Decatur City Schools

Pacing Guide

Second: Reading

Projected Pacing  (Nov. 27 - Jan 12)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Curriculum Guide

Phonemic Awareness

Group 3b

Demonstrate phonological skills by

hat

Objective 2.1.1:

Open Court

manipulating the sounds and words of

car

Demonstrate phonemic

Rigby

the English language and identifying

white

awareness by isolating, deleting,

syllables in two-and three- syllable

try

and adding phonemes

words. (AL COS #1)

myself

Objective 2.1.2:

A.  Manipulate phonemes orally

longer

Distinguish between one-and

1.  rhyme

those

two-syllable words

2.  blend

hold

3.  substitute

full

4.  omit

carry

5.  delete

eight

6.  segment

sing

B.  Count, segment, and identify syllables in

warm

spoken words

sit

Phonics

dog

Lesson 7

ride

/s/ spelled ce, ci_: /ā/ spelled ai_; compounds,

hot

silent consonants, multisyllable words with

grow

long and short vowels

cut

Book 26 The Best Thing to Be

seven

Lesson 1

woman

/sh/ spelled, sh; /j/ spelled ge; _y endings; /ar/

funny

spelled ar; /er/ spelled er, ir, ur; /or/ spelled

yes

or; review closed and open syllables; review

ate

schwa

stop

Lesson 2

every

/ā/ spelled, a_e, ai); /ē/ spelled ee, ea, e;

brown

diphthongs

coat

Lesson 3

six

silent consonants, contractions; /k/ spelled c,

gave

_ck, k, diphthongs, suffix -ful; prefix re-

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Fluency

Curriculum Guide

Read with fluency passages containing

Open Court

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

Group 3c

Objective 2.5.1:

Rigby

A.  Read 90-100 words per minute

off

Recognize 100 percent of the

(AL COS) (SAT10)

sister

Dolch sight word list for second

B.  Recognize second grade high

happy

grade

frequency words automatically (AL COS)

once

Objective 2.5.2:

(SAT 10)

didn't

Read 70-90 words of connected,

Develop automaticity with high frequency

set

decodable text per minute with

vocabulary in oral and written language

round

100 percent accuracy

Group 3b

dress

Objective 2.5.3:

every, brown, coat, six, gave, hat, car, write,

fall

Read and reread to increase

try, myself, longer, those, hold, full, carry,

wash

familiarity

eight, sing, warm, sit, dog, ride, hot, grow,

start

Objective 2.5.4:

cut, seven, woman, funny, yes, ate, stop,

always

Read complex sentences with

Group 3c

anything

phrasing and expression

off, sister, happy, once, didn't, set, round, dress

around

Objective 2.5.5:

fall, wash, start, always, anything, around,

close

Use phrasing, attending to

close, walk, money, turn, might, hard, along,

walk

ending punctuation

bed, fine, sat, hope

money

Objective 2.5.6:

Group 3d

turn

Read and self-correct while

fire, ten, order, part, early

might

reading

Vocabulary

hard

Exhibit vocabulary skills by explaining

along

Objective 2.3.1:

simple common antonyms and synonyms

bed

Identify common antonyms

and using descriptive words (AL COS #3)

fine

and synonyms

(SAT 10)

sat

Objective 2.3.2:

A.  Learn and use new words from

hope

Use words that describe

independent reading og stories and

texts (AL COS)

Group 3d

B. Recognize words in the environment

fire

(AL COS)

ten

C.  Develop new vocabulary for listening,

order

speaking, reading, and writing through

part

word study.

early

Comprehension

Demonstrate comprehension of second

Objective 2.4.1:

grade reading materials across the

Read with comprehension a

curriculum, drawing simple conclusions

variety of first-grade narrative

classifying ideas and things, identifying

and informational texts

sequence, and retelling directions and

recalling information

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

information from textual/informational

Curriculum Guide

and functional materials.(AL COS #4)

Objective 2.4.2:

Open Court

(SAT 10)

Identify correct sequence of

Rigby

A.  Use 4 cueing systems at current independent

events after reading a story or

and instructional levels

listening to a story

1.  schema-relate events and ideas to specific

Objective 2.4.3:

life experiences (AL COS) (SAT10), other

Draw conclusions about

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

information or stories read

and text to world) (SAT10)

Objective 2.4.4:

2.  syntactic-use the structure of language

Classify words or things, with

3. semantic-use context and prior knowledge

or without pictures, into

4.  graphophonic-recognize cues provided by

categories

print

Objective 2.4.5:

B.  Listen to, read and comprehend textual,

Tell the main idea or topic of

functional, and recreational materials (SAT10)

an informational passage

1.  summarize

2.  classify information (AL COS)

3.  retell information in sequence (AL COS)

4.  identify main idea, provide supporting

details (SAT10)

5.  identify characteristics of genre (fiction

and nonfiction)

6.  make predictions

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

8.  determine cause and effect

9.  make inferences

C. Respond appropriately to oral and written

questions from all levels of Bloom's Taxonomy

(AL COS) (SAT10)

1.  compare and contract ideas of a story

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

(AL COS)

3.  ask questions to gain understanding

(what if, whey, and how)

D.  Identify and use story literary elements to

comprehend text

1.  plot

2.  setting

3.  characters (AL COS)

4.  problems/solution

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Reading Behaviors

Curriculum Guide

A.  Read appropriate materials for a sustained

Open Court

period of time daily

Rigby

1.  functional (menu, catalog, schedule, directions)

2.  textual/informational (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

D.  Use study strategies

1.  alphabetize to the second letter

2.  identify text features (parts of a book)

3.  use dictionary skills

4.  create and use graphic organizers

E.  Monitor own reading, search for cues, and

self correct (looks right/sounds right/makes sense)

F.  Use available technology to reinforce and

support the reading process

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 behavior (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

C.  Make clear and logical oral presentations

(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.)