TULSA PUBLIC SCHOOLS
Reading/Language Arts Pacing Calendar
Grade 2
1st Quarter
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 1: Phonological/Phonemic Awareness – The student will demonstrate the ability to hear, identify, and manipulate words, syllables, onsets, rhymes, and individual sounds (phonemes) in spoken words.
- 1.1. Demonstrate an awareness of the sounds that are made by different letters by distinguishing beginning, middle, and ending sounds in words, rhyming words, and clearly pronouncing blends and vowel sounds:
- a. Segment and blend the phonemes of one and two syllable words.
- Example: salad = /s/ /a/ /l/ /a/ /d/, /s/ /a/ /l/ /a/ /d/ = salad.
- b. Substitute a phoneme change to a word.
- Example: slap, change the /p/ to /m/ = slam.
Standard 2: Phonics/Decoding – The student will apply sound-symbol relationships to decode unknown words.
- 2.1. Phonetic Analysis:
- a. Use consonant sounds in beginning, medial, and final positions.
Standard 4: Fluency – The student will identify words rapidly so that attention is directed at the meaning of text.
- 4.1. Read regularly in independent-level text (text in which no more than 1 in 20 words is difficult for the reader) effortlessly and with expression.
- 4.2. Read regularly in instructional-level text that is challenging yet manageable (texts in which no more that 1 in 10 words is difficult for the reader; a “typical” second grader reads approximately 75 words per minute).
- 4.3. Engage in repeated readings of the same text to increase fluency.
Standard 5: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.
- 5.1. Literal Understanding:
- b. Use pre-reading strategies to preview, activate prior knowledge, make predictions, use pictures clues, and establish the purpose for reading (i.e., graphic organizers).
- c. Ask and respond to questions to aid comprehension about important elements of fiction and nonfiction.
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in writing modes for a variety of purposes and audiences.
Standard 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 3.1. Grammar/Usage – Students are expected to recognize and use correctly: nouns, verbs, contractions, and adjectives in writing:
- a. Singular and plural nouns.
- b. Common and proper nouns.
- d. Subjects (naming part) and predicates (action part).
- 3.2. Mechanics- Students are expected to demonstrate appropriate language mechanics in writing.
- a. Capitalize all proper nouns (names of specific people or things, such as Mike, Indian, Jeep), greetings, months and days of the week, titles (Dr., Mr., Mrs., and Miss), and initials of people.
- b. Capitalize correctly the first word in a sentence and the pronoun “I.”
- 3.3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing:
- a. Correctly use end punctuation.
- 3.5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing:
- a. Correctly spell words with short and long vowel sounds, r-controlled vowels and consonant vowel patterns.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
Standard 1: Listening – The student will listen for information and for pleasure.
- 1.1. Listen attentively and ask questions for clarification and understanding.
Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.
- 2.1. Speak articulately and audibly using appropriate language, correct usage, enunciation and volume.
Standard 3: Group Interaction – The student will use effective communication strategies in pairs and small group context.
- 3.1. Show respect and consideration for others in verbal or physical communication.
- 3.2. Ask and answer questions related to the topic and make contributions in small or large group discussions.
Visual Literacy: The student will interpret, evaluate, and compose visual messages.
Standard 2: Evaluate Media – The student will evaluate visual and electronic media, such as film, as compared with print media.
- 2.1. Make connections between illustrations and print.
2nd Quarter
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 2: Phonics/Decoding – The student will apply sound-symbol relationships to decode unknown words.
- 2.1. Phonetic Analysis:
- b. Use short, long, and r-controlled vowel sounds.
- Example: short – CVC pattern – rob.
- Example: long – VC final e – robe.
- Example: r- controlled – “er” in her, “ir” in bird, “ur” in turn, “ar” in car, and “or” in port.
Standard 3: Vocabulary – The student will develop and expand knowledge of words and word meanings to increase vocabulary.
- 3.1. Words in Context – expand vocabulary in language and writing by reading and listening to a variety of texts.
Standard 5: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.
- 5.3. Summary and Generalization:
- a. Retell or act out narrative text by identifying story elements and sequencing the events.
- 5.4. Analysis and Evaluation:
- b. Make comparisons and draw conclusions based on what is read.
Standard 6: Literature - The student will read to construct meaning and respond to a wide variety of literacy forms.
- 6.2. Literary Elements - Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work:
- c. Infer a lesson or moral in a variety of texts (e.g., multicultural tales, fables, legends, myths.)
Standard 7: Research and Information – The student will conduct research and organize information.
- 7.1. Accessing Information – Select the best source for a given purpose.
- d. Use title page, table of contents, glossary, and index to locate information.
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in writing modes for a variety of purposes and audiences.
Standard 1: Writing Process – The student will use the writing process to write coherently.
- 1.1. Create a list of topic ideas for writing.
- 1.3. Organize related ideas together to maintain a consistent focus by establishing a beginning, middle, and ending.
Standard 2: Modes and Forms of Writing – The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.
- 2.1. Recognize that language has many uses such as informing, persuading, and entertaining.
- 2.4. Make journal entries.
Standard 3: Grammar/Usage and Mechanics – The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 3.1. Grammar/Usage: Students are expected to recognize and use correctly: nouns, verbs, contractions and adjectives in their writing:
- e. Present and past tense verbs.
- f. Helping verbs.
- h. Contractions (e.g., I’m, you’re).
- 3.6. Handwriting: Students are expected to demonstrate appropriate handwriting in the writing process.
- Example: Form letters correctly and space words and sentences properly so that writing can be easily read by another person.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
Standard .1: Listening – The student will listen for information and for pleasure.
- 1.2. Give, restate, and follow simple two and three step directions.
3rd Quarter
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 2: Phonics/Decoding – The student will apply sound-symbol relationships to decode unknown words.
- 2.1. Phonetic Analysis:
- c. Use blends, digraphs, and diphthongs.
- Example: blends – cr, sk, st, sw, squ, thr
- Example: digraphs – ch, wh, sh, th, ph
- Example: dipthongs – oi, oy, ou, ow
- 2.2. Structural Analysis:
- b. Apply knowledge of basic syllabication rules to decode words in text.
- Example: VC-CV / rab-bit = rabbit
- Example: V-CV / pi-lot = pilot
- Example: VC-V / cab-in = cabin
Standard 3: Vocabulary – The student will develop and expand knowledge of words and word meanings to increase vocabulary.
- 3.2. Synonyms, antonyms and homonyms – understand and explain common antonyms (words with opposite meanings), synonyms (words with the same meanings), and homonyms (words with the same sound and spelling, but different meanings).
Standard 4: Fluency – The student will identify words rapidly so that attention is directed at the meaning of the text.
- 4.5. Use punctuation cues in text (i.e., commas, periods, question marks, and exclamation points) as a guide to understanding meaning.
Standard 5: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.
- 5.2. Inferences and Interpretation:
- a. Make inferences about events, characters, and ideas in fictional texts by connecting their own knowledge and experience to the story.
- b. Support interpretations or conclusions with examples taken from the text.
- 5.4. Analysis and Evaluation:
- a. Identify cause/effect relationships in a text.
Standard 6: Literature – The student will read to construct meaning and respond to a wide variety of literacy forms.
- 6.1. Literary Genres – demonstrate knowledge of and appreciation for various forms (genres) of literature.
- Example: recognize defining characteristics of a variety of texts (e.g., poems, informational texts, plays, folk tales, fables, predictable books, legends and fairytales).
Standard 7: Research and Information – The student will conduct research and organize information.
- 7.1. Accessing Information – Select the best source for a given purpose.
- a. Identify the purposes of various reference materials such as a dictionary, a thesaurus, and an atlas.
- b. Alphabetize to the second letter.
- c. Use guide words to locate word in dictionaries and topics in encyclopedias.
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 1: Writing Process - The student will use the writing process to write coherently.
- 1.2. Use a process approach to write coherently, using developmentally appropriate steps of the writing process: prewriting, drafting, revising, editing or proofreading, and publishing or sharing.
Standard 2: Modes and Forms of Writing – The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.
- 2.3. Write “thank you” notes, friendly letters (identifying the five parts), and invitations.
Standard 3: Grammar/Usage and Mechanics – The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 3.1. Students are expected to recognize and use correctly: nouns, verbs, contractions and adjectives in their writing.
- c. Pronouns.
- g. Adjectives.
- 3.3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing:
- b. Use commas correctly in dates.
- c. Use apostrophes correctly in contractions.
- e. Use a period in common abbreviations.
- Example: Mr., Mrs., Dr., Mon., and Jan.
- 3.4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing.
- Example: Write in complete sentences using a noun, verb, and details.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.
- 2.2. Provide descriptions using correct sequence of events and details.
4th Quarter
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 2: Phonics/Decoding – The student will apply sound-symbol relationships to decode unknown words.
- 2.2. Structural Analysis:
- a. Build and understand compound words, contractions and base words using prefixes and suffixes.
- Example: compound words – straw + berry = strawberry Example: contractions – I + am = I’m
- Example: prefixes – un + happy = unhappy
- Example: suffixes – care + ful = careful
- Example: care is the base word of careful; happy is the base word of unhappy
Standard 3: Vocabulary – The student will develop and expand knowledge of words and word meanings to increase vocabulary.
3.3. Affixes – Know the meaning of simple prefixes and suffixes.
Example: In unhappy, the “un” means not. In played, the suffix “ed” changes play to past tense.
Standard 4: Fluency – The student will identify words rapidly so that attention is directed at the meaning of the text.
4.4. Accurately and fluently read 200-300 high frequency and/or irregularly spelled words in meaningful text.
Standard 5: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.
- 5.1. Literal Understanding
- a. Read and comprehend both fiction and nonfiction that is appropriately designed for the second half of second grade.
- 5.3. Summary and Generalization:
- b. Produce oral or written summaries of text selections by discussing who, what, when, where, why and how to identify the main idea and significant supporting details of a text.
- 5.4. Analysis and Evaluation
- c. Describe character traits, changes and relationships.
Standard 6: Literature – The student will read to construct meaning and respond to a wide variety of literacy forms.
- 6.2. Literary Elements – Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work
- a. Compare different endings to stories and identify the reasons and the impact of the different endings.
- b. Compare plots, settings, and characters presented in several texts by the same author (i.e., author studies).
- 6.3. Figurative Language and Sound Devices – The student will identify figurative language and sound devices in writing and how they affect the development of a literary work.
- Example: Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds, [e.g., “Silly Sally went to town,”] in poetry.
Standard 7: Research and Information – The student will conduct research and organize information.
- 7.1. Accessing information – Select the best source for a given purpose.
- e. Use and interpret charts, maps, graphs, schedules, and directions.
- 7.2. Interpreting Information – Analyze and evaluate information from a variety of sources.
- Example: Use graphic organizers, such as webbing and mapping, to organize and summarize information.
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 2: Modes and Forms of Writing – The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.
- 2.2.Write brief personal descriptive narratives (stories) that:
- a. Present a logical sequence of events.
- b. Develop a main idea.
- c. Use details to support the main idea.
- 2.5. Create simple rhymes and poems.
Standard 3: Grammar/Usage and Mechanics – The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 3.3. Punctuation – Students are expected to demonstrate appropriate punctuation in writing:
- d. Use quotation marks to show that someone is speaking.
- 3.5. Spelling – Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing:
- b. Spell frequently used words with irregular spelling patterns.
- d. Recognize the use of homophones/homonyms in spelling.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.
- 2.3. Use verbal and nonverbal communication in effective ways, such as making announcements, giving directions, or making instructions.
Visual Literacy: The student will interpret, evaluate, and compose visual messages.
Standard 1: Interpret Meaning – The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.
- 1.1. Distinguish between telling and selling messages in such things as commercials, advertisements, and safety and drug public service announcements.
- 1.2. Identify the differences in facts and opinions in print and non-print media.
Standard 2: Evaluate Media – The student will evaluate visual and electronic media, such as film, as compared with print media.
- 2.2. Identify differences in the presentation or depiction of characters and plot that tells of characters in American and other cultures through listening, viewing, or reading (e.g., read “Cinderella” and watch film). Compare and contrast the two.
Revised 7/10/06