Decatur City Schools

Pacing Guide

Second: Reading

Projected Pacing (Oct. 23 - Nov. 24)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Curriculum Guide

Phonemic Awareness

Demonstrate phonological skills by

Objective 2.1.1:

Open Court

manipulating the sounds and words of

High Frequency Words

Demonstrate phonemic

Rigby

the English language and identifying

Group 2d

awareness by isolating, deleting,

syllables in two-and three- syllable

hand, more, why, better,

and adding phonemes

words. (AL COS #1)

never, each, best, another

Objective 2.1.2:

A. Manipulate phonemes orally

dear, ran, five, read, over

Distinguish between one- and

1. rhyme

shall, own, most, sure,

two-syllable words

2. blend

open, kind, must, high, far

3. substitute

while, should, seem, tree,

4. omit

name, such, way, too,

5. delete

thing, only, near, than,

6. segment

both, end, also, until, call

B. Count, segment, and identify syllables in

Group 3a

spoken words

ask, small, yellow, show,

Phonics

goes, clean, buy, thank

Spell sight words correctly, spell

sleep, letter, jump, help, fly,

unfamiliar words by using phonetic

don't, fast, cold, today,

strategies, and use a dictionary to check

does, face, green

spellings (AL COS)

Lesson 3

/oo/; /ā/ spelled a, a_e; suffixes -ed and -er

open syllables: vowel digraphs

Book 22 My Great Day

Lesson 4

/a/ spelled ai_, a_e, suffix ed; plurals; /ē/

spelled e, e_e, ee, ea, _y, _ie_

Book 23 Badger and the Drum

Lesson 5

/ĭ/ spelled igh; /er/ spelled er; double consonant;

compounds; multisyllabic words with long and

short vowels

Book 24 The High Street Parade

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Lesson 6

Curriculum Guide

/ē/ spelled ee, ea; /ĭ/ spelled igh, i_e, hyphenate

Open Court

words; multisyllabic words with long and short

High Frequency Words

Rigby

vowels, schwa

Group 2d

Book 25 Aloha Good-Bye Aloha Hello

hand, more, why, better,

Fluency

never, each, best, another

Read with fluency passages containing

dear, ran, five, read, over

Objective 2.5.1:

complex sentences. (AL COS #5) (SAT10

shall, own, most, sure,

Recognize 100 percent of the

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

open, kind, must, high, far

Dolch sight word list for second

B. Recognize second grade high frequency

while, should, seem, tree,

grade

words automatically (AL COS) (SAT10)

name, such, way, too,

Objective 2.5.2:

Develop automaticity with high frequency

thing, only, near, than,

Read 70-90 words of connected,

Vocabulary in oral and written language

both, end, also, until, call

decodable text per minute with

C. Use punctuation to help phrase (AL COS)

Group 3a

100 percent accuracy

D. Read with appropriate phrasing and

ask, small, yellow, show,

Objective 2.5.3:

intonation

goes, clean, buy, thank

Read and reread to increase

E. Read appropriate material orally with

sleep, letter, jump, help, fly,

familiarity

accuracy, fluency, and comprehension

don't, fast, cold, today,

Objective 2.5.4:

High Frequency Words

does, face, green

Read complex sentences with

Group 2d

phrasing and intonation

hand, more, why, better, under, while, should,

Objective 2.5.5:

never, each, best, another, seem, tree, name,

Use phrasing, attending to

dear, ran, five, read, over, such, way, too,

punctuation

shall, own, most, sure, thing, only near, than,

Objective 2.5.6:

open, kind, must, high, far, both, end, also, until,

Read and self-correct while

Group 3a

reading

ask, small, yellow, show, goes, clean, buy,

thank, sleep, letter, jump, help, fly, don't fast,

cold, today, does, face, green

Vocabulary

Exhibit vocabulary skills by explaining

Objective 2.3.1:

simple common antonyms and synonym

Identify common antonyms and

and using descriptive words (AL COS #3)

synonyms

(SAT10)

Objective 2.3.2:

A. Learn and use new words from

use words that describe

independent reading of stories and texts

(AL COS)

B. Recognize words in the environment

(AL COS)

C. Develop new vocabulary for listening,

speaking, reading, and writing through word

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

study

Curriculum Guide

D. Identify multi-meaning words (AL COS) (SAT

Open Court

E. Recognize possessive forms (AL COS)

Rigby

Comprehension

A. Determine Cause and Effect

B. Make inferences

High Frequency Words

C. Read reference materials, textual and

Group 2d

functional, such as classroom texts, maps

hand, more, why, better,

simple tables, atlases, dictionary, encyclopedia

never, each, best, another

diagrams, graphs, thesaurus (AL COS)

dear, ran, five, read, over

Reading Behaviors

shall, own, most, sure,

A. Use study strategies

open, kind, must, high, far

1. alphabetize to the second letter

while, should, seem, tree,

2. identify text features (parts of a book)

name, such, way, too,

3. use dictionary skills

thing, only, near, than,

4. create and use graphic organizers

both, end, also, until, call

B. Monitor own reading, search for cues, and

Group 3a

self correct (looks right/sounds right/makes

ask, small, yellow, show,

sense)

goes, clean, buy, thank

C. Use available technology to reinforce

sleep, letter, jump, help, fly,

and support the reading process

don't, fast, cold, today,

Oral Language Development

does, face, green

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 (

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.)