GRADE: 2

Pacing Common Core Standards (KCAS) Learning Target(s)I can….or I am learning to….

Formative (assessment FOR learning) and Summative (assessment OF learning)

Assessment(s)

Teacher Resources

WEEKS 1-6 STANDARDS FOR READING

FOUNDATIONAL SKILLS

PRINT CONCEPTS

RF.1.1

Demonstrates understanding of the organization and basic features of print.

RF1.1a

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

PHONOLOGICAL AWARENESS

RF.1.2Demonstrate understanding of spoken words, syllables, and sound (phonemes).

RF.1.2aDistinguish long from short vowel sounds in spoken single-syllable words.

RF.2bOrally produce single-syllable words by blending sounds (phonemes) including consonant blends.

I can identify parts of a sentence – capitalized first word, end punctuation.

I can tell the difference between long and short vowel sounds in spoken words.

I can blend sounds to say one syllable words.

I can pronounce the beginning sound in one syllable words.

RF1.2cIsolate and pronounce initial, medial vowel, and final sound (phonemes) in spoken single syllable words.

RF1.2dSegment spoken single-syllable words into their complete sequence of individual sound (phonemes).

PHONICS AND WORD RECOGNITION

RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words.

RF1.3bDecode regularly spelled one-syllable words.

FLUENCY

RF.1.4Read with sufficient accuracy and fluency to support comprehension.

RF.1.4aRead on-level text with purpose and understanding.

RF.1.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary

I can pronounce the middle sound in one syllable words.I can pronounce the ending sound in one syllable words.

I can segment one syllable words into their individual sounds.

I can decode one syllable words.

I can read first grade text with purpose and understanding.

I can use strategies to understand unknown words.

I can ask questions about important details

READING LITERATURE STANDARDS

KEY IDEAS AND DETAILS

RL.1.1Ask and answer questions about key details in a text

RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.3Describe characters, settings, and major events in a story, using key details.

CRAFT AND STRUCTURE

RL.1.4Identify words and phrases in stories or poems that suggest feeling or appeal to the senses.

INTEGRATION OF KNOWLEDGE AND IDEAS

RL.1.7Use illustrations and details in a story to describe its characters, setting, or events.

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

in a text.I can answer questions about important details in a text.

I can retell a story and include important details.I can tell the central message of a story.

I can use details to describe characters from a story.I can use details to describe the setting of a story.I can use details to describe the major events in a story.

I can identify words or phrases in a text that relate to my senses and feelings.

I can use illustrations to describe a story’s characters.I can use illustrations to describe a story’s ending.I can use illustrations to describe a story’s main events.

I can read first grade stories and poems.

RL.1.10With prompting and support, read prose and poetry of appropriate complexity for grade 1.

WRITING STANDARDS

PRODUCTION AND DISTRIBUTION OF WRITING

W.1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

RESEARCH TO BUILD AND PRESENT KNOWLEDGE

W.1.7Participate in shared research and writing projects (e.g., explore a number of “how- to” books on a given topic and use them to write a sequence of instructions).

W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

I can respond to my peers’ questions or suggestions to strengthen my writing.I can add details to strengthen my writing.

I can use digital tools to produce and publish my work.

I can participate in research projects with my classmates.

I can use provided sources to find information.

READING – INFORMATIONAL STANDARDS

KEY IDEAS AND DETAILS

RI.1.1

Ask and answer questions about key details in a text.

RI1.1.2Identify the main topic and retell key details of a text.

CRAFT AND STRUCTURE

RI.1.4Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

INTEGRATION OF KNOWLEDGE AND IDEAS

RI.1.7Use the illustrations and details to describe its key ideas.

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

RI1.10With prompting and support, read informational texts appropriately

I can identify the main topic of a text. I can retell key details of a text.

I can ask questions to determine or clarify the meaning of words or phrases.I can answer questions to determine or clarify the meaning of words or phrases.

I can use various test features to locate information.

I can use illustrations to describe key details in a text.

I can read informational text appropriate for first grade.

complex for grade 1.

LANGUAGE STANDARDS

CONVENTIONS OF STANDARD ENGLISH

L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L1.1aPrint all upper- and lowercase letters

L1.1cUse singular and plural nouns with matching verbs in basic sentences (e.g., He Hops; We hop).

L1.1fUse frequently occurring adjectives.

L1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L1.2aCapitalize dates and names of people.

L1.2bUse end punctuation for sentences.

L1.2dUse conventional spelling for word with common spelling patterns and for frequently occurring irregular

I can print all uppercase letters.I can print all lower case letters.

I can use verbs and nouns that match tense.

I can use adjectives. (describing words)

I can capitalize dates.I can capitalize names of people.

I can use end punctuation

I can spell first grade words correctly.

I can spell words I don’t know by sounding them out.

words.

L1.2eSpell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

VOCABULARY ACQUISTION AND USE

L.1.5With guidance and support from adults, demonstrate understand of word relationships and nuances in word meanings.

L1.5aSort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L1.5c

Identify real life connections between words and their use (e.g., note places at home that are cozy.)

L1.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

SPEAKING AND LISTENING STANDARDS

COMPREHENSION AND COLLABORATION

I can sort words into categories and explain what the category represents.

I can identify a real-life application of a word.

I can use words and phrases that I learn through listening and reading.

I can follow class rules for discussions.

Sl.1.1

Participate in collaborative conversations with diverse partner about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.1a.

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.1.1b

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

SL.1.1c

Ask questions to clear up any confusion about the topics and texts under discussion

SL.1.2

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.3

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

I can continue a conversation that we started the day before.

I can ask questions to clear up my confusion about a text.

I can show I understand what I read, hear, and/or see by asking and answering questions.

I can ask/or answer a question to seek help or clarify my understanding.

I can describe people, places, things, and events with relevant details.

I can add drawings to a description to provide information.

I can use complete sentences when

PRESENTATION OF KNOWLEDGE AND IDEAS

SL.1.4

Describe people, places, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.1.6

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

appropriate.

WEEKS

7 - 12

STANDARDS FOR READING FOUNDATIONAL SKILLS

PHONICS AND WORD RECOGNITION

RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3aKnow the spelling-sound correspondences for common consonant digraphs.

RF.1.3dUse knowledge that every syllable must have a vowel sound to

I can match a sound to the correct consonant digraph.

I can count the number of syllables in a word by realizing that each syllable has a vowel sound.

determine the number of syllables in a printed word.

RF.1.3eDecode two-syllable words following basic patterns by breaking the words into syllables.

RF.1.3gRecognize and read grade appropriate irregularly spelled words.

FLUENCY

RF.1.4Read with sufficient accuracy and fluency to support comprehension.

RF.1.4bRead on-level text orally with accuracy, appropriate rate, and expression on successive readings.

READING – LITERATURE STANDARDS

CRAFT AND STRUCTURE

RL.1.6Identify who is telling the story at various points in a text.

WRITING STANDARDS

TEXT TYPES AND PURPOSES

W.1.3Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use

I can decode two-syllable words by breaking the syllables apart.

I can read first grade irregularly-spelled words.(sight words)

I can read first grade text with purpose and understanding.

I can read first grade text with accuracy and expression.

I can identify who is telling a story.

I can write a narrative piece where I: a – retell about two evens in order, b – give some details about the events in order, and c – provide some sense of closure.

temporal words to signal event order, and provide some sense of closure.

READING – INFORMATIONAL STANDARDS

CRAFT AND STRUCTURE

RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

LANGUAGE STANDARDS

CONVENTIONS OF STANDARD ENGLISH

L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L.1.1bUse common, proper, and possessive nouns.

L1.1dUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they them their; anyone, everything).

L1.1eUse verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home.)

L1.1i.

I can tell whether I got information from the text or from illustrations.

I can use different types of nouns. (common, proper, possessive)

I can use pronouns.

I can use verbs to show past, present, and future.

I can use prepositions. (position words)

Use frequently occurring prepositions (e.g., during, beyond, toward).

VOCABULARY ACQUISITION AND USE

L1.5With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

L.1.5bDefine words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes.)

I can define a word by its category and an attribute.

WEEKS 13 - 18

STANDARDS FOR READING FOUNDATIONAL SKILLS

PHONICS AND WORD RECOGNITION

RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3cKnow final –e and common vowel team conventions for representing long vowel sounds.

RF.1.3fRead words with inflectional endings.

READING – LITERATURE STANDARDS

CRAFT AND STRUCTURE

I can represent long vowel sounds with the most common patterns.

I can read words with inflectional endings.

I can use various text features to locate

Rl.1.5Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

INTEGRATION OF KNOWLEDGE AND IDEAS

RL.1.9Compare and contrast the adventures and experiences of characters in stories.

WRITING STANDARDS

TEXT TYPE AND PURPOSE

W.1.2Write informative/explanatory texts in which they name a topic; supply some facts about the topic, and provide some sense of closure.

READING – INFORMATIONAL STANDARDS

INTEGRATION OF KNOWLEDGE AND IDEAS

RI.1.9Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

LANGUAGE STANDARDS

CONVENTIONS OF STANDARD ENGLISH

information.

I can compare and contrast the adventures of familiar characters in different stories.

I can write an informative piece where I: a - name a topic, b - give some facts about the topic, and c - provide some sense of closure.

I can identify similarities and/or differences between two texts on the same topic.

I can use conjunctions. (connecting words.)

L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1gUse frequently occurring conjunctions (e.g., and, but, or, so, because).

L.1.1hUse determiners (e.g., articles, demonstratives).

VOCABULARY ACQUISITION AND USE

l.1.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

L.1.4a.Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.4bUse frequently occurring affixes as a clue to the meaning of a word.

L.1.4cIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L.1.5With guidance and support from

I can use determiners. (identifying words –a, an, the , some, many, each)

I can use context clues to figure out word meanings.

I can use prefixes and/or suffixes to figure out word meanings.

I can identify inflectional forms of a root word (look – looks, looked, looking).

I can distinguish shades of meaning among verbs and adjectives by defining, choosing or acting them out.

adults, demonstrate understanding of word relationships and nuances in word meanings.

L.1.5dDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

WEEKS 19 - 24

WRITING STANDARDS

TEXT TYPES AND PURPOSES

W1.1Write opinion pieces in which they introduce the topic or name the book they are writing about, state and opinion, supply a reason for the opinion, and provide some sense of closure.

READING – INFORMATIONAL STANDARDS

KEY IDEAS AND DETAILS

RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.

INTEGRATION OF KNOWLEDGE AND IDEAS

RI.1.8Identify the reasons an author gives

I can write an opinion piece where I: a – give a topic or name of a book, b – provide an opinion on the topic, c - give a reason to support my opinion, and d – provide some sense of closure.

I can identify the reason an author gives to support his/her points.

to support points in a text.

LANGUAGE STANDARDS

CONVENTIONS OF STANDARD ENGLISH

L.1.1Demonstrates command of the conventions of standard English grammar and usage when writing or speaking.

l.1.1JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in responses to prompts.

L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.1.2cUse commas in dates and to separate single words in a series.

I can use various types of sentences.

I can use commas in dates.I can use commas to separate words in a series.

WEEKS

25 - 30

WRITING STANDARDS

TEXT TYPES AND PURPOSES

W.1.3Write narratives in which they recount two ore more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

I can write a narrative piece where I: a – retell about two events in order b – give some details about the events in order, and c – provide some sense of closure.

All standards should continue toward mastery.

WEEKS

31 - 36

WRITING STANDARDS

TEXT TYPES AND PURPOSES

W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

All standards should be at the mastery level during weeks 31-36.

I can write an informative piece where I: a – name a topic, b – give some facts about the topic, and c – provide some sense of closure.