characters,
setting, or plot.
Integration of Knowledge and
Ideas
2.RL.7. Use information gained from
the illustrations and words in a print
or digital text to demonstrate
understanding of its characters,
setting, or plot.
2.RL.9. Compare and contrast two or
more versions of the same story
(e.g., Cinderella stories) by different
authors or from different cultures.
2.RL.9. Compare and contrast two or
more versions of the same story
(e.g., Cinderella stories) by different
authors or from different cultures.
2.RL.9. Compare and contrast two or
more versions of the same story
(e.g., Cinderella stories) by different
authors or from different cultures.
Range of Reading and Level of Text Complexity
AZ.2.RI.10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
7
Glendale Elementary School District 2/9/2016
Reading Standards for Informational Text
Reading Pacing Guide Second Grade
Key Ideas and Details
2.RI.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Key Ideas and Details
2.RI.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Key Ideas and Details
2.RI.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Key Ideas and Details
2.RI.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Key Ideas and Details
2.RI.1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
2.RI.2. Identify the main topic of a
multi-paragraph text as well as the
focus of specific paragraphs within
the text.
2.RI.2. Identify the main topic of a
multi-paragraph text as well as the
focus of specific paragraphs within
the text.
2.RI.2. Identify the main topic of a
multi-paragraph text as well as the
focus of specific paragraphs within
the text.
2.RI.2. Identify the main topic of a
multi-paragraph text as well as the
focus of specific paragraphs within
the text.
2.RI.2. Identify the main topic of a
multi-paragraph text as well as the
focus of specific paragraphs within
the text.
2.RI.3. Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps
in technical procedures in a text.
 Sequence
 Time order
 Chronological Order
Craft and Structures
2.RI.4. Determine the meaning of
words and phrases in a text relevant
to grade 2 topic or subject area.
2.RI.3. Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps
in technical procedures in a text.
 Comparison
2.RI.3. Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps
in technical procedures in a text.
 Comparison
2.RI.3. Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps
in technical procedures in a text.
 Cause and Effect
2.RI.3. Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps
in technical procedures in a text.
 Cause and Effect
Craft and Structures
2.RI.4. Determine the meaning of
words and phrases in a text relevant
to grade 2 topic or subject area.
Craft and Structures
2.RI.4. Determine the meaning of
words and phrases in a text relevant
to grade 2 topic or subject area.
Craft and Structures
2.RI.4. Determine the meaning of
words and phrases in a text relevant
to grade 2 topic or subject area.
Craft and Structures
2.RI.4. Determine the meaning of
words and phrases in a text relevant
to grade 2 topic or subject area.
2.RI.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.
2.RI.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.
2.RI.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.
2.RI.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.
2.RI.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.
2.RI.6. Identify the main purpose of a
text, including what the author wants
to answer, explain, or describe.
2.RI.6. Identify the main purpose of a
text, including what the author wants
to answer, explain, or describe.
2.RI.6. Identify the main purpose of a
text, including what the author wants
to answer, explain, or describe.
2.RI.6. Identify the main purpose of a
text, including what the author wants
to answer, explain, or describe.
2.RI.6. Identify the main purpose of a
text, including what the author wants
to answer, explain, or describe.
8
Glendale Elementary School District 2/9/2016
Reading Pacing Guide Second Grade
Integration of Knowledge and
Ideas
2.RI.8. Describe how reason support
specific points the author makes in a
text.
Integration of Knowledge and
Ideas
2.RI.7. Explain how specific images
(e.g., a diagram showing how a
machine works) contribute to and
clarify a text.
Integration of Knowledge and
Ideas
2.RI.7. Explain how specific images
(e.g., a diagram showing how a
machine works) contribute to and
clarify a text.
2.RI.8. Describe how reason support
specific points the author makes in a
text.
2.RI.8. Describe how reason support
specific points the author makes in a
text.
2.RI.9. Compare and contrast the
most important points presented by
two texts on the same topic.
2.RI.9. Compare and contrast the
most important points presented by
two texts on the same topic.
Integration of Knowledge and
Ideas
2.RI.8. Describe how reason support
specific points the author makes in a
text.
Integration of Knowledge and
Ideas
2.RI.8. Describe how reason support
specific points the author makes in a
text.
Range of Reading and Level of Text Complexity
2.RI.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
AZ.2.RI.10a. By the end of the year, read and comprehend functional texts, including, history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
9
Glendale Elementary School District 2/9/2016