2009 – 2010 ELA Elementary Pacing Guide and Assessment Blueprint

Second Grade (Revised Pacing Guide - August 11, 2009)

Oakland Unified School District OCR Pacing 2009-2010 Second Grade August/September 2009 M

T 31

GS01

W 1

GS02 7

Holiday

GS10

8

GS11

28

M

T

10

16

11 GS09

17 GS13

23

18 GS14

24

U1L1D1 Ant and the 29

U1L1D5 Ant and the

4 GS05

GS08

GS12

Unit 1 Opener

U1L1D4 Ant and the

3

9

22

F

GS04

GS07 15

21 GS15

2 GS03

GS06 14

Th

U1L1D2 Ant and the

25 U1L1D3 Ant and the

30 U1L2D1 Come Back, Jack!

Unit 1 – Sharing Stories August 31 – October 29 Lesson Title 1-5 Getting Started 6-10 Getting Started (Continued) 11-15 Getting Started (Continued) Unit 1 Opener 1 Ant and the Three Little Pigs (U1L1) 2 Come Back, Jack! (U1L2) 3 The Library (U1L3) 4 Story Hour – Starring Megan! (U1L4) 5 Tomas and the Library Lady (U1L5) Unit 1 Wrap up

Days 5 5 5 1 5 5 5 5 5 1

*Benchmark Assessment Window: Oct 19-Oct 30 SCAN RESULTS BY 10/30/09

October 2009 W

Th

F 1

5 6 U1L2D4 U1L2D5 Come Back, Jack! Come Back, Jack! 12 13 U1L3D3 U1L3D4 Library Library 19 20 U1L4D3 U1L4D4 Story Hour Story Hour 26 27 U1L5D3 U1L5D4 Tomas and the Tomas and the

7 U1L3D1 Library 14 U1L4D5 Library 21 U1L4D5 Story Hour 28 U1L5D5 Tomas and the

2 U1L2D2 U1L2D3 Come Back, Jack! Come Back, Jack! 8 9 U1L3D2 Library Planning Day 15 16 U1L4D1 U1L4D2 Story Hour Story Hour 22 23 U1L5D1 U1L5D2 Tomas and the Tomas and the 29 30 Unit 1 Unit 2 Wrap Up Opener

Unit 2 – Kindness October 30 – January 8 Lesson

1 2 3 4 5 6 7

Title Unit 2 Opener Mushroom in the Rain (U2L1) The Elves and the Shoemaker (U2L2) The Paper Crane (U2L3) Butterfly House (U2L4) Corduroy (U2L5) The Story of Three Whales (U2L6) Cinderella (U2L7) Unit 2 Wrap up

Days 1 5 5 5 4 5 5 4 1

*Benchmark Assessment Window: Dec 7 -Dec 18 SCAN RESULTS BY 12/18/09

November 2009 M

T 2

W 3

Th 4

F 5

6 U2L1D1 U2L1D2 U2L1D3 U2L1D4 U2L1D5 Mushroom in the Mushroom in the Mushroom in the Mushroom in the Mushroom in the 9 10 11 12 13 U2L2D1 U2L2D2 Holiday U2L2D3 U2L2D4 Elves and the Elves and the Elves and the Elves and the 16 17 18 19 20 U2L2D5 U2L3D1 U2L3D2 U2L3D3 U2L3D4 Elves and the Paper Crane Paper Crane Paper Crane Paper Crane Thanksgiving Recess 11/23 - 11/27

1

Oakland Unified School District OCR Pacing 2009-2010 Second Grade December 2009 M

T 30

U2L3D5 Paper Crane 7 U2L5D1 Corduroy 14 U2L6D1 Story of Three

W

Th

1

F

2

3

4 U2L4D1 U2L4D2 U2L4D3 U2L4D4 AND D5 Butterfly House Butterfly House Butterfly House Butterfly House 8 9 10 11 U2L5D2 U2L5D3 U2L5D4 U2L5D5 Corduroy Corduroy Corduroy Corduroy 15 16 17 18 U2L6D2 U2L6D3 U2L6D4 U2L6D5 Story of Three Story of Three Story of Three Story of Three Winter Recess 12/21 - 1/1

January 2010 M

Unit 3 – Look Again

T

4 U2L7D1 Cinderella 11 Unit 3 Opener

W Th Winter Recess 12/24 - 1/1 5 6 7 U2L7D2 U2L7D3 U2L7D4 AND 5 Cinderella Cinderella Cinderella 12 13 14 U3L1D1 U3L1D2 U3L1D3

F

January 11 – February 26 Lesson

8 Unit 2 Wrap Up 15 U3L1D4

I See Animals Hiding I See Animals Hiding I See Animals Hiding I See Animals Hiding

18

19 U3L1D5

Holiday

I See Animals Hiding

25 U3L2D4 They Thought They Saw Him

20 U3L2D1

21 U3L2D2

22 U3L2D3

They Thought They Saw Him They Thought They Saw Him They Thought They Saw Him

26

27

28

29

U3L2D 5

U3L3D1

U3L3D2

U3L3D3

They Thought They Saw Him

Hungry Little Hare

Hungry Little Hare

Hungry Little Hare

1 2 3 4 5 6

Title Unit 3 Opener I See Animals Hiding (U3L1) They Thought They Saw Him (U3L2) Hungry Little Hare (U3L3) How to Hide an Octopus…Creatures (U3L4) How the Guinea Fowl Got Her Spots (U3L5)

Animal Camouflage (U3L6) Unit 3 Wrap Up

Days 1 5 4 5 5 5 5 1

*Benchmark Assessment Window: Feb 16 - Feb 26 SCAN RESULTS BY 2/26/10

2

Oakland Unified School District OCR Pacing 2009-2010 Second Grade February 2010 M

T

W

1 U3L3D4

Planning Day

3 U3L3D5

Hungry Little Hare

8 U3L4D3

Th

2

U3L4D1

Hungry Little Hare

9 U3L4D4

F 4

5 U3L4D2

How to Hide an Octopus How to Hide an Octopus

10 U3L4D5

11 U3L5D1

12 U3L5D2

How to Hide an Octopus How to Hide an Octopus How to Hide an Octopus How the Guinea Fowl How the Guinea Fowl

15

16 U3L5D3

Holiday

17 U3L5D4

18 U3L5D5

19

March 1 – April 21

How the Guinea Fowl How the Guinea Fowl How the Guinea Fowl Animal Camouflage

22 U3L6D2

23 U3L6D3

24 U3L6D4

25 U3L6D5

Animal Camouflage Animal Camouflage Animal Camouflage Animal Camouflage

T 1

Unit 4 Opener

W 2

U4L1D1

Th 3

U4L1D2

Unit 3 Wrap Up

1 2 3

F 4

U4L1D3

Lesson

26

March 2010 M

Unit 4 – Fossils

U3L6D1

5 U4L1D4

4 5 6

Title Unit 4 Opener Fossils Tell of Long Ago (U4L1) The Dinosaur Who Lived in My Backyard (U4L2)

Dinosaur Fossils (U4L3) Why Did the Dinosaurs Disappear? (U4L4)

Monster Tracks (U4L5) Let’s Go Dinosaur Tracking (U4L6) Unit 4 Wrap up

Days 1 5 5 5 5 5 5 1

Fossils Tell of Long Ago Fossils Tell of Long Ago Fossils Tell of Long Ago Fossils Tell of Long Ago

8 U4L1D5

9 U4L2D1

Fossils Tell of Long Ago

10 U4L2D2

11 U4L2D3

12 U4L2D4

Dinosaur Who Lived Dinosaur Who Lived Dinosaur Who Lived Dinosaur Who Lived

15

16 17 18 19 U4L3D1 U4L3D2 U4L3D3 U4L3D4 Dinosaur Who Lived Dinosaur Fossils Dinosaur Fossils Dinosaur Fossils Dinosaur Fossils 22 23 24 25 26 U4L3D5 U4L4D1 U4L4D2 U4L4D3 U4L4D4 Dinosaur Fossils Why Did the Dinosaurs… Why Did the Dinosaurs… Why Did the Dinosaurs… Why Did the Dinosaurs… 29 30 31 U4L4D5 U4L5D1 Holiday Why Did the Dinosaurs… Monster Tracks U4L2D5

3

Oakland Unified School District OCR Pacing 2009-2010 Second Grade April 2010 M

T

W

Th

F 1

2 U4L5D2 U4L5D3 Monster Tracks Monster Tracks SPRING RECESS 4/6-4/12 12 13 14 15 16 U4L5D4 U4L5D5 U4L6D1 U4L6D2 U4L6D3 Monster Tracks Monster Tracks Let's Go Dinosaur Tracking Let's Go Dinosaur Tracking Let's Go Dinosaur Tracking 19 20 21 22 23 U4L6D4 U4L6 D5 Unit 4 Unit 6 U6L1D1 Let's Go Dinosaur Tracking Let's Go Dinosaur Tracking Wrap Up Opener First Americans 26 27 28 29 30 U6L1D2 U6L1D3 U6L1D4 U6L1D5 U6L2D1 First Americans First Americans First Americans First Americans New Hope

Lesson

May 2010

7

M

T

W

3

4 U6L2D3 New Hope

U6L2D2 New Hope 10 U6L3D2 Place Called

Th 5

U6L2D4 New Hope 11

U6L3D2 Place Called

F 6

U6L2D5 New Hope 12

U6L3D3 Place Called

13 U6L3D4 Place Called

17 18 19 20 U6L4D1 U6L4D2 U6L4D3 U6L4D4 Statue of Liberty Statue of Liberty Statue of Liberty Statue of Liberty 24 25 26 27 U6L5D1 U6L5D2 U6L5D3 U6L5D4 Butterfly Seeds Butterfly Seeds Butterfly Seeds Butterfly Seeds 31

7 U6L3D1 Place Called 14 U6L3D5 Place Called 21 U6L4D5 Statue of Liberty 28

Unit 6 – Our Country and Its People April 22 – June 17

1 2 3 4 5 6

Title Unit 6 Opener The First Americans (U6L1) New Hope (U6L2) A Place Called Freedom (U6L3) The Butterfly Seeds (U6L5) A Piece of Home (U6L6)

Days 1 6 7 7 5 5 5

Jalapeno Bagels (U6L7) Unit 6 Wrap-Up

5 1

The Story of the Statue of Liberty (U6L4)

*Benchmark Assessment Window: March 30 - June 17 SCAN RESULTS BY 6/17/10

Holiday

Holiday

June 2010 M

T

W 1

Th

F

4 U6L6D2 U6L6D3 Piece of Home Piece of Home 7 8 9 10 11 U6L6D4 U6L6D5 U6L7D1 U6L7D2 U6L7D3 Piece of Home Piece of Home Jalapeno Bagels Jalapeno Bagels Jalapeno Bagels 14 15 16 17 18 U6L7D4 U6L7D5 Unit 6 Yearly Jalapeno Bagels Jalapeno Bagels Wrap-Up Wrap-Up U6L5D5 Butterfly Seeds

2

U6L6D1 Piece of Home

3

Key: D: Day GS: Getting Started L: Lesson U: Unit Comments: [email protected]

4

2009-2010 OUSD ELA Assessment Blueprint: Grade 2

Grade 2 Word Analysis, Fluency, and Systematic Vocabulary Development 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. 1.1 Decoding and Word Recognition: recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading 1.2 Decoding and Word Recognition: apply knowledge of basic syllabication rules when reading (e.g., v/cv = su/per, vc/cv = sup/per) 1.3 Decoding and Word Recognition: decode twosyllable nonsense words and regular multi-syllable words 1.4 Decoding and Word Recognition: recognize common abbreviations (e.g., Jan., Sun., Mr., St.) 1.5 Decoding and Word Recognition: identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives) 1.6 Decoding and Word Recognition: read aloud fluently and accurately, and with appropriate intonation and expression 1.7 Vocabulary and Concept Development: understand and explain common antonyms and synonyms 1.8 Vocabulary and Concept Development: use knowledge of individual words in unknown compound words to predict their meaning 1.9 Vocabulary and Concept Development: know the meaning of simple prefixes and suffixes (e.g., over-, un-, ing, -ly) 1.10 Vocabulary and Concept Development: identify simple multiple-meaning words

*Includes a sample item.

Fall Due Oct 30 14

MidYr Due Dec 18 13

4*

4*

4*

# Questions Spring EOC CST Due Due Apr 26 Feb 26 June 17 May 21 13 16 22 (34%)

3

4*

4*

3

3

1 3

3

3

3

2

3

3

3

2

3

3

3

2

3

3

3

3

1

2009-2010 OUSD ELA Assessment Blueprint: Grade 2

Grade 2 Reading Comprehension 2.0 READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-levelappropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal.

2.1 Structural Features of Informational Materials: use titles, tables of contents, and chapter headings to locate information in expository text 2.2 Comprehension and Analysis of Grade-LevelAppropriate Text: state the purpose in reading (i.e., tell what information is sought) 2.3 Comprehension and Analysis of Grade-LevelAppropriate Text: use knowledge of the author’s purpose(s) to comprehend informational text 2.4 Comprehension and Analysis of Grade-LevelAppropriate Text: ask clarifying questions about essential textual elements of exposition (e.g., why, whatif, how) 2.5 Comprehension and Analysis of Grade-LevelAppropriate Text: restate facts and details in the text to clarify and organize ideas 2.6 Comprehension and Analysis of Grade-LevelAppropriate Text: recognize cause-and-effect relationships in a text 2.7 Comprehension and Analysis of Grade-LevelAppropriate Text: interpret information from diagrams, charts, and graphs 2.8 Comprehension and Analysis of Grade-LevelAppropriate Text: follow two-step written instructions

*Includes a sample item.

Fall Due Oct 30 3

MidYr Due Dec 18 10

3

3

# Questions Spring EOC CST Due Due Apr 26 Feb 26 June 17 May 21 7 9 15 (23%)

1

2

2

4*

4*

6

3

3

3

3

3

2

2

2

2009-2010 OUSD ELA Assessment Blueprint: Grade 2

Grade 2 Literary Response and Analysis 3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. 3.1 Narrative Analysis of Grade-Level-Appropriate Text: compare and contrast plots, settings, and characters presented by different authors

Fall Due Oct 30 6

3

3

3

3.4 Narrative Analysis of Grade-Level-Appropriate Text: identify the use of rhythm, rhyme, and alliteration in poetry

3

Written and Oral English Language Conventions 1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level. 1.1 Sentence Structure: distinguish between complete and incomplete sentences 1.2 Sentence Structure: recognize and use the correct word order in written sentences 1.3 Grammar: identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking 1.4 Punctuation: use commas in the greeting and closure of a letter and with dates and items in a series

14

*Includes a sample item.

# Questions Spring EOC Due Due Feb 26 June 17 6 6

3

CST Apr 26 May 21 6 (9%)

2

1

3.2 Narrative Analysis of Grade-Level-Appropriate Text: generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives 3.3 Narrative Analysis of Grade-Level-Appropriate Text: compare and contrast different versions of the same stories that reflect different cultures

1.5 Punctuation: use quotation marks correctly 1.6 Capitalization: capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people

MidYr Due Dec 18 3

3

3

1

2

10

10

7

14 (22%)

2 0 4*

3

4*

2

3

2

3 3

3

2 2

3

2009-2010 OUSD ELA Assessment Blueprint: Grade 2

Grade 2 1.7 Spelling: spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why)

Fall Due Oct 30 3

MidYr Due Dec 18 4*

# Questions Spring EOC Due Due Feb 26 June 17

CST Apr 26 May 21 2

1.8 Spelling: spell basic short-vowel, long-vowel, rcontrolled, and consonant-blend patterns correctly Writing Strategies 1.0 WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (i.e., pre-writing, drafting, revising, editing successive versions).

4*

1.1 Organization and Focus: group related ideas and maintain a consistent focus 1.2 Penmanship: create readable documents with legible handwriting 1.3 Research: understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas)

4*

1.4 Evaluation and Revision: revise original drafts to improve sequence and provide more descriptive detail

3

4*

3

3

3

44

43

43

45

65

TOTALS

*Includes a sample item.

7

7

3

4*

2

7

7

8 (12%)

4*

4*

3

3

2

4