Decatur City Schools

Pacing Guide

Second: Reading

Projected Pacing  (Jan. 15 - Feb. 16)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Curriculum Guide

Phonemic Awareness

High Frequency Words

Demonstrate phonological skills by

fat

Objective 2.1.1:

Open Court

manipulating the sounds and words of

third

Demonstrate phonemic

Rigby

the English language and identifying

same

awareness by isolating, deleting,

syllables in two-and three- syllable

love

and adding phonemes

words. (AL COS #1)

hear

Objective 2.1.2:

A.  Manipulate phonemes orally

yesterday

Distinguish between one- and

1.  rhyme

eyes

two-syllable words

2. blend

door

3. substitute

clothes

4. omit

though

5. delete

o'clock

6. segment

second

B. Count, segment, and identify syllalbles in

water

spoken words

town

Phonics

took

Apply phonetic strategies to decode

pair

Objective 2.2.1:

unfamiliar and multi-syllable words,

now

Produce sounds to match

using grapho-phonemic clues and letter

keep

common and uncommon letter

sound correspondences, including

head

combinations

diphthongs and digraphs. (AL COS #2)

food

Objective 2.2.2:

(SAT10)

Decode words with consonant

A.  Recognize and use onsets and rimes

blends and letter combinations

and letter groups to read and spell known

Objective 2.2.3:

and unknown words

Read regular one-syllable words

B.  Analyze, read and spell words using

and words with common word

consonants, consonants blends, short

parts

and long vowels, digraph,diphthongs, prefixes

and suffixes, (AL COS)

C.  Read phonetically regular two-syllable

words. (AL COS)

D.  Correct word recognition errors (AL COS)

E.  Spell sight words correctly, spell unfamiliar

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

words by using phonetic strategies, and use

Curriculum Guide

a dictionary to check spellings (AL COS)

High Frequency Words

Open Court

Lesson 4

fat

Rigby

/ī/ spelled I, i_e, igh; /ō/ spelled _ow, o_e,

third

diphtongs

same

Lesson 5

love

/ow/ spelled ow, ou_; /k/ spelled ■ck;

hear

contractions, diphthongs

yesterday

Lesson 6

eyes

compound words, words indicating seasons;

door

plurals-regular and irregular; prefix mis-and

clothes

pre-; suffixes -ing and -er

though

Unit 4

o'clock

Lesson 1

second

compound words, -ed endings; /ĕ/ spelled

water

e_e, ea, ee

town

Lesson 2

took

compound words; contractions; /ow/

pair

spelled ou_, ow

now

Fluency

keep

Read with fluency passages containing

head

Objective 2.5.1:

complex sentences. ( AL COS #5) (SAT10)

food

Recognize 100 percent of Dolch

A.  Read 90-100 words per minute (AL COS)

sight words for second grade

B.  Recognize second grade high frequency

Objective 2.5.2:

words automatically (AL COS) (SAT10)

Read 70-90 words of connected,

Develop automaticity with high frequency

decodable text per minute with

vocabulary in oral and written language

100 percent accuracy

C.  Use punctuation to help phrase (AL COS)

Objective 2.5.3:

D.  Read with appropriate phrasing and intonation

Read and reread for familiarity

E.  Read appropriate material orally with accuracy

Objective 2.5.4:

fluency, and comprehension

Read complex sentences with

F.  Read with expression (AL COS)

phrasing and expression

G.  Make self-corrections quickly and

Objective 2.5.5:

efficiently (AL COS)

Use phrasing, attending to

Group 4a

ending punctuation

told, Miss, father, children, land, interest,

Objective 2.5.6:

government, feet, garden, done, country,

Read and self-correct while

different, bad, across, yard, winter, table,story

reading

sometimes, I'm, tried, horse, something, brought

shoes

Group 4b

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

time, yet, true, above, still, meet, since, number,

Curriculum Guide

state, matter, line, rememver, large, few, bit

High Frequency Words

Vocabulary

fat

Exhibit vocabulary skills by explaining

third

Objective 2.3.1:

Open Court

simple common antonyms and synonyms

same

Identify common antonyms and

Rigby

and using descriptive words (AL COS #3)

love

synonyms

(SAT10)

hear

Objective 2.3.2:

A.  Learn and use new words from

yesterday

Use words that describe

independent reading of stories and texts

eyes

(AL COS)

door

B.  Recognize words in the environment (AL COS)

clothes

C. Develop new vocabulary for listening, speaking

though

reading, and writing through word study

o'clock

1.  explain synonyms/antonyms/homonyms

second

(AL COS) (SAT10)

water

2.  identify multi-meaning words

town

(AL COS) (SAT10)

took

3.  use semantic cues (content clues)

pair

(AL COS) (SAT10)

now

4.  recognize possessive forms (AL COS)

keep

5.  recognize prefixes and suffixes

head

(morphemes) (SAT10)

food

6.  recognize and use compound words

(SAT10)

7.  recognize and use contractions (SAT10)

8.  recognize and apply inflectional endings

Comprehension

Demonstrate comprehension of

Objective 2.4.1:

second-grade reading materials

Read with comprehension

across the curriculum, drawing simple

a variety of first-grade

conclusions, classifying ideas and

narrative and informational

things, identifying sequence, and

texts recalling information

retelling directions and information

Objective 2.4.2:

from textual/informational and

Identify correct sequence of

fuctional materials. (AL COS #4)

events after reading a story

(SAT10)

or listening to the reading

A. Use 4 cueing systems at current independent

of a story

and instructional levels

Objective 2.4.3:

1.  schema-relate events and ideas to specific

Draw conclusions about

life experiences (AL COS) (SAT10), other

information or stories read

texts, and world events (text to self, text to

Objective 2.4.4:

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

text, and text to world) (SAT10)

Curriculum Guide

2.  syntactic-use the structure of language

High Frequency Words

Classify words and things, with

Open Court

3.  semantic-use context and prior knowledge

fat

or without pictures, into

Rigby

4.  graphophonic-recognize cues provided

third

categories

by print

same

Objective 2.4.5:

B.  Listen to, read and comprehend textual,

love

Tell the main idea or topic of

functional, and recreational materials (SAT10)

hear

an informational passage

1.  summarize

yesterday

2.  classify information (AL COS)

eyes

3.  retell information in sequence (AL COS)

door

4.  identify main idea, provide supporting

clothes

details (SAT10)

though

5.  identify characteristics of genre (fiction

o'clock

and non-fiction)

second

6.  make predictions

water

7.  draw simple conclusions (AL COS) (SAT10)

town

8.  determine cause and effect

took

9.  make inferences

pair

C.  Respond appropriately to oral and written

now

questions from all levels of Bloom's Taxomony

keep

(AL COS) (SAT10)

head

1.  compare and contrast ideas of a story

food

2.  answer questions (what if, why, and how)

(AL COS)

3.  ask questions to gain understanding (what

if, why, and how)

D.  Identify and use story literary elements to

comprehend text

1.  plot

2.  setting

3.  charactes (AL COS)

4.  problems/solution

E.  Read reference materials, textual and

fuctional, such as classroom texts, maps,

simple tables, atlases, dictionary, encyclopedias

diagrams, graphs, thesaurus (AL COS)

Reading Behaviors

A.  Read appropriate materials for a substantial

period of time daily

1.  functional (menu, catalog, schedule,

directions)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

2.  textual/informational (classroom texts,

Curriculum Guide

magazines, diagrams, tables, charts)

3.  recreational/literary (student-authored

High Frequency Words

work, trafe books, self selection, multicultural,

fat

author/illistrator studies)

third

B.  React and respond to print

same

C.  Use books and materials responsibly

love

D.  Use study strategies

hear

1.  alphabetize to the second letter

yesterday

2.  identify text features (parts of a book)

eyes

3.  use dictionary skills

door

4.  create and use graphic organizers

clothes

E.  Monitor own reading, search for cues, and

though

self correct (looks right/sound right/makes

o'clock

sense)

second

F.  Use available technology to reinforce and

water

support the reading process

town

Oral Language Development

took

A.  Use appropriate listening behaviors (11)

pair

1.  focus on the speaker

now

2.  ask appropriate questions to gain and

keep

clarify information

head

3.  retell information in a sequence

food

B.  Use appropriate communication behaviors (11)

1.  articulate using proper volum and speed

2.  maintain eye contact

3.  speak in grammatically correct, complete

sentences

4.  use proper grammar

5.  incorporate appropriate vocabulary

C.  Make clear and logical oral presentions (11,21)

(Numbers in parentheses for Oral Language

Development are from the Alabama Course

of Study;  English Language Arts, Bulletin 1999

No. 17 and represent the correlation of the state

content standards.)