Learing Objectives 2013-2014

Student Learning Objectives 2015-2016  

Second Grade Pacing Guide

First Nine Weeks

 

English/Language Arts

 

Standard 2-1:       The student will read and comprehend a variety of literary texts in print and non-print formats.

 

Indicators:

2-1.1       Analyze the details that support the expression of the main idea in a given literary text.

2-1.2       Analyze a given literary text to make, revise, and confirm predictions.

2-1.5       Analyze narrative text to identify characters, setting, and plot.

2-1.10     Read independently for extended periods of time for pleasure.

 

 

Standard 2-2:       The student will read and comprehend a variety of informational texts in print and non-print formats.

 

Indicators:

2-2.5       Use headings, subheadings, and informational text print styles (for example, italics, bold, larger type) to gain information.

2-2.9       Read independently for extended periods of time to gain information.

 

                       

Standard 2-4:       The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Indicators:

2-4.1       Generate ideas for writing by using prewriting techniques (for example, creating lists, having discussions, and examining literacy models).

2-4.7       Use appropriate spacing between words when writing on a page.

 

 

Standard 2-6:       The student will access and use information from a variety of sources.

 

Indicators:

2-6.1       Generate how and why questions about a topic of interest.

2-6.3       Create categories (for example, solids and liquids) to classify information.

2-6.5       Use Standard American English when appropriate in conversations and discussions.

 

 

 

 

 

 

 

Second Grade Pacing Guide

First Nine Weeks

(continued)

 

English/Language Arts

 

 

Embedded Indicators: These standards are introduced during this period, but will be mastered during another nine weeks period.

 

2-5.1       Create written communications (for example, directions and instructions) to inform a specific audience.

2-5.2       Create narratives (for example, stories and journal entries) that follow a logical sequence of events.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Second Grade Pacing Guide

Second Nine Weeks

 

English/Language Arts

 

Standard 2-1:       The student will read and comprehend a variety of literary texts in print and non-print formats.

Indicators:

2-1.7       Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts.

2-1.9       Explain cause-and-effect relationships in literary texts.

 

 

Standard 2-2:       The student will read and comprehend a variety of informational texts in print and non-print formats.

Indicators:

2-2.1       Analyze the central idea and supporting evidence in an informational text during classroom discussion.

2-2.8       Explain cause-and-effect relationships in informational texts.

 

 

Standard 2-3:       The student will use word analysis and vocabulary strategies to read fluently.

Indicators:

2-3.1       Use context clue to determine the meaning of unfamiliar words.

2-3.5       Recognize synonyms, antonyms, and homonyms in context.

2-3.6       Use knowledge of individual words to determine the meaning of compound words.

2-3.10     Spell frequently used irregular words correctly (for example, was, were, says, said, who, what, why).

2-3.13     Apply knowledge of alphabetizing a series of words to the second and third letters.

 

 

Standard 2-6:       The student will access and use information from a variety of sources.

 

Indicator:

2-6.6       Follow multistep directions.

 

 

2-5.1       Create written communications (for example, directions and instructions) to inform a specific audience.

2-5.2       Create narratives (for example, stories and journal entries) that follow a logical sequence of events.

2-5.3       Create written pieces that describe objects people, places, or events and that use words that appeal to the senses.

2-5.4       Create written pieces (for example, rhymes, poems, and songs) to entertain others.

 

 

 

 

 

Second Grade Pacing Guide

Third Nine Weeks

 

English/Language Arts

 

Standard 2-1:       The student will read and comprehend a variety of literary texts in print and non-print formats.

Indicators:

2-1.6       Explain the effect of the author’s craft (for example, word choice and the use of repetition) on the meaning of a given literary text.

2-1.8       Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.

 

 

Standard 2-2:       The student will read and comprehend a variety of informational texts in print and non-print formats.

Indicators:

2-2.2       Analyze informational texts to draw conclusions and make inferences during classroom discussions.

2-2.4       Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

2-2.7       Use functional text features (including tables of contents and glossaries) as sources of information.

 

 

Standard 2-3:       The student will use word analysis and vocabulary strategies to read fluently.

 

Indicators:

2-3.2       Construct meaning through a knowledge of base words, prefixes (including un-, re-, pre-, be-, mis-, dis-) and suffixes (including –er, -est, -ful) in context.

2-3.3       Recognize high-frequency words in context.

2-3.7       Use appropriate rate, word automaticity, phrasing, and expression to read fluently.

2-3.8       Use knowledge of spelling patterns and high-frequency words to read fluently.

2-3.9       Analyze spelling patterns in context and parts of multisyllabic words (for example, onsets and rimes).

2-3.11     Spell basic short-vowel, r- controlled, and consonant-blend patterns correctly.

2-3.12     Spell high-frequency words.

 

 

Standard 2-4:       The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Indicators:

2-4.3       Create a paragraph that follows a logical sequence (including a beginning, middle, and end) and uses transitional words.

2-4.8       Use correct letter formation when using manuscript or cursive writing.

 

 

 

 

 

Second Grade Pacing Guide

Third Nine Weeks

(continued)

 

English/Language Arts

 

 

Standard 2-5:       The student will write for a variety of purposes and audiences.

 

Indicators:

2-5.1       Create written communications (for example, directions and instructions) to inform a specific audience.

2-5.2       Create narratives (for example, stories and journal entries) that follow a logical sequence of events.

 

 

2-5.3       Create written pieces that describe objects people, places, or events and that use words that appeal to the senses.

2-5.4       Create written pieces (for example, rhymes, poems, and songs) to entertain others.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Second Grade Pacing Guide

Fourth Nine Weeks

 

English/Language Arts

 

Standard 2-1:       The student will read and comprehend a variety of literary texts in print and non-print formats.

Indicators:

2-1.3       Analyze the text to determine the narrator.

2-1.4       Find examples of devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration).

 

 

Standard 2-2:       The student will read and comprehend a variety of informational texts in print and non-print formats.

Indicators:

2-2.3       Distinguish between facts and opinions in informational texts.

2-2.6       Use graphic features (for example, illustrations, graphs, charts, maps, and diagrams) as sources of information.

 

 

Standard 2-3:       The student will use word analysis and vocabulary strategies to read fluently.

 

Indicator:

2-3.4       Identify idioms in context.

 

 

Standard 2-4:       The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English

Indicators:

2-4.2       Use complete sentences (including simple sentences with compound subjects and predicates) in writing.

2-4.4       Use grammatical conventions of Standard American English, including: personal pronouns, common and proper nouns, singular and plural nouns, proper adjectives, and conjunctions (and, but, or).

2-4.5       Revise the organization and development of content and the quality of voice in written works.

2-4.6       Edit for the correct use of written Standard American English, including capitalization of proper nouns, initials of a person’s name, courtesy titles (Mr., Ms.), days of the week, months of the year, and titles of books, poems, and songs.

 

 

 

 

 

 

Second Grade Pacing Guide

Fourth Nine Weeks

(continued)

 

English/Language Arts

 

 

Standard 2-5:       The student will write for a variety of purposes and audiences.

 

Indicators:

2-5.3       Create written pieces that describe objects people, places, or events and that use words that appeal to the senses.

2-5.4       Create written pieces (for example, rhymes, poems, and songs) to entertain others.

 

 

Standard 2-6:       The student will access and use information from a variety of sources.

 

Indicators:

2-6.2       Use a variety of print sources (for example, books, pictures, charts, graphs, diagrams, and picture dictionaries) and non-print sources to access information.

2-6.4       Use the Internet with the aid of a teacher.

 

 

 

All process standards that have been embedded during the first through third nine weeks will be assessed for mastery during this nine week grading period.

 

 

 

 

Second Grade Pacing Guide

 

First Nine Weeks

 

 

 

English/Language Arts

 

 

 

Standard 2-1:       The student will read and comprehend a variety of literary texts in print and non-print formats.

 

 

 

Indicators:

 

2-1.1       Analyze the details that support the expression of the main idea in a given literary text.

 

2-1.2       Analyze a given literary text to make, revise, and confirm predictions.

 

2-1.5       Analyze narrative text to identify characters, setting, and plot.

 

2-1.10     Read independently for extended periods of time for pleasure.

 

 

 

 

 

Standard 2-2:       The student will read and comprehend a variety of informational texts in print and non-print formats.

 

 

 

Indicators:

 

2-2.5       Use headings, subheadings, and informational text print styles (for example, italics, bold, larger type) to gain information.

 

2-2.9       Read independently for extended periods of time to gain information.

 

 

 

                       

 

Standard 2-4:       The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

 

Indicators:

 

2-4.1       Generate ideas for writing by using prewriting techniques (for example, creating lists, having discussions, and examining literacy models).

 

2-4.7       Use appropriate spacing between words when writing on a page.

 

 

 

 

 

Standard 2-6:       The student will access and use information from a variety of sources.

 

 

 

Indicators:

 

2-6.1       Generate how and why questions about a topic of interest.

 

2-6.3       Create categories (for example, solids and liquids) to classify information.

 

2-6.5       Use Standard American English when appropriate in conversations and discussions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Second Grade Pacing Guide

 

First Nine Weeks

 

(continued)

 

 

 

English/Language Arts

 

 

 

 

 

Embedded Indicators: These standards are introduced during this period, but will be mastered during another nine weeks period.

 

 

 

2-5.1       Create written communications (for example, directions and instructions) to inform a specific audience.

2-5.2       Create narratives (for example, stories and journal entries) that follow a logical sequence of events.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Second Grade Pacing Guide

 

Second Nine Weeks

 

 

 

English/Language Arts

 

 

 

Standard 2-1:       The student will read and comprehend a variety of literary texts in print and non-print formats.

 

Indicators:

 

2-1.7       Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts.

 

2-1.9       Explain cause-and-effect relationships in literary texts.

 

 

 

 

 

Standard 2-2:       The student will read and comprehend a variety of informational texts in print and non-print formats.

 

Indicators:

 

2-2.1       Analyze the central idea and supporting evidence in an informational text during classroom discussion.

 

2-2.8       Explain cause-and-effect relationships in informational texts.

 

 

 

 

 

Standard 2-3:       The student will use word analysis and vocabulary strategies to read fluently.

 

Indicators:

 

2-3.1       Use context clue to determine the meaning of unfamiliar words.

 

2-3.5       Recognize synonyms, antonyms, and homonyms in context.

 

2-3.6       Use knowledge of individual words to determine the meaning of compound words.

 

2-3.10     Spell frequently used irregular words correctly (for example, was, were, says, said, who, what, why).

 

2-3.13     Apply knowledge of alphabetizing a series of words to the second and third letters.

 

 

 

 

 

Standard 2-6:       The student will access and use information from a variety of sources.

 

 

 

Indicator:

 

2-6.6       Follow multistep directions.

 

 

 

 

 

2-5.1       Create written communications (for example, directions and instructions) to inform a specific audience.

2-5.2       Create narratives (for example, stories and journal entries) that follow a logical sequence of events.

2-5.3       Create written pieces that describe objects people, places, or events and that use words that appeal to the senses.

2-5.4       Create written pieces (for example, rhymes, poems, and songs) to entertain others.

 

 

 

 

 

 

 

 

 

 

 

Second Grade Pacing Guide

 

Third Nine Weeks

 

 

 

English/Language Arts

 

 

 

Standard 2-1:       The student will read and comprehend a variety of literary texts in print and non-print formats.

 

Indicators:

 

2-1.6       Explain the effect of the author’s craft (for example, word choice and the use of repetition) on the meaning of a given literary text.

 

2-1.8       Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.

 

 

 

 

 

Standard 2-2:       The student will read and comprehend a variety of informational texts in print and non-print formats.

 

Indicators:

 

2-2.2       Analyze informational texts to draw conclusions and make inferences during classroom discussions.

 

2-2.4       Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

 

2-2.7       Use functional text features (including tables of contents and glossaries) as sources of information.

 

 

 

 

 

Standard 2-3:       The student will use word analysis and vocabulary strategies to read fluently.

 

 

 

Indicators:

 

2-3.2       Construct meaning through a knowledge of base words, prefixes (including un-, re-, pre-, be-, mis-, dis-) and suffixes (including –er, -est, -ful) in context.

 

2-3.3       Recognize high-frequency words in context.

 

2-3.7       Use appropriate rate, word automaticity, phrasing, and expression to read fluently.

 

2-3.8       Use knowledge of spelling patterns and high-frequency words to read fluently.

 

2-3.9       Analyze spelling patterns in context and parts of multisyllabic words (for example, onsets and rimes).

 

2-3.11     Spell basic short-vowel, r- controlled, and consonant-blend patterns correctly.

 

2-3.12     Spell high-frequency words.

 

 

 

 

 

Standard 2-4:       The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

 

Indicators:

 

2-4.3       Create a paragraph that follows a logical sequence (including a beginning, middle, and end) and uses transitional words.

 

2-4.8       Use correct letter formation when using manuscript or cursive writing.

 

 

 

 

 

 

 

 

 

 

 

Second Grade Pacing Guide

 

Third Nine Weeks

 

(continued)

 

 

 

English/Language Arts

 

 

 

 

 

Standard 2-5:       The student will write for a variety of purposes and audiences.

 

 

 

Indicators:

 

2-5.1       Create written communications (for example, directions and instructions) to inform a specific audience.

 

2-5.2       Create narratives (for example, stories and journal entries) that follow a logical sequence of events.

 

 

 

 

 

2-5.3       Create written pieces that describe objects people, places, or events and that use words that appeal to the senses.

2-5.4       Create written pieces (for example, rhymes, poems, and songs) to entertain others.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Second Grade Pacing Guide

 

Fourth Nine Weeks

 

 

 

English/Language Arts

 

 

 

Standard 2-1:       The student will read and comprehend a variety of literary texts in print and non-print formats.

 

Indicators:

 

2-1.3       Analyze the text to determine the narrator.

 

2-1.4       Find examples of devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration).

 

 

 

 

 

Standard 2-2:       The student will read and comprehend a variety of informational texts in print and non-print formats.

 

Indicators:

 

2-2.3       Distinguish between facts and opinions in informational texts.

 

2-2.6       Use graphic features (for example, illustrations, graphs, charts, maps, and diagrams) as sources of information.

 

 

 

 

 

Standard 2-3:       The student will use word analysis and vocabulary strategies to read fluently.

 

 

 

Indicator:

 

2-3.4       Identify idioms in context.

 

 

 

 

 

Standard 2-4:       The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English

 

Indicators:

 

2-4.2       Use complete sentences (including simple sentences with compound subjects and predicates) in writing.

 

2-4.4       Use grammatical conventions of Standard American English, including: personal pronouns, common and proper nouns, singular and plural nouns, proper adjectives, and conjunctions (and, but, or).

 

2-4.5       Revise the organization and development of content and the quality of voice in written works.

 

2-4.6       Edit for the correct use of written Standard American English, including capitalization of proper nouns, initials of a person’s name, courtesy titles (Mr., Ms.), days of the week, months of the year, and titles of books, poems, and songs.

 

 

 

 

 

 

 

 

 

 

 

 

 

Second Grade Pacing Guide

 

Fourth Nine Weeks

 

(continued)

 

 

 

English/Language Arts

 

 

 

 

 

Standard 2-5:       The student will write for a variety of purposes and audiences.

 

 

 

Indicators:

 

2-5.3       Create written pieces that describe objects people, places, or events and that use words that appeal to the senses.

 

2-5.4       Create written pieces (for example, rhymes, poems, and songs) to entertain others.

 

 

 

 

 

Standard 2-6:       The student will access and use information from a variety of sources.

 

 

 

Indicators:

 

2-6.2       Use a variety of print sources (for example, books, pictures, charts, graphs, diagrams, and picture dictionaries) and non-print sources to access information.

 

2-6.4       Use the Internet with the aid of a teacher.

 

 

 

 

 

 

 

All process standards that have been embedded during the first through third nine weeks will be assessed for mastery during this nine week grading period.