Decatur City Schools
Pacing Guide
Second: Reading
Projected Pacing  ( Aug. 10-Sept. 15)
 
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
    Curriculum Guide      
Phonemic Awareness Group 1A Rigby Literacy      
Demonstrate phonological skills by:  the Open Court      
manipulating the sounds and words of a        
the English language and identifying sylables in two is        
and three-syllable words (AL COS #1) you        
  to        
A.  Manipulate phonemes orally: and        
      1.  rhyming  we        
      2. blending  that        
      3. substituting in        
      4. omitting  not        
      5. deleting  for        
      6. segmenting  at        
B. Syllables in spoken words:  with        
* Count syllables in spoken words it        
* Segment syllables in spoken words on        
* Identify syllables in spoken words can        
spoken words will        
Phonics are        
* Apply phonetic strategies to decode unfamiliar and multisyllable of        
words using graphophonemic clues and letter sound  this        
correspondences, including sipthongs and diagraps your        
(AL COS #2) as        
  but        
  be        
*Recognize and use onsets and rimes to spell known words have        
*Recognize and use onsets and rimes to read known words          
*Recognize and use onsets and rimes to spell unknown words          
*Recognize and use onsets and rimes to read unknown words          
*Recognize and use letter groups to read known words          
*Recognize and use letter groups to spell known words          
*Recognize and use letter groups to spell unknown words          
*Recognize and use letter groups to read unknown words        
/a/, /b/, /k/, spelled c, /d/, /e/, /f/, spelled f, /g/,          
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
/h/ spelled h_,/i/, /j/, spelled j, /k/, spelled k,   Group 1b Curriculum Guide      
/l/, /m/, /n/ spelled n, /o/, /p/, /kw/ spelled qu_,  he        
/r/, spelled r, /s/ spelled s, /t/, /u/, /v/, /w/ spelled I        
w_, /ks/ spelled ■x, /y/, /z/, spelled z they        
initial consonant blend one        
double final consonants, /k/ spelled ■ck; multi- good        
syllabic words  me        
/e/ spelled _ea_; final consonant blends;  about        
Special Spellings: had        
* al, all, if        
*/sh/ some        
*/th/ up        
*/ch/ her        
*/n/ spelled kn do        
 */r/ spelled wr when        
* /f/ spelled ph so        
* /hw/ spelled wh my        
* /ar/ spelled ar; /er/spelled er, it, ur; /or/ *spelled or' special spellings wa, wor, very        
* final nk,/ng/ spelled ■ng,  all        
*inflectional endings-ing  -ed would        
* /j/ spelled ge, gi_, ■dge;  any        
*/s/ spelled ce, ci_ been        
*/ā/spelled a_ out        
*e; /ē/ spelled e; there        
 */i/ spelled I; from        
*/o/ spelled o;  day        
* /ū/ spelled u, u_e, _ue          
* /ā/ spelled _ay, ai_;           
* /ē/ spelled e;           
* /i/ spelled I;          
*/ō/ spelled o;          
*/ă/ spelled _ay, ai_;           
*/ĕ/ spelled ee, ea          
*/ĭ/ spelled _y, igh, i_e, _ie,          
*/ŏ/ spelled o_e, _oe, _ow, oa_          
 */ĕ/ spelled _y          
* common final syllables: -y, -er,  -le           
*/oo/ spelled oo; /ōō/ spelled u, u_e, _ue, _ew, oo          
*/ow/ spelled ow, ou_; review /ō/ spelled _ow          
*/oi/ spelled oi, _oy;         
* /aw/ spelled au_, aw;          
*special spellings augh, ough          
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
UNIT I Group 1c Curriculum Guide      
Lesson 1 good        
 /j/ spelled ■dge; compound words; /ē/ spelled  see        
e, ea, ee; /oo/ spelled oo; short vowels then        
Lesson 2 us        
multisyllabic words; /ow/ spelled ow, ou_; not        
contractions, compound words; -le endings; him        
  /m/ spelled mb; short e spelled _ea; short by        
vowel review; closed syllables cvc was        
Fluency come        
Recognize second grade high frequency get        
words automatically or        
*Develop automaticity with high frequency vocabulary in oral language. two        
*Develop automaticity with high frequency vocabulary in written language. man        
Vocabulary little        
Exhibit vocabulary skills by explaining simple common antonyms  has        
and synonyms, using descriptive words them        
(AL COS #3) (SAT-10) how        
  like      
A. Learn and use new words from our        
independent reading or stories and texts  what        
(AL COS) know        
B. Recognize words in the environment (AL COS) make        
C. Develop new vocabulary for listening, which      
reading, and writing through word study muchj      
D. Use semantic cues (context cues) (AL COS) (SAT-10) his        
E. Recognize and use compound words (SAT-10)        
F. Recognize and use contractions (SAT-10)        
Comprehension        
Demonstrate comprehension of  reading materials across the           
curriculum drawing simple conclusions, classifying ideas and things,          
identifying sequence and retelling directions and information from          
textual information and fuctional materials, (AL COS #4) (SAT-10)          
A.  Use 4 cueing systems at current independent          
and instructional levels      
     1. schema-relate events and ideas to       
specific life experiences (AL COS) (SAT10) Group 1d        
other texts, and world events (text to self, who        
text to text, and text to world) (SAT10) an        
     2.  syntactic-use the structure of language their        
     3.  semantic-use context and prior  she        
knowledge new        
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
     4.  graphophonic-recognize cues provided said Curriculum Guide    
by print did        
B.  Respond appropriately to oral and written boy        
questions from all levels of Bloom's  three      
Taxonomy (AL COS) (SAT10) down        
     1.  compare and contrast ideas of a story work        
     2.  answer questions (what if, why, and put        
how) (AL COS) were        
     3.  ask questions to gain understanding before        
(what if, why, and how) just      
C.  Identify and use story literary elements to long        
comprehend text here        
     1.  plot other        
     2.  setting old        
     3. characters (AL COS) take        
     4. problems/solutions ct        
Reading Behaviors again        
A.  Read appropriate materials for a sustained give      
period of time daily after        
     1.  functional (menu, catalog, schedule, directions many        
     2.  textual/information (classroom texts,        
magazines, diagrams, tables, charts)        
     3.  recreational/literary (student-authored        
work, trade books, self selection, multicultural,        
author/illustrator studies)        
B.  React and respond to print        
C.  Use books and materials responsibly        
Oral Language Development          
A.  Use appropriate listening behaviors (11)        
     1.  focus on the speaker        
     2.  ask appropriate questions to gain and         
clarify information         
     3.  retell information in a sequence        
B.  Use appropriate communication behaviors(11)        
     1.  articulate using proper volume and speed        
     2.  maintain eye contact      
     3.  speak in grammatically correct, complete        
sentences        
    4.  use proper grammar        
    5.  incorporate appropriate vocabulary        
(Numbers in parentheses for Oral Language        
Development are from the Alabama Course          
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
of Study: English Language Arts, Bulletin   Curriculum Guide    
1999, No. 17 and represent the correlation of the        
state content standards.)