Second Grade – English/Language Arts

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Second Grade – English/Language ArtsKentucky Core Academic Standards with TargetsStudent Friendly TargetsPacing GuidePage 1 of 40Revised 2/28/2012

College and Career Readiness Anchor Standards for ReadingThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to ten broadCollege and Career Readiness (CCR) anchor standards. The CCR and grade specific standards are necessary complements, that together define the skillsand understandings that all students must demonstrate.English Language Arts (ELA) is divided into four strands: 1) Reading, 2) Writing (W), 3) Speaking and Listening (SL), and 4) Language (L). Within the readingstrand, there are three sections: Reading Literature (RL), Reading Informational (RI), Reading Foundational Skills (FS).In Reading, the ten standards are divided into four sections.Standards 1-3Key Ideas and DetailsStandards 4-6Craft and StructureStandards 7-9Integration of Knowledge and IdeasStandard 10Range of Reading and Level of Text ComplexityIn Writing, the ten standards are divided into four sections.Standards 1-3Text Types and PurposesStandards 4-6Production and Distribution of WritingStandards 7-9Research to Build and Present KnowledgeStandard 10Range of WritingIn Speaking and Listening, the ten standards are divided into two sections.Standards 1-3Comprehension and CollaborationStandards 4-6Presentation of Knowledge and IdeasIn Language, the standards are divided into three sections.Standards 1-2Conventions of Standard EnglishStandard 3Knowledge of LanguageStandards 4-6Vocabulary Acquisition and UseDevelopment of Pacing DocumentDuring the summer 2011, Anderson County teachers and administrators developed learning targets for each of the Kentucky Core Academic Standards inEnglish Language Arts. In winter 2012, curriculum resource teachers verified the congruency of the standards and targets and recommended revisions.Teachers refined the work and began planning the development of common assessments to ensure students learn the intended curriculum.Anderson County Schools would like to thank each of our outstanding teachers and administrators who contributed to this important English Language Artscurriculum project. Special thanks to Robin Arnzen Brandy Beasley, Sam Blackburn, Stacey Blakeman,, Julie Bowen, Carol Carter, Heather Chilton, JulieConley, Tanya Cook, Alicia Copenhaver, LauraLee Currens, Becky Drury, Amanda Ellis, Connie Gott, Beth Harley, Carolyn Hatchett, Nicole Hicks, Linda Hill,Ashley Holloman, Lisa Hudson, Katie Hutton, Sharon Jackman, Penny Johnson, Steve Karsner, Nicole Kidwell, Teresa Miller, Kim Penn, Wayne Reese, KristaSawyer, Jennifer Sea, Annette Shields, Holly Sills, Ashley Sims, Jeanna Slusher, Sue Welsh, Amy Wilder, Julie Wise, and Lissa Woodyard. Thanks also toLeslie Mitchell (ACMS), Mickey Ray (ACHS), and Bridget Wells (ACHS) for providing comments to the work.North Carolina State Board of Education created a most helpful document entitled “Common Core Instructional Support Tools - UnpackingStandards”. The document answers the question “What do the standards mean that a student must know and be able to do?” The “unpacking”is included in our “What Does This Standard Mean?” section. The complete North Carolina document can be found e 2 of 40Revised 2/28/2012

Coding for ELA DocumentStrandKY CoreAcademicStandard (KCAS)Standard NumberBold, 14 ptGrade Level3.RL.1 Ask and answer questions to demonstrate understanding of a text,referring explicitly to the text as the basis for the answers.Knowledge Targets:Target Type Ask and answer questions to understand text.I can look back in the text to find answers.KDE TargetRegular, 12 ptReasoning Targets: Based on the text, formulate questions to demonstrate the understanding of a text.I can formulate questions to show I understand the text. (That means I can make questionsto show I understand the text.)Level Standardis AssessedHighlightedAC TargetBold, Italics,12 ptPage 3 of 40Revised 2/28/2012

Anderson County ElementaryPacing GuideEnglish/Language ArtsGrade 2Reading LiteratureStandardWhat Does This Standard Mean?DatesTaught2.RL.1 Ask and answer such questions as who, what,where, why and how to demonstrate understandingof key details in a text.Students are required to use textual evidence to support theirthinking as they ask and answer general questions. Thesequestions (who, what, when, where, why, and how) focus onwhat the text says explicitly and include key details.First NineWeeksKnowledge Targets: Identify key details in a text. (Underpinning)I can identify key details in a text . Describe key details of the text using who, what, where,when, why and how.I can describe key details of a story using who, what,where, when, why and howI can ask questions to show understanding of a text (suchas who, what where, when, why and how).Reasoning Targets:Students are required to retell stories and determine thecentral message using literature from diverse cultures,including folktales and fables. Students begin to understandthat characters are people who are involved in a story.Character development is discussed in terms of thecharacters‟ reaction to what is taking place in the story.Use questions and prompts such as: Who are the characters in the story? What are themost important events that happened in the story?How do you know? What lesson is this story teaching you? How did the characters solve the problem in thisstory? Determine the answers of literary text using who, what,where, when, why and how.I can answer who, what, where, when, why and howquestions about a text.Page 4 of 40Revised 2/28/2012

2.RL.2 Recount stories, including fables and folktalesfrom diverse cultures and determine the centralmessage, lesson or moral.Knowledge Targets: Identify fables and folktales from diverse cultures.I can identify fables and folktales from other cultures. Define diverse cultures.I can define diverse cultures. Recall details from stories (e.g., fables and folktales.)(Underpinning)I can recall details from a story.Reasoning Targets: Recount details of a story (e.g., fables and folktales).I can recount details of a story. Determine the message, lesson or moral of a story (e.g.,fables and folktales).I can explain the message, lesson or moral of a story.2.RL.3 Describe how characters in a story respond tomajor events and challenges.Knowledge Targets: Define character. (Underpinning)I can define character. Define major events. (Underpinning)I can define the major events in a story. Identify major events or challenges of story. (Underpinning)I can identify the major events in a story.Reasoning Targets: Describe how characters respond to major events andchallenges.Page 5 of 40Revised 2/28/2012

I can describe how characters respond to major events in astory.2.RL.4 Describe how words and phrases (e.g., regularbeats, alliteration, rhymes, repeated lines) supplyrhythm and meaning in a story, poem, or song.Knowledge Targets: Identify rhyming words. (Underpinning)I can identify rhyming words. Identify alliteration and other types of figurative language.I can identify alliteration. Recognize regular beats and repeated lines in a story.I can identify regular beats in a story.I can identify repeated lines in a story. Recognize regular beats and repeated lines in a poem.(Underpinning)I can identify regular beats in a poem.I can identify repeated lines in a poem. Recognize regular beats and repeated lines in a song.(Underpinning)I can identify regular beats in a song.I can identify repeated lines in a song. Recognize rhythm within a story.I can identify rhythm in a story. Recognize rhythm within a poem.I can identify rhythm in a poem. Recognize rhythm within a song.I can identify rhythm in a song.Students are required to tell how words and phrases providemeaning to a story, poem, or song. They begin to understandstory structure by explaining how the introduction is thebeginning and the conclusion is where the action ends.Students at this level begin to understand how characters‟points of view differ. As students read orally, they should readusing different voices for different characters.Use questions and prompts such as: Describe the parts of a story (beginning and end). Which parts of this poem rhyme? Can you find thepart that shows the beat? Can you find a part thathas alliteration? How are the characters thinking/feeling about thisevent? Are the characters thinking the same wayaboutF? Think about this character. How would this charactersay this part?Reasoning Targets: Describe how words and phrases supply rhythm or impactmeaning, in a story.I can describe how words and phrases supply rhythm in astory and can impact the meaning.Page 6 of 40Revised 2/28/2012

Describe how words and phrases supply rhythm or impactmeaning in a poem.I can describe how words and phrases supply rhythm in apoem and can impact meaning. Describe how words and phrases supply rhythm or impactmeaning in a song.I can describe how words and phrases can supply rhythmand can impact meaning in a song.2.RL.5 Describe the overall structure of a story,including, describing how the beginning introducesthe story and the ending concludes the action.Knowledge Targets: Identify the structure of the story.I can identify the structure of a story. . Describe how the beginning introduces the story.I can describe how the beginning introduces the story. Describe the action that takes place in the middle of thestory.I can describe the action that takes place in the middle of astory. Describe how the ending concludes the action.I can describe how the ending concludes the action in astory .2.RL.6 Acknowledge differences in the points of viewof characters including by speaking in a differentvoice for each character when reading dialoguealoud.Knowledge Targets: Identify characters. (Underpinning)I can identify character.Page 7 of 40Revised 2/28/2012

Identify traits of each character.I can identify traits of a character. Define point of view.I can define characters point of view. Recognize dialogue to determine who is speakingI can identify who is speaking by reading dialogue.Reasoning Targets: Determine differences in each character’s point of view.I can identify differences in each character’s point of view.Performance Skill Targets: Read the dialogue in text using appropriate voices fordifferent characters.I can read dialogue using appropriate voices for eachcharacter.2.RL.7 Use information gained from the illustrationsand words used in a print or digital text todemonstrate understanding of its characters, setting,or plot.Knowledge Targets: Identify plot.I can identify plot. Recognize digital text. (Underpinning)I can identify digital text. Obtain information from illustrations and words in varioustypes of text. (Underpinning)I can tell about information I learn from illustrations andwords in various texts.Students are required to use information from pictures, print,or digital text to show they understand characters, setting andplot. They read versions of the same story and findsimilarities and differences.Use questions and prompts such as: What do the illustrations tell you about the setting? Can you find an illustration that tells you how acharacter is feeling? What is the same about the characters in the twostories? What is different? What happened to the characters that is the same?What happened that is different? Look at these two stories. How did the authors solvethe same problem in different ways?Reasoning Targets: Explain characters obtained from illustrations and words inprint.Page 8 of 40Revised 2/28/2012

I can explain about characters by using the pictures andwords in a text. Explain setting obtained from illustrations and words in print.I can explain about the setting of a text by using the wordsand illustrations. Explain plot obtained from illustrations and words in print.I can explain about the plot by using the words andillustrations in a text.2.RL.9 Compare and contrast two or more versions(e.g., Cinderella stories) of the same story by differentauthors from different cultures.Knowledge Targets: Recall details and events from two or more versions of astory by different authors.I can retell details and events from two or more versions ofa story. Identify characters of two or more versions of a story bydifferent authors. (Underpinning)I can identify characters of two or more versions of a story.Reasoning Targets: Compare and contrast two or more versions of the samestory by different authors representing different cultures.I can compare and contrast two or more versions of thesame story by different authors of different cultures.2.RL.10 By the end of the year, read and comprehendliterature, including stories, dramas, and poetry at thehigh end of the grades 2-3 text complexity band withscaffolding as needed at the high end of the range.Knowledge Targets:With assistance as needed, students are required to readproficiently and understand various types of literature for the2-3 text complexity band.“The Reading standards place equal emphasis on thesophistication of what students read and the skill with whichthey read. Standard 10 defines a grade-by-grade „staircase‟of increasing text complexity that rises from beginningPage 9 of 40Revised 2/28/2012

Identify key ideas and details in literary texts at appropriatecomplexity.I can identify key ideas and details in literary text. Identify craft and structure in literary texts at appropriatecomplexity.I can identify different forms of writing based on structure. Identify integration of knowledge and ideas in literary text atappropriate complexity.I can identify how the author includes knowledge and ideasin their writing.Reasoning Targets: Comprehend key ideas and details in literary te