June 2012 Page 1 of 39
Spotsylvania County Schools
Curriculum Map
www.spotsylvania.k12.va.us Course: English
Grade Level: 2
Revisions for 2012-2013
Keyboarding Guidelines and Computer/Technology Standards of Learning have been added under writing each quarter.
High frequency word lists for reading have been adjusted each quarter.
Explanation of Revised
Second Grade Language Arts Curriculum Map
This document is intended to simplify the planning process for second grade oral language, reading, and writing. Information from several resources
was merged to create the attached document. The following were used:
2010-2011 Second Grade Language Arts Curriculum Map
English Standards of Learning Curriculum Framework 2010
Second Grade Spotsylvania County Writing Rubric -
Houghton Mifflin Targeted Skills for Comprehension and Phonics -
Spotsylvania County High Frequency Words to Read and Spell -
Houghton Mifflin Overview of the Year (Used as a flexible guide for pacing instruction) - Expectations for Writing Genres, Strategies
Our hope is that in combining information from several documents, teachers will be able to use the English Curriculum Map along with the
Houghton Mifflin Teachers’ Editions as their main guide for developing lesson plans. There are links to several supporting documents in this map;
others can be found in SCORE, Elementary Community, K-5 English Documents folder.
Teachers are expected to use Houghton Mifflin Reading 2005, our adopted basal, as core material for reading instruction. Materials from the basal
are intended for use in whole group instruction. Leveled bookroom texts are to be used for small, guided group instruction and then for
independent reading/rereading. Word study will be provided to differentiated groups based on students’ current developmental stages. The basic
resource for writing instruction is either Write Source Teacher’s Edition or Calkins’ Units of Study.
Reminder: Please refer to the First Nine Weeks each quarter to expand and enrich skills to be taught as the curriculum does spiral throughout the
year.
Links to additional Resources:
June 2012 Page 2 of 39
Writing Rubric - http://tinyurl.com/3nxq4uf Assessment Calendar - http://tinyurl.com/3q6dmo7 Pacing Guide - http://tinyurl.com/3cvll67 Spot Checks - http://tinyurl.com/3lyfthf
Terms for Academic Success – Spotsy Big 7 -
Glossary of Terms – http://tinyurl.com/3oqggks Chart of Spotsy Big 7 Definitions & Clues -
English Terms for Academic Success - http://tinyurl.com/3rdmfab http://tinyurl.com/43axsz6 The Spotsy Big 7 Poster - http://tinyurl.com/3u7qg6d
Writing Handbook – Synthesize - http://tinyurl.com/44g8ayq
Anchor papers - http://tinyurl.com/3lt2pg5 Sensory Images - http://tinyurl.com/3nrozqc
Philosophy, Best Practices, Overview, Expectations - http://tinyurl.com/3cyzfz2 Question - http://tinyurl.com/3e89h4e Recommended Resources - http://tinyurl.com/3wp3xoe Question the Author - http://tinyurl.com/3kb92ox Checklist - http://tinyurl.com/3kt9em4 Predict - http://tinyurl.com/4253vrt Directions for Writing to Prompt - http://tinyurl.com/3ffc6f3 Monitor and Repair - http://tinyurl.com/3czlf5r Daily Schedule and Mini Lesson - http://tinyurl.com/3mrjxzc Make A Connection - http://tinyurl.com/4yjgofm Writing to Prompt - http://tinyurl.com/454hg4j Infer - http://tinyurl.com/42n5ntf Writing Cover Sheet - http://tinyurl.com/3rlft33 Evaluate - http://tinyurl.com/3so3ukp
Clarify - http://tinyurl.com/3lq54uc
QAR -
QAR Strategy Instruction - http://tinyurl.com/4x9kyu5 QAR Stoplight - http://tinyurl.com/3zj9u9d QAR Reading Cycle and Bloom Technology - http://tinyurl.com/3uddlba
QAR Poster - http://tinyurl.com/434swdh
QAR Big Chart - http://tinyurl.com/3zlzf4m
QAR PowerPoint - http://tinyurl.com/3g6pumv
Pacing
Guide
Standards of Learning Expanded Essential Knowledge, Skills, and
Processes
Assessments
1st Nine
Weeks
Theme 1:
Back to
School
Silly Stories
Focus on
Poetry
ORAL LANGUAGE
Oral Language Structure {ENG2.1}
The student will demonstrate an understanding of
oral language structure.
a) Create oral stories to share with others.
ORAL LANGUAGE
2.1a) Create oral stories to share with others.
Use the story structure of beginning, middle,
and end to tell a story of an experience.
ORAL LANGUAGE
Individual
conferencing with
anecdotal records
Student presentations
Retellings/explanations
Teacher checklists
Student work
Interviews
Oral reports
Classroom discussions
June 2012 Page 3 of 39
1st Nine
Weeks
(cont’d)
b) Create and participate in oral dramatic activities.
c) Use correct verb tenses in oral communication.
d) Use increasingly complex sentence structure in
oral communication.
e) Begin to self-correct errors in language use.
2.1b) Dramatize familiar stories.
2.1c) Use present, past, and future tenses
appropriately.
2.1e) Begin to self-correct errors made when
communicating orally.
Student-teacher
conversations
Observations
Listening/Speaking Vocabulary
{ENG2.2}
The student will expand understanding
and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests
and knowledge.
c) Clarify and explain words and ideas orally.
d) Identify and use synonyms and antonyms in oral
communication.
e) Use vocabulary from other content areas.
2.2b) See Cross Curricular Connections.
2.2c) Ask questions to clarify or gain further
information.
2.2d) Use synonyms and antonyms in oral
communication.
2.2e) See Cross Curricular Connections.
Oral Communication Skills {ENG2.3}
The student will use oral communication skills.
a) Use oral language for different purposes: to inform,
persuade, and to entertain.
b) Share stories or information orally with an
audience.
c) Participate as a contributor and leader in a group.
d) Retell information shared by others.
2.3a) Ask and respond to questions to check for
understanding of information presented.
2.3b) Use proper pitch and volume.
2.3c) Carry out specific group role such as
leader, recorder, manager, or reporter.
June 2012 Page 4 of 39
1st Nine
Weeks
(cont’d)
e) Follow 3 and 4 step directions.
f) Give 3 and 4 step directions.
Identify, Produce, Manipulate {2.4}
The student will orally identify, produce, and
manipulate various units of speech sounds within
words.
a) Count phoneme (sounds) within 1-syllable words.
b) Blend sounds to make 1-syllable words.
c) Segment 1-syllable words into individual speech
sounds (phonemes).
d) Add or delete phonemes (sounds) to make words.
e) Blend and segment multi-syllabic words at the
syllable level.
CROSS CURRICULAR CONNECTIONS
Social Studies Tradebooks:
The Little House by Virginia Lee Burton
Our Town published by National Geographic
Communities by Judy Nayer
Reading Maps by David Rhep
Maintain and manipulate voice (pausing, tempo,
volume, and pitch) to convey mood in a
conversation, the retelling of a story, and a group
discussion. {SS2.2}{SS2.4}{SS2.8} {SS2.9}{SS2.11}
Dramatize familiar stories. {SS2.8}{SS2.9}
2.4a) Count, isolate, and manipulate phonemes.
2.4b) Blend sounds to make words with 1
syllable.
2.4c) Segment words by saying each sound.
2.4d) Make new words by adding or deleting
phonemes.
READING
Use Phonetic Strategies {ENG2.5}
READING
READING
June 2012 Page 5 of 39
1st Nine
Weeks
(cont’d)
The student will use phonetic strategies when reading
and spelling.
a) Use knowledge of consonants, consonant blends,
and consonant digraphs to decode and spell words.
b) Use knowledge of short, long, and r-controlled
vowel patterns to decode and spell words.
c) Decode regular multi-syllabic words.
2.5a) Apply knowledge of consonants to
decode and spell words.
2.5b) Apply knowledge of vowel patterns, such
as VCV, to decode and spell words.
Apply knowledge of short vowels and VCCV
pattern to decode and spell words.
Apply knowledge of long vowels (a, i) and
CVCe pattern to decode and spell words.
2.5c) Use phonetic strategies to self-correct
reading when meaning breaks do.
DISTRICT-WIDE REQUIRED
ASSESSMENTS
Fall PALS 1-3
High Frequency Words
Assessment: Read
SUGGESTED
IRI, for at risk students
Journal entries/reading
response logs
Individual
conferencing with
anecdotal records
Retellings/explanations
Student demonstrations
Records of
independent reading
Teacher checklists
Running records
Interviews
Use Clues and Syntax {ENG2.6}
The student will use semantic clues and syntax to
expand vocabulary when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure in sequence.
d) Reread and self correct.
2.6a) Use the context of a sentence to
determine the meaning of a word to include
homophones and multiple meaning words
2.6b) Use knowledge of word order including
subject, verb, and adjectives to check for
meaning
2.6c) Apply knowledge of story structure to
predict what will happen next.
2.6d) Reread and self-correct when necessary.
Reread to clarify meaning.
Fluency checks
Teacher observations
Oral reports Student
work
Selection Tests
June 2012 Page 6 of 39
1st Nine
Weeks
(cont’d)
Expand Vocabulary{ENG2.7}
The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop
vocabulary by listening and reading a variety of
texts.
e) Use vocabulary from other content areas.
See Cross Curricular Connections
Use specific vocabulary from content area study
to express interest and knowledge.
Read/Comprehend Fiction {ENG2.8}
The student will read and demonstrate
comprehension of fictional text.
a) Make and confirm predictions.
b) Relate previous experiences to the topic.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting and important events
in fiction and poetry.
f) Identify the problem, solution.
g) Identify the main idea.
2.8a) Set purpose for reading.
2.8b) Relate previous experiences to the main
idea.
2.8d) Begin to skim for information to answer
questions.
2.8e) Describe a characters traits, feelings, and
actions as presented in a story or poem.
2.8f) Apply knowledge of story structure to
predict what will happen next.
(Beginning/Middle/End, Problem / Solution).
2.8g) Ask simple who, what, when, where, and
why questions to demonstrate understanding of
details and events.
June 2012 Page 7 of 39
1st Nine
Weeks
(cont’d)
h) Summarize stories and events with beginning,
middle, and end in the correct sequence.
i) Draw conclusions based on the text.
j) Read and reread familiar stories, poems, and
passages with fluency, accuracy, and meaningful
expressions.
2.8h) Summarize
2.8i) Describe the structure of a story.
2.8j) Read poetry with understanding, fluency,
and expression.
Read/Comprehend Nonfiction {ENG2.9}
The student will demonstrate comprehension of
nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main
idea.
c) Use prior and background knowledge as context
for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
{2.8,9}
Organize information, using graphic organizers.
Write responses to what is read.
Recognize Fantasy/Realism
Use knowledge of sequence to make
Predictions while reading functional text such as
recipes and other sets of directions.
2.9a) Skim text for section headings, bold types,
and picture captions to set a purpose for
reading.
Interpret illustrations to make predictions about
the text.
2.9g) Determine the main idea.
June 2012 Page 8 of 39
1st Nine
Weeks
(cont’d)
h) Read and reread familiar passages with fluency,
accuracy, and meaningful expression.
2.9h) Reread as necessary to confirm and self-
correct for word accuracy, fluency, and
expression.
Comprehend Reference{ENG2.10}
The student will demonstrate comprehension of
information in reference materials.
a) Use table of contents
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
d) Use online resources.
CROSS CURRICULAR CONNECTIONS
Use information from the text to make and
confirm/clarify predictions. {SS2.3}
2.10a) Locate titles and page numbers, using a
table of contents.
2.10b) Interpret pictures, captions, diagrams,
and tables
2.10c) Review and practice alphabetical order
of words.
Locate guide words, entry words, and definitions
in dictionaries and indices.
2.10d) Use online resources to gather information
on a given topic. (Teacher identified websites
and online reference materials.
Word Work
Develop fluency by recognizing and spelling
high frequency words.
Read and Spell: there, does, our, one, two,
because, above, house, four, three, know,
could, gone, many, new (plus kindergarten
and first grade words not previously mastered)
June 2012 Page 9 of 39
1st Nine
Weeks
(cont’d)
Use story structure, titles, pictures, and diagrams to
check for meaning.
{SS2.1}{SS2.2}{SS2.4}{SS2.7}{SS2.9} {SS2.11}{SS2.12}
Use prior knowledge to interpret pictures and
diagrams in order to predict text. {SS2.3}
Practice reading in text on independent reading
level to develop accuracy, fluency, and expression
{SS2.1}{SS2.2}{SS2.4}{SS2.5}
{SS2.6}{SS2.7}{SS2.8}{SS2.9}{SS2.11} {SS2.12}
Make predictions and inferences. {SS2.3}
Read fiction and nonfiction print materials and
trade books that reflect the Virginia Standards of
Learning in English, history and social sciences,
science, and mathematics.
{SS2.1}{SS2.2}{SS2.3}{SS2.4}{SS2.6}
{SS2.7}{SS2.8}{SS2.9}{SS2.11}
Identify the main idea of a story or passage. {SS2.8}
Use a table of contents to locate information.
{SS2.2}{SS2.3}{SS2.7}{SS2.8}{SS2.12}
WRITING
Write Legibly {ENG2.11}
The student will maintain manuscript and begin to
make the transition to cursive.
WRITING DISTRICT-WIDE REQUIRED
ASSESSMENTS
Writing to Spotsylvania
County Prompt
High Frequency
Assessment: Spell
Fall PALS 1-3 (Spelling)
Communicate Ideas {ENG2.12}
The student will write stories, letters, and simple
SUGGESTED
APPLICATIONS FOR
INFORMAL ASSESSMENT
June 2012 Page 10 of 39
1st Nine
Weeks
(cont’d)
explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle
and end.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
2.12a) Participate in teacher-directed writing to
include brainstorming, organizing writing, and
writing with beginning, middle, and end.
2.12b) Write 3 to 4 sentences on the same topic
(title, main idea, 2 supporting details).
Begin to learn how to indent a paragraph.
Review and practice sequencing events.
2.12c) Review and practice the writing process
steps of prewriting, drafting, revising,
proofreading, and publishing. {2.12a,b,c,d}
2.12d) Begin learning the writing domains of
composing (including organization, central idea,
elaboration), written expression (including
sentence variety, voice), and usage/mechanics
(including writing sentences, writing dates).{2.12
and 2.13 all}
Supply synonyms for a given word.
Journal
entries/response logs
Written and edited
products
Individual
conferencing with
anecdotal records
Student work
Teacher checklists
Spotsylvania County
Writing Rubric (2009)
Teacher prompt:
Supply a problem to
which students respond
with events
Whole-group writing
workshop
Supply examples of
writing domains and
students identify the
domain into which it
falls
Students recognize a
poem in a variety of
writing samples
Edit {ENG2.13}
The student will edit writing for correct grammar,
capitalization, punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and
exclamatory sentences.
2.13a) Recognize and write complete sentences
(naming parts, action parts).
Teacher observation of
the following:
o Morning message
o Daily oral language
o Journal entries
June 2012 Page 11 of 39
1st Nine
Weeks
(cont’d)
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions, including don’t,
isn’t, and can’t.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight
words including compound words and regular
plurals.
i) Use commas in the salutation and closing of a
letter.
j) Use verbs and adjectives correctly in sentences.
2.13c) Edit writing for grammar and
capitalization.
Begin to understand the poetry genre.
2.13h) Spell high frequency sight words,
compound words, and regular plurals correctly.
2.13j) Begin to use the terms nouns, verbs, and
adjectives to define naming words, action
words, and describing words.
Technology{2.14}
The student will use available technology for reading
and writing.
Keyboarding
Computer/Technology Standards of Learning
Use available technology to write.
www.eduplace.com
Dancemat Typing-
http://www.bbc.co.uk/schools/typing/
Students are encouraged to “play” at this
keyboarding site, both at school and at home.
Basic Operations and Concepts
C/T K-2.1The student will demonstrate
knowledge of the nature and operation of
technology systems.
Identify the computer as a machine that helps
people at school, work, and play.
Use technology to demonstrate the ability to
June 2012 Page 12 of 39
perform a variety of tasks; among them turning
on and off a computer, starting and closing
programs, saving work, creating folders, using
pull-down menus, closing windows, dragging
objects, and responding to commands.
Social and Ethical Issues
C/T K-2.3 The student will practice responsible
use of technology systems, information, and
software.
Know the school’s rules for using computers.
Understand the importance of protecting
personal information or passwords.
Understand the basic principles of the
ownership of ideas.
C/T K-2.4 The student will use technology
responsibly.
Demonstrate respect for the rights of others
while using computers.
Understand the responsible use of equipment
and resources.
Technology Research Tools
C/T K-2.5 The student will use technology to
locate, evaluate, and collect information from a
variety of sources.
Identify information in various formats.
Identify available sources of information.
Problem-solving and Decision-making Tools
C/T K-2.6 The student will use technology
resources for solving problems and making
informed decisions.
Recognize that technology can be used to
solve problems and make informed decisions.
Identify and select technologies to address
problems.
Technology Communication Tools
C/T K-2.7 The student will use a variety of media
and formats to communicate information and
ideas effectively to multiple audiences.
Identify the best tool to communicate
information.
Use technology tools for individual writing,
June 2012 Page 13 of 39
communication, and publishing activities.
Demonstrate the ability to create, save,
retrieve, and print document.
Pacing
Guide
Standards of Learning Expanded Essential Knowledge, Skills, and
Processes
Assessments
2nd Nine
Weeks
Theme 2:
Nature Walk
Focus on
Fables
Theme 3:
Around Town:
Neighbor-
hood and
Community
(“Chinatown”
and “A Trip to
the
Firehouse”)
ORAL LANGUAGE
Oral Language Structure {ENG2.1}
The student will demonstrate an understanding of oral
language structure.
a) Create oral stories to share with others.
b) Create and participate in oral dramatic activities.
c) Use correct verb tenses in oral communication.
d) Use increasingly complex sentence structures in
oral communication.
e) Begin to self-correct errors in language use.
ORAL LANGUAGE
Expand, enrich, and reinforce oral language
skills introduced in the first nine weeks.
2.1a) Create oral stories to share with others.
Use the story structure of beginning, middle,
and end to tell a story of an experience
2.1b) Dramatize familiar stories
2.1c) Use present, past, and future tenses
appropriately.
2.1e) Begin to self-correct errors made when
communicating orally.
ORAL LANGUAGE
Individual
conferencing with
anecdotal records
Student presentations
Retellings/explanations
Teacher checklists
Student work
Interviews
Oral reports
Classroom discussions
Student-teacher
conversations
Observations
Listening/Speaking Vocabulary {ENG2.2}
The student will expand
understanding and use of word
meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interest
and knowledge.
c) Clarify and explain words and ideas orally.
2.2c) Ask questions to clarify or gain further
June 2012 Page 14 of 39
2nd Nine
Weeks
(cont’d)
d) Identify and use synonyms and antonyms in oral
communication.
e) Use vocabulary from other content areas.
information.
2.2d) Use synonyms and antonyms in oral
communication.
2.2e) See Cross Curricular Connections.
Oral Communication Skills {ENG2.3}
The student will use oral communication skills.
a) Use oral language for different purposes: to inform,
to persuade, and to entertain.
b) Share stories or information orally with an
audience.
c) Participate as a contributor and leader in a group.
d) Retell information shared by others.
e) Follow 3 and 4 step directions.
f) Give 3 and 4 step directions.
2.3c) Recognize and use compound words in
oral communication.
Identify, Produce, Manipulate {2.4}
The student will orally identify, produce, and
manipulate various units of speech sounds within
words.
a) Count phoneme (sounds) within 1-syllable words.
b) Blend sounds to make 1-syllable words.
c) Segment 1-syllable words into individual speech
sounds (phonemes).
d) Add or delete phonemes.
e) Blend and segment multi-syllabic words at the
June 2012 Page 15 of 39
2nd Nine
Weeks
(cont’d)
syllable level.
CROSS CURRICULAR CONNECTIONS
Social Studies Tradebooks:
Eastern Woodlands Indians by Mir Tamim Ansary
Plains Indians by Mir Tamim Ansary
Southwest Indians by Mir Tamim Ansary
Recognize and use compound words in oral
communication.
Contribute to or lead a small group.
{SS2.1}{SS2.4}{SS2.10}
Share with an audience stories or information
relevant to topic. {SS2.2}{SS2.3}{SS2.4} {SS2.9}{SS2.11}
Select vocabulary and non-verbal expressions
appropriate to purpose and audience. {SS2.2}
{SS2.3}{SS2.4}{SS2.5}{SS2.9}{SS2.11}
Use present, past, and future tenses appropriately.
Explain the meanings of words within the context of
how they are used.{SS2.1}{SS2.2}
{SS2.3}{SS2.4}{SS2.6}{SS2.7}{SS2.8} {SS2.9}
READING
Use Phonetic Strategies {ENG2.5}
The student will use phonetic strategies when reading
and spelling.
a) Use knowledge of consonants, consonant blends,
and consonant digraphs to decode and spell words.
b) Use knowledge of short, long, and r-controlled
READING
Expand, enrich, and reinforce meaning clues
and language structure skills introduced in the
first nine weeks.
2.5a) Apply knowledge of consonants and
consonant clusters to decode and spell words
with r, l, s clusters.
Apply knowledge of VCCV double consonant patterns.
2.5b) Apply knowledge of long vowel CVCe (o,
READING
DISTRICT-WIDE REQUIRED
ASSESSMENTS
Mid-Year PALS 1-3
High Frequency Words
Assessment: Read
SUGGESTED
IRI, for at risk students
Journal entries/reading
response logs
Individual
conferencing with
anecdotal records
Retellings/explanations
June 2012 Page 16 of 39
2nd Nine
Weeks
(cont’d)
vowel patterns to decode and spell words.
c) Decode regular multi-syllabic words.
u, e) word patterns.
2.5c) Demonstrate an understanding of
compound words.
Student demonstrations
Records of
independent reading
Teacher checklists
Running records
Fluency checks
Teacher observations
Interviews
Oral reports
Student work
Selection Tests
Use Clues and Syntax{ENG2.6}
The student will use semantic clues and syntax to
expand vocabulary when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure in sequence.
d) Reread and self correct.
Supply antonyms for given words.
Use the context of a sentence to determine the
correct use of multiple meaning words.
Expand Vocabulary{ENG2.7}
The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop
vocabulary by listening and reading a variety of
texts.
Expand, enrich, and reinforce reading
strategies and skills introduced in the first nine
weeks.
2.7c) Supply antonyms for given words.
2.7d) Use the context of a sentence to determine
the correct use of multiple meaning words.
June 2012 Page 17 of 39
2nd Nine
Weeks
(cont’d)
e) Use vocabulary from other content areas.
Word Work
Develop fluency by recognizing and spelling
high frequency words.
Additional words to read and spell: would, very,
also, any, again, goes, write, sure, always,
around, other, says, after, soon, about
Houghton Mifflin
Distinguish between fact and opinion.
Compare/Contrast
Read/Comprehend Fiction {ENG2.8}
The student will read and demonstrate
comprehension of fictional text.
a) Make and confirm predictions.
b) Relate previous experiences to the topic.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting, and important events
in fiction and poetry.
f) Identify the problem, solution.
g) Summarize stories and events with beginning,
middle, and end in the correct sequence.
h) Draw conclusions based on the text.
i) Read and reread familiar stories, poems, and
Expand, enrich, and reinforce reading
comprehension strategies, processes, and skills
from first nine weeks.
2.8g) Identify details to support a main idea.
2.8i) Pause at commas and periods during oral
June 2012 Page 18 of 39
2nd Nine
Weeks
(cont’d)
passages with fluency, accuracy, and meaningful
expression.
reading.
Read/Comprehend Nonfiction {ENG2.9}
The student will demonstrate comprehension of
nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main
idea.
c) Use prior and background knowledge as context
for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency,
accuracy, and meaningful expression.
Comprehend Reference {ENG2.10}
The student will demonstrate comprehension of
information in reference materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
d) Use online resources.
CROSS CURRICULAR CONNECTIONS
June 2012 Page 19 of 39
2nd Nine
Weeks
(cont’d)
Interpret illustrations, such as diagrams, charts,
graphs, and maps to make predictions about the
text. {SS2.1}{SS2.2}{SS2.3}{SS2.4}
{SS2.5}{SS2.6}{SS2.7}{SS2.8}{SS2.9} {SS2.11}{SS2.12}
Categorize and classify information and story
elements. {SS2.1}{SS2.2}{SS2.3}{SS2.7}
{SS2.9}{SS2.11}{SS2.12}
WRITING
Write Legibly {ENG2.11}
The student will maintain manuscript and begin to
make the transition to cursive.
WRITING
Expand, enrich, and reinforce legible writing
skills introduced in the first nine weeks.
WRITING
DISTRICT-WIDE REQUIRED
ASSESSMENTS
Writing to Spotsylvania
County Prompt
High Frequency Words
Assessment: Spell
Communicate Ideas {ENG2.12}
The student will write stories, letters, and simple
explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle,
and end.
Expand, enrich, and reinforce skills to
communicate ideas as introduced in the first
nine weeks.
2.12a) Consistently and correctly use the writing
domains of composing (including elaboration,
unity, parts of a friendly letter), written expression
(including word choice, sentence variety,
important information), and usage/mechanics
(including punctuation, proofreading, format).{a-
d}
2.12b) Consistently and correctly sequence
events.
Consistently stay on topic by expressing ideas
clearly and in an organized manner.
Practice following the writing process to write a
descriptive paragraph and a friendly letter.
Practice writing stories that include a beginning,
SUGGESTED
APPLICATIONS FOR
INFORMAL ASSESSMENT
Journal
entries/response logs
Written and edited
products
Individual
conferencing with
anecdotal records
Student work
Teacher checklists
Spotsylvania County
Writing Rubric (2009)
Supply students with a
paragraph to which
they add descriptive
details.
Teacher prompt:
Supply a question to
which students write a
response
Homework
June 2012 Page 20 of 39
2nd Nine
Weeks
(cont’d)
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
middle, and end (to include indenting).
2.12c) Begin to learn and practice using
adjectives/describing words to add details to
make interesting, complete sentences.
logs/agendas
Students recognize a
fable in a variety of
writing samples
Teacher observation of
the following:
o Morning message
o Daily oral language
o Journal entries
Descriptive paragraph
Friendly letter
Edit {ENG2.13}
The student will edit writing for correct grammar,
capitalization, punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and
exclamatory sentences.
c) Capitalize all proper nouns and the I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions, including don’t,
isn’t, and can’t.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight
words including compound words and regular
plurals.
i) Use commas in the salutation and closing of a
letter.
Expand, enrich, and reinforce editing skills
introduced in the first nine weeks.
2.13a) Begin to learn and practice using
common and proper (special) nouns.
2.13g) Begin to learn and practice abbreviations
and people’s titles.
2.13h) Demonstrate an understanding of plural
nouns ending in -s, -es, -ies.
2.13i) Consistently use and punctuate statements,
questions, commands, and exclamations in an
June 2012 Page 21 of 39
j) Use verbs and adjectives correctly in sentences.
appropriate manner.
2nd Nine
Weeks
(cont’d)
Technology{2.14}
The student will use available technology for reading
and writing.
Keyboarding
Computer/Technology Standards
Houghton Mifflin
Dancemat Typing-
http://www.bbc.co.uk/schools/typing/
Students are encouraged to “play” at this
keyboarding site, both at school and at home.
Expand, enrich, and reinforce computer/
technology skills introduced in the first quarter.
Begin to understand the fable genre.
June 2012 Page 22 of 39
Pacing
Guide
Standards of Learning Expanded Essential Knowledge, Skills, and
Processes
Assessments
3rd Nine
Weeks
Theme 3:
Around Town:
Neighbor-
hood and
Community
(“Big Bushy
Mustache”
and
“Jamaica
Louise
James”
Theme wrap-
up
“Grandpa’s
Corner Store”
and “Barrio”
Theme 4:
Amazing
Animals
Focus on
Biography
ORAL LANGUAGE
Oral Language Structure {ENG2.1}
The student will demonstrate an understanding of oral
language structure.
a) Create oral stories to share with others.
b) Create and participate in oral dramatic activities.
c) Use correct verb tenses in oral communication.
d) Use increasingly complex sentence structure in
oral communication.
e) Begin to self-correct errors in language use.
ORAL LANGUAGE
Expand, enrich, and reinforce oral language
skills introduced in the first semester.
2.1d) Use complex sentence structure with
conjunctions when describing events and giving
explanations.
Follow and give three-step and four-step
directions.
Sequence three or four steps chronologically.
ORAL LANGUAGE
Individual
conferencing with
anecdotal records
Student presentations
Retellings/explanations
Teacher checklists
Student work
Interviews
Oral reports
Classroom discussions
Student-teacher
conversations
Observations
Listening/Speaking Vocabulary {ENG2.2}
The student will expand understanding and use of
word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests
and knowledge.
c) Clarify and explain words and ideas orally.
2.2c) Ask questions to clarify or gain further
June 2012 Page 23 of 39
3rd Nine
Weeks
(cont’d)
d) Identify and use synonyms and antonyms in oral
communication.
e) Use vocabulary from other content areas.
information.
2.2d) Use synonyms and antonyms in oral
communication.
2.2e) See Cross Curricular Connections
Oral Communication Skills {ENG2.3}
The student will use oral communication skills.
a) Use oral language for different purposes: to inform,
to persuade, and to entertain.
b) Share stories or information orally with an
audience.
c) Participate as a contributor and leader in a group.
d) Summarize information shared orally by others.
2.3a) Ask and respond to questions to check for
understanding of information presented.
2.3b) Use proper pitch and volume.
2.3c) Carry out specific group role such as
leader, recorder, manager, or reporter.
Identify, Produce, Manipulate {2.4}
The student will orally identify, produce, and
manipulate various units of speech sounds within
words.
a) Count phoneme (sounds) within 1-syllable words.
b) Blend sounds to make 1-syllable words.
c) Segment 1-syllable words into individual speech
sounds (phonemes).
d) Add or delete phonemes (sounds) to make words.
e) Blend and segment multi-syllabic words at the
syllable level.
2.4a) Count, isolate, and manipulate phonemes.
2.4b) Blend sounds to make words with 1
syllable.
2.4c) Segment words by saying each sound.
2.4d) Make new words by adding or deleting
phonemes.
June 2012 Page 24 of 39
3rd Nine
Weeks
(cont’d)
Houghton Mifflin
CROSS CURRICULAR CONNECTIONS
Social Studies Tradebooks:
Martin Luther King, Jr. by David A. Adler
Martin Luther King, Jr. published by Newbridge
Helen Keller by David Adler
Helen Keller published by Newbridge
Jackie Robinson by David A. Adler
Jackie Robinson published by Newbridge
Susan B. Anthony published by Newbridge
setting, such as leader, recorder, materials
manager, or reporter. {SS2.10}
Recognize and use nouns appropriately.
READING
Use Phonetic Strategies {ENG2.5}
The student will use phonetic strategies when reading
and spelling.
a) Use knowledge of consonants, consonant blends,
and consonant digraphs to decode and spell words.
b) Use knowledge of short, long, and r-controlled
vowel patterns to decode and spell words.
READING
Expand, enrich, and reinforce phonetic
strategies knowledge, processes, and skills from
first semester.
Expand, enrich, and reinforce meaning clues
and language structure skills introduced in the
first semester.
2.5a) Apply knowledge of consonant digraphs
th,wh,sh,ch,(tch)
Apply knowledge of words ending with k, ck.
Apply knowledge of words ending with nd, nt,
mp, ng, and nk to decode and spell words.
2.5b) Apply knowledge of vowel pairs ow, ou, ee,
ea, oa to decode and spell words.
Apply knowledge of vowel pairs ai, ay.
Apply knowledge of r -controlled vowels or, ore,
READING
DISTRICT-WIDE REQUIRED
ASSESSMENTS
High Frequency Words
Assessment: Read
SUGGESTED
IRI, for at risk students
Journal entries/reading
response logs
Individual
conferencing with
anecdotal records
Retellings/explanations
Student demonstrations
Records of
independent reading
Teacher checklists
Running records
Fluency checks
Teacher observations
Interviews
Oral reports
Student work
Selection Tests
June 2012 Page 25 of 39
3rd Nine
Weeks
(cont’d)
c) Decode regular multi-syllabic words.
and ar.
Use Clues and Syntax {ENG2.6}
The student will use semantic clues and syntax to
expand vocabulary when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure in sequence.
d) Reread and self correct.
Expand, enrich, and reinforce reading strategy
skills introduced in the first semester.
Use context clues to read new words.
Expand Vocabulary {ENG2.7}
The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop
vocabulary by listening and reading a variety of
texts.
e) Use vocabulary from other content areas.
Expand, enrich, and reinforce reading
comprehension strategies, processes, and skills
from first semester.
2.7b) Use common suffixes to demonstrate
understanding of base word ending with –ly, -
ful, -tion, - ture.
Use common suffixes to demonstrate
understanding of base words –er, -est
June 2012 Page 26 of 39
3rd Nine
Weeks
(cont’d)
WORD WORK
Expand, enrich, and reinforce vocabulary skills
introduced in the first semester.
Develop fluency by recognizing and spelling
high frequency words.
Additional words to read and spell: little, move,
word, only, should, done, buy, does, eight,
every, first, people, friend, learn, once
Comprehension {ENG2.8}
The student will read and demonstrate
comprehension of fictional text.
a) Make and confirm predictions.
b) Relate previous experiences to the topic.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting and important events
in fiction and poetry.
f) Identify the problem, solution.
g) Identify the main idea.
h) Summarize stories and events with beginning,
middle, and end in the correct sequence.
i) Draw conclusions based on the text.
j) Read and reread familiar stories, poems, and
passages with fluency, accuracy, and meaningful
expression.
Expand, enrich, and reinforce reference material
skills introduced in the first semester.
2.8a) Use information to predict and infer.
2.8d) Use information to make judgments.
2.8f) Identify the main idea
2.8h) Summarize
2.8i) Use information to draw conclusion and
determine cause and effect.
June 2012 Page 27 of 39
3rd Nine
Weeks
(cont’d)
Reference Materials {ENG2.9}
The student will demonstrate comprehension of
nonfiction texts.
a) Preview the selection using text features.
b) Preview the selection using text features.
c) Use prior and background knowledge as context
for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency,
accuracy, and meaningful expression.
2.9f) Read to ask and answer questions about
selected text.
Comprehend Reference{ENG2.10}
The student will demonstrate comprehension of
information in reference materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
2.10c) Locate guide words, entry words, and
definitions in dictionaries and indices.
ABC order in the dictionary.
Identify beginning, middle, and end of the
dictionary.
Use text organization.
June 2012 Page 28 of 39
3rd Nine
Weeks
(cont’d)
d) Use online resources.
CROSS CURRICULAR CONNECTION
Use information from text to compare and contrast
story elements. {SS2.2}{SS2.3} {SS2.8}{SS2.11}{SS2.12}
Locate entry words in a dictionary.
Use a thesaurus.
Identify parts of a dictionary entry.
WRITING
Write Legibly {ENG2.11}
The student will maintain manuscript and begin to
make the transition to cursive.
WRITING
Expand, enrich, and reinforce legible writing
skills introduced in the first semester.
WRITING
DISTRICT-WIDE REQUIRED
ASSESSMENTS
High Frequency Words
Assessment: Spell
Communicate Ideas {ENG2.12}
The student will write stories, letters,
and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle,
and end.
Expand, enrich, and reinforce skills to
communicate ideas as introduced in the first
semester.
2.12a) Consistently use the writing domains of
composing (including elaboration,
problem/solution, central idea), written
expression (including word choice, voice,
fact/opinion), and usage/mechanics (including
punctuation, proofreading, format). {2.12a-d}
2.12b) Write stories with a beginning, middle, and
end consistently and in an appropriate manner
with appropriate usage/mechanics.
Begin to learn, practice, and use narrative,
persuasive, and expository paragraphs.
SUGGESTED
APPLICATIONS FOR
INFORMAL ASSESSMENT
Journal
entries/response logs
Written and edited
products
Individual
conferencing with
anecdotal records
Student work
Teacher checklists
Spotsylvania County
Writing Rubric (2009)
Draft and produce
poems, fables, and
biographies
Students recognize
narrative, persuasive,
June 2012 Page 29 of 39
3rd Nine
Weeks
(cont’d)
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
and expository text in a
variety of writing
samples
Teacher observation of
the following:
o Morning message
o Daily oral language
o Journal entries
Informational report
Stories
Edit {ENG2.13}
The student will edit writing for correct grammar,
capitalization, punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and
exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions, including don’t,
isn’t, and can’t.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight
words including compound words and regular
plurals.
i) Use commas in the salutation and closing of a
letter.
Expand, enrich, and reinforce editing skills
introduced in the first semester.
2.13d) Begin to learn and recognize singular and
plural forms of nouns, possessive nouns, and
pronouns.
2.13g) Identify simple abbreviations.
June 2012 Page 30 of 39
3rd Nine
Weeks
(cont’d)
j) Use verbs and adjectives correctly in sentences.
Technology{2.14}
The student will use available technology for
Reading and Writing.
Keyboarding
Computer/Technology Standards
Houghton Mifflin
CROSS CURRICULAR CONNECTIONS
Practice using the writing process to write an
informational report (discuss paraphrasing).
{SS2.2}{SS2.11}
Work through the levels of Dancemat Typing
(http://www.bbc.co.uk/schools/typing) on a
regular schedule until Level 4 is completed.
Expand, enrich, and reinforce
computer/technology skills introduced in the first
semester.
Read to understand the biography genre.
June 2012 Page 31 of 39
Pacing
Guide
Standards of Learning Expanded Essential Knowledge, Skills, and
Processes
Assessments
4th Nine
Weeks
Theme 5:
Family Time
Focus on
Chapter
Books
Theme 6:
Talent Show
ORAL LANGUAGE
Oral Language Structure {ENG2.1}
The student will demonstrate an understanding of oral
language structure.
a) Create oral stories to share with others.
b) Create and participate in oral dramatic activities.
c) Use correct verb tenses in oral communication.
d) Use increasingly complex sentence structures in
oral communication.
e) Begin to self-correct errors in language use.
ORAL LANGUAGE
Expand, enrich, and reinforce oral language
skills introduced in the first three quarters.
2.1a) Create oral stories to share with others.
Use the story structure of beginning, middle,
and end to tell a story of an experience
2.1b) Dramatize familiar stories
2.1c) Use present, past, and future tenses
appropriately.
2.1e) Begin to self-correct errors made when
communicating orally.
ORAL LANGUAGE
Individual
conferencing with
anecdotal records
Student presentations
Retellings/explanations
Teacher checklists
Student work
Interviews
Oral reports
Classroom discussions
Student-teacher
conversations
Observations
Listening/Speaking Vocabulary {ENG2.2}
The student will expand understanding and use of
word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interest
and knowledge.
c) Clarify and explain words and ideas orally.
d) Identify and use synonyms and antonyms in oral
2.2c) Ask questions to clarify or gain further
information.
2.2d) Use synonyms and antonyms in oral
June 2012 Page 32 of 39
4th Nine
Weeks
(cont’d)
communication.
e) Use vocabulary from other content areas.
communication.
2.2e) See Cross Curricular Connections
Oral Communication Skills {ENG2.3}
The student will use oral communication skills.
a) Use oral language for different purposes: to inform,
to persuade, and to entertain.
b) Share stories or information orally with an
audience.
c) Participate as a contributor and leader in a group.
d) Summarize information shared orally by others.
2.3a) Ask and respond to questions to check for
understanding of information presented.
2.3b) Use proper pitch and volume.
2.3c) Carry out specific group role such as
leader, recorder, manager, or reporter.
Identify, Produce, Manipulate {2.4}
The student will orally identify, produce, and
manipulate various units of speech sounds within
words.
a) Count phoneme (sounds) within 1-syllable words.
b) Blend sounds to make 1-syllable words.
c) Segment 1-syllable words into individual speech
sounds.
d) Add or delete phonemes (sounds) to make words.
e) Blend and segment multi-syllabic words at the
syllable level.
Houghton Mifflin
2.4a) Count, isolate, and manipulate phonemes.
2.4b) Blend sounds to make words with 1
syllable.
2.4c) Segment words by saying each sound.
2.4d) Make new words by adding or deleting
phonemes.
Recognize and use nouns appropriately.
June 2012 Page 33 of 39
4th Nine
Weeks
(cont’d)
CROSS CURRICULAR CONNECTIONS
Social Studies Tradebooks:
Martin Luther King, Jr. by David A. Adler
Martin Luther King, Jr. published by Newbridge
Helen Keller by David Adler
Helen Keller published by Newbridge
Jackie Robinson by David A. Adler
Jackie Robinson published by Newbridge
Susan B. Anthony published by Newbridge
setting, such as leader, recorder, materials
manager, or reporter. {SS2.10}
READING
Use Phonetic Strategies {ENG2.5}
The student will use phonetic strategies when reading
and spelling.
a) Use knowledge of consonants, consonant blends,
and consonant digraphs to decode and spell words.
b) Use knowledge of short, long, and r-controlled
vowel patterns to decode and spell words.
c) Decode regular multi-syllabic words.
READING
Expand, enrich, and reinforce phonetic
strategies knowledge, processes, and skills from
the first three quarters.
Expand, enrich, and reinforce meaning clues
and language structure skills introduced in the
first three quarters.
2.5a) Apply knowledge of consonant digraphs
th,wh,sh,ch,(tch)
Apply knowledge of words ending with k, ck.
Apply knowledge of words ending with nd, nt,
mp, ng, and nk to decode and spell words.
2.5b) Apply knowledge of vowel pairs ow, ou, ee,
ea, oa to decode and spell words.
Apply knowledge of vowel pairs ai, ay.
Apply knowledge of r controlled vowels or, ore,
and ar.
READING
DISTRICT-WIDE REQUIRED
ASSESSMENTS
High Frequency Words
Assessment: Read
PALS
SUGGESTED
IRI, for at risk students
Journal entries/reading
response logs
Individual
conferencing with
anecdotal records
Retellings/explanations
Student
demonstrations
Records of
independent reading
Teacher checklists
Running records
Fluency checks
Teacher observations
Interviews
Oral reports
Student work
Selection Tests
June 2012 Page 34 of 39
4th Nine
Weeks
(cont’d)
Use Clues and Syntax {ENG2.6}
The student will use semantic clues and syntax to
expand vocabulary when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure in sequence.
d) Reread and self correct.
Expand, enrich, and reinforce reading strategy
skills introduced in the first three quarters.
2.6a) Use context clues to read new words.
Expand Vocabulary {ENG2.7}
The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop by
listening and reading a variety of texts.
e) Use vocabulary from other content areas.
Expand, enrich, and reinforce reading
comprehension strategies, processes, and skills
from the first three quarters.
2.7b) Use common suffixes to demonstrate
understanding of base word ending with –ly, -
ful, -tion, - ture.
Use common suffixes to demonstrate
understanding of base words –er, -est
WORD WORK
Expand, enrich, and reinforce vocabulary skills
introduced in the first three quarters.
Develop fluency by recognizing and spelling
high frequency words.
June 2012 Page 35 of 39
4th Nine
Weeks
(cont’d)
Additional words to read and spell: which, their,
school, great, through, where, third, please,
beautiful, draw, busy, carry, guess, heard, laugh
Comprehension {ENG2.8}
The student will read and demonstrate
comprehension of fictional text.
a) Make and confirm predictions.
b) Relate previous experiences to the topic.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting, and important events
in fiction and poetry.
f) Identify the problem, solution.
g) Identify the main idea.
h) Summarize stories and events with beginning,
middle, and end in the correct sequence.
i) Draw conclusions based on the text.
j) Read and reread familiar stories, poems, and
passages with fluency, accuracy, and meaningful
expression.
Expand, enrich, and reinforce reference material
skills introduced in the first three quarters.
2.8a) Use information to predict and infer.
2.8d) Use information to make judgments.
2.8g) Identify the main idea.
2.8h) Summarize.
2.8i) Use information to draw conclusion and
determine cause and effect.
Reference Materials {ENG2.9}
The student will demonstrate comprehension of
nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main
June 2012 Page 36 of 39
4th Nine
Weeks
(cont’d)
idea.
c) Use prior and background knowledge as context
for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency,
accuracy, and meaningful expression.
2.9f) Read to ask and answer questions about
selected text.
Comprehend Reference{ENG2.10}
The student will demonstrate comprehension of
information in reference materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
d) Use online resources.
2.10c) Locate guide words, entry words, and
definitions in dictionaries and indices.
ABC order in the dictionary
Identify beginning, middle, and end of the
dictionary.
Use text organization
Locate entry words in a dictionary
Use a thesaurus
Identify parts of a dictionary entry
June 2012 Page 37 of 39
4th Nine
Weeks
(cont’d)
CROSS CURRICULAR CONNECTION
Use information from text to compare and contrast
story elements. {SS2.2}{SS2.3} {SS2.8}{SS2.11}{SS2.12}
WRITING
Write Legibly {ENG2.11}
The student will maintain manuscript and begin to
make the transition to cursive.
WRITING
Expand, enrich, and reinforce legible writing
skills introduced in the first three quarters.
WRITING
DISTRICT-WIDE REQUIRED
ASSESSMENTS
High Frequency Words
Assessment: Spell
Writing to County
Prompt
Communicate Ideas {ENG2.12}
The student will write stories, letters, and simple
explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle,
and end.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
WRITING
Expand, enrich, and reinforce skills to
communicate ideas as introduced in the first
three quarters.
2.12a) Consistently use the writing domains of
composing (including elaboration,
problem/solution, central idea), written
expression (including word choice, voice,
fact/opinion), and usage/mechanics (including
punctuation, proofreading, format).{2.12a-d}
2.12b) Write stories with a beginning, middle, and
end consistently and in an appropriate manner
with appropriate usage/mechanics.
Begin to learn, practice, and use narrative,
persuasive, and expository paragraphs.
SUGGESTED
APPLICATIONS FOR
INFORMAL ASSESSMENT
Journal
entries/response logs
Written and edited
products
Individual
conferencing with
anecdotal records
Student work
Teacher checklists
Spotsylvania County
Writing Rubric (2009)
Draft and produce
poems, fables, and
biographies
Students recognize
narrative, persuasive,
and expository text in a
variety of writing
samples
Teacher observation of
the following:
o Morning message
o Daily oral language
o Journal entries
June 2012 Page 38 of 39
4th Nine
Weeks
(cont’d)
Informational report
Stories
Edit {ENG2.13}
The student will edit writing for correct grammar,
capitalization, punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and
exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions, including don’t,
isn’t and can’t.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight
words including compound words and regular
plurals.
i) Use commas in the salutation and closing of a
letter.
Expand, enrich, and reinforce editing skills
introduced in the first three quarters.
2.13d) Begin to learn and recognize singular
and plural forms of nouns, possessive nouns,
and pronouns.
2.13g) Identify simple abbreviations.
Technology{2.14}
The student will use available technology for reading
and writing.
Keyboarding
Work through the levels of Dancemat Typing
(http://www.bbc.co.uk/schools/typing) on a
regular schedule until Level 4 is completed.
June 2012 Page 39 of 39
Computer/Technology Standards
Houghton Mifflin
CROSS CURRICULAR CONNECTIONS
Practice using the writing process to write an
informational report (discuss paraphrasing).
{SS2.2}{SS2.11}
Expand, enrich, and reinforce computer/
technology skills introduced in the first three
quarters.
Read to understand the biography genre.