Second Grade
Reading/Writing Standards Pacing Chart
2nd Nine Weeks

Phonemic Awareness, Word Recognition and Fluency

      I can read regularly spelled multi-syllable words by sight.
      I can segment letters, blends, and syllable sounds.
      I can read text using fluid and automatic decoding skills.
      I can read passages with fluency, voice and expression. 
Acquisition of Vocabulary
      I can use word order and context clues to read unknown words.
      I can identify synonyms and antonyms.
      I can classify words into categories. (colors, fruits, vegetables)
      I can read high frequency words. (200)
      I can read homographs aloud in context.  
      I can determine the meaning of compound words.
      I can identify contractions and abbreviations.
Concepts of Print, Comprehension Strategies and  Self-Monitoring Strategies
      I can summarize text by recalling main idea/detail.
      I can monitor comprehension. (Does it make sense?)
      I can monitor comprehension-errors and self corrections.
      I can choose independent reading materials.
Literary Text
      I can retell the plot of a story.
      I can distinguish between stories, poems, plays, fairy tales and fables.
Writing Process
      I can develop a main idea for writing.
      I can develop a beginning, middle, and end.
      I can use interrogative sentence. (?)
      I can include transition words: first, next, but, then, because.
      I can use language for writing different than oral language. (books)
      I can reread and assess writing (checklists, writer's circle).
      I can proofread writing using a checklist.
Writing Applications
      I can write responses to stories by comparing text.
Writing Conventions
      I can spell words with blends/diagraphs.
      I can spell regularly used high frequency words .
      I can use spelling patterns and rules. (ie: e-ing)
      I can use spelling strategies. (word wall, lists, basewords, affixes)
      I can use personal pronouns. (I, you, we)

Page updated April 12, 2006