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A Correlation of

Scott Foresman Reading Street

©2008

to the

Common Core Georgia Performance Standards

(CCGPS)

Grade 2

Scott Foresman Reading Street © 2008 to the

Common Core Georgia Performance Standards (CCGPS) Grade 2

INTRODUCTION

This document demonstrates how Scott Foresman Reading Street © 2008 meets the objectives of the Common Core Georgia Performance Standards (CCGPS). Correlation page references are to the Teacher’s Edition. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Scott Foresman Reading Street is a comprehensive core reading program for Pre-Kindergarten through Grade Six that is built on the latest SBRR (Scientifically Based Reading Research). The instructional architecture prioritizes and closely monitors acquisition of the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Literature Reading Street provides a rich variety of genres that include a balance of fiction and nonfiction. Content-area connections support science and social studies instruction every week. With a greater emphasis on informational text, Reading Street prepares students for the kinds of selections they will encounter on state assessments. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decision. Progress is monitored during instruction and identifies students’ needs along the way. The Unit Benchmark Test measures student performance and can be used to regroup. The End-of-Year Benchmark Test gives a summative assessment and shows how far students have come. Differentiated Instruction Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Each unit gives a clear road map to differentiate instruction for On-Level, Strategic Intervention (below level), and Advanced readers. Group Time throughout each lesson provides scaffolded instruction for all readers. Built-in lessons for Strategic Intervention and Advanced learners supplement core instruction every day. Weekly Leveled Readers and Leveled Practice help every student practice and apply comprehension skills and vocabulary in appropriate texts. ELL Instruction Reading Street paves the way with highly focused ELL instruction, practice, and resources to meet all proficiency levels and provides an ELL Reader every week to build vocabulary, provide text support, and enrich language skills.

2 SE = Student Edition TE = Teacher’s Edition



Table of Contents

..... 10

19

5

30

Second Grade Reading Literary (RL) ...................................................................... 4

Second Grade Reading Informational (RI) ......................................................

Second Grade Reading Foundational (RF) ............................................................ 15

Second Grade Writing (W) ...................................................................................

Second Grade Speaking and Listening (SL) .......................................................... 2

Second Grade Language (L) .................................................................................




Common Core Georgia Performance Standards – G

Scott Foresman eading Street © 2008 rade 2 R

Second Grade Reading Literary (RL) Key Ideas and Details ELACC2RL1: Ask and answer such SE 1: 36, 88, 150, 182, 212, 243, 274, questions as who, what, where, when, why, 303, 338, 366, 395, 418, 452; 2: 31, 116,

TE 1: 35a, 87a, 148–149; 2: 181a, 210–

115, 141a; 5: 171a, 201a, 225a, 255c,

included as children read each selection.

detcreate their own questions as they monitor

and how to demonstrate understanding of key details in a text.

142, 172, 202, 226, 256, 284, 314, 344, 368, 402, 426

211, 242, 272–273, 302; 3: 336–337, 364–365, 394a, 417a, 450–451; 4: 30, 114–

282–283; 6: 313a, 343a, 367a, 401a, 425a Instruction and practice in this skill is

Children answer questions about the key ails and events in the selection and

and clarify the content of the selection they are reading.

ELACC2RL2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

SE 1: 36–37, 88–89, 150–151, 182–183, 212–213, 243–244, 274–275, 303–304, 338–339, 366–367, 395–396, 418–419, 452–453; 2: 31–32, 116–117, 142–143, 172–173, 202–203, 226–227, 256–257, 284–285, 314–315, 344–345, 368–369, 402–403, 426–427 TE 1: 36g, 88g, 150g; 2: 182g, 212g, 243g, 274g, 303g; 3: 338g, 366g, 395g, 418g, 452g; 4: 31g, 116g, 142g; 5: 172g, 202g, 226g, 256g, 284g; 6: 314g, 344g, 368g, 402g, 426g Retelling Strip on the Reader Response page in the Student Edition can be used to help children retell the selection and include the central message or main ideas, presenting this information in the sequence found in the selection. The Teacher’s Edition instruction for the Think and Share and Reader Response page at the end of each selection provides suggestions to apply and extend retelling skills. The instructional plan offers an opportunity to identify the features of the genre as well as derive meaning from its lesson or moral. As an example of treatment for a primary selection in the program, see SE 1: 222–242; TE 2: 222–242. The Teacher’s Edition




Common Core Georgia Performance Standards – Grade 2

Scott Foresman Reading Street © 2008

(Continued) ries, including

ures, identifies the characteristics of a folk tale.

program, see SE 1: 246–

ent y

ELACC2RL2: Recount stofables and folktales from diverse cultand determine their central message, lesson, or moral.

(Continued)

Then children read the tale, answer questions as they read, and retell the tale. As an example of treatment for a paired selection in the 249; TE 2: 246–249. The Student and Teacher’s Editions identify the characteristics of a fable, including the moral. Then children read a fable and answer Reader Response questions in the StudEdition to paraphrase the fable and identifits lesson.

ELACC2RL3: Describe how characters in a story respond to major events and challenges. , 226, 256, 284, 314, 368,

26

7, 9, 7,

Comprehension Skill

s to key events and

k

SE 1: 36, 88, 150, 182, 212, 243, 274, 303, 338, 366, 395, 418, 452; 2: 31, 116, 142, 172, 2024TE 1: 35a, 87a, 146–147; 2: 178–179, 202–203, 242, 262–263, 302; 3: 336–33356–357, 394a, 417a, 450–451; 4: 18–1104–105, 141a; 5: 171a, 201a, 220–221,240–241, 276–277; 6: 306–307, 356–35422–423 Character is a majordeveloped throughout the program. Student Edition pages and accompanying Teacher’s Edition lessons teach children how to identify and describe the characterand their responsesconflicts. These lessons are supported byskills and strategies questions in the Teacher’s Edition. Reader Response questions in the Student Edition checchildren’s ability to describe story elements, including character






Craft and Structure ELACC2RL4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythmmeaning in a story

and , poem, or song.

b ic

atopoeia, .

s Edition lessons introducing poetic

s.

SE 1: 38–39, 263, 398–399; 2: 62–63, 100–115, 194, 204–205 TE 1: 38e, 38–39; 2: 262–263; 3: 398e; 4:62e, 102–103; 5: 194–195, 204e; 6: 298The program uses sound devices and poetelements, including rhythm, rhyme, repetition, alliteration, and onomthat supply meaning in poetic selectionsTeacher’devices, guiding reading, and teaching literary skills help children derive meaning and explore language, rhythm, and rhyme in selection

ELACC2RL5: Describe the overall structure of a story, including describing how beginning in

the troduces the story and the

ending concludes the action.

35a, 44b; 3: 318e, 332–333, 403a, r,

elps children analyze character,

how

ion. n

d he

to

hroughout the selections for all genres, questions and activities guide children in discussing and writing about elements of the selections.

SE 1: 338–339, 418–419; 2: 31–33, 96–97, 116–117, 208–209, 226–227, 408–409,426–427 TE 1:404e, 414–415, 418g; 4: 26–27, 31g, 9696–97, 114–115, 116g; 5: 196–197, 208r, 208–209, 222–223, 226g, 255a; 6: 408r, 408–409, 422–423, 426g A major Comprehension Skill strand in the program hsetting, and plot. Lessons in the Student and Teacher’s Editions teach childrento identify and describe the characters, settings, and events. These lessons are supported by extended lessons and Story Structure sections in the Teacher’s EditIn addition, Reader’s Response questions ithe Student and Teacher’s Editions anGuiding Comprehension questions in tTeacher’s Edition check children’s abilitydescribe, analyze, synthesize, and evaluate story elements. T






ELACC2RL6: Acknowledge differences in g

TE 1: 150f, 151b, 155a; 2: 212f, 213b,

116f, 117b,

voices for different haracters, have children tell a familiar

the points of view of characters, includinby speaking in a different voice for each character when reading dialogue aloud.

215a, 243f, 245b, 249a; 3: 339b, 341b, 395f, 397b, 399a, 452f; 4: 121a, 142f, 143b, 147a; 5: 226f, 227b, 231a, 256f, 261a Characterization and expression/intonation are featured in Fluency lessons in the Teacher’s Edition. The teacher models reading with expression and differentiatingcharacters, children read along with the teacher, and then children read aloud without the teacher. See the Fluency lessonin TE 2: 243f, for example. To encourage using differentcstory such as “The Three Little Pigs,” adjusting their voice to bring each character alive.

Integration of Knowledge and Ideas ELACC2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

94, 408–417,

;

,

5,

examine

tions and analyze them in sponse to Guiding Comprehension

questions in the Teacher’s Edition.

SE 1: 18–35, 74–87, 134–149, 168–181, 196–211, 224–242, 258–273, 288–302, 322–337, 350–365, 378–3432–451; 2: 18–30, 102–115, 130–141, 160–171, 186–201, 214–225, 240–255, 270–283, 302–313, 328–343, 356–367, 382–401, 414–425 TE 1: 18–35, 35a, 74–87, 87a, 134–1492: 168–181, 181a, 196–211, 224–242, 258–273, 288–302; 3: 322–337, 350–365378–394, 394a, 408–417, 417a, 432–451; 4: 18–30, 102–115, 130–141, 141a; 5: 160–171, 171a, 186–201, 201a, 214–22225a, 240–255, 255a, 270–283; 6: 302–313, 313a, 328–343, 343a, 356–367, 367a,382–401, 401a, 414–425, 425a Throughout the program, children a variety of visuals in the selections to identify information to describe setting, characters, and plot. They use illustrations to preview selecre

ELACC2RL8: (Not applicable to literature) N/A






ELACC2RL9: Compare and contrast two omore versions of the same story (e.g., Cinderella stories) by different authors orfrom different cultures.

r

7,

) Make these books

nt

9,

399d, 417a; 5: 176–177, 204–205, 05d; 6: 346–347, 347d, 425a

The purpose of the Reading Across Texts

Many selections have a Meet the Author page. A selection’s Meet the Author page identifies additional books by the author of the selection. (See, for example, SE 1: 389, 151, 183, 213.available for children to read, and encourage them to compare the differeworks of the author. The following page references are for the Reading Across Texts features in the program: SE 1: 38–39, 340–341, 368–369; 2: 204–205, 346–347 TE 1: 38–39, 39d, 92–93, 93d, 144–145, 154–155; 2: 181a, 186–187, 208–209, 214–215, 230–231, 248–249, 268–26302; 3: 340–341, 356–357, 368–369, 369d, 2

questions in the Student Edition is to give children opportunities to compare two texts, a main selection and a paired selection, that have a related topic but aredifferent in other ways.






Range of Reading and Level of Text Complexity ELACC2RL10: By the end of the year, rand comprehend literature, including storieand poetry, in the grade

ead s

s 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ation.

e selections

5, 72–87, 132–149, 166–181,

5a, 72–87, 87a, 132–149;

n

ion and

Each fiction selection contains opportunities to read a literary text independently, proficiently, and fluently. Fluency lessons focus on accuracy, rate, phrasing, automaticity, and expression/inton(See, for example, TE 1: 87a; 4: 30.) Eachsub skill is applied to appropriatin a variety of reading activities. See the following representative pages: SE 1: 16–3194–211 TE 1: 16–35, 32: 166–181, 181a, 194–211, 211a Additionally, the Differentiated Instructio(DI) pages continue skill development as children read the ELL Reader and the Below-Level, On-Level, and Advanced Leveled Readers. Guided instructpractice are included on the DI pages thatfollow each selection. See, for example, TE1: DI•19, DI•39, DI•59.






Second Grade Reading Informational (RI) Key Ideas and Details ELACC2RI1: Ask and answer such questions as who, what, where, whand how to demonstrate understankey details in a text.

en, why, ding of

7,

124––

; 430–431

s children read each selection.

d

y

SE 1: 60, 120; 2: 60, 88, 93, 121, 14231, 289, 319, 373, 405, 431 TE 1: 58–59, 64–65, 90–93, 119a,125; 2: 186–187, 248–249, 278–279, 308309; 3: 340–341, 368–369, 456–457; 4: 34–39, 48–57, 59a, 72–85, 87a, 92–93, 120–121, 146–147; 5: 230–231, 288–2896: 318–319, 372–373, 404–405,Instruction and practice in this skill is included aChildren answer questions about the key details and events in each selection ancreate their own questions as they monitor and clarify the content of the selection theare reading.

ELACC2RI2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

3; 6: 372–373, 04–405

As part of their analysis of each informational text, children are asked to summarize the text. To do this, they are taught to distinguish main ideas from supporting details in the text and to describe the main ideas briefly in their own words.

SE 1: 60, 120 TE 1: 54–55, 60g, 64–65, 102–103, 108–109, 116–117, 120g; 2: 186–187; 3: 368–369; 4: 52–53, 59a, 72–74






ELACC2RI3: Describical events,

in

00–119, 120, 122–125, 184–187, 246–249, 276–

87, 88, 90–9,

,

: ,

the sequence of events or oncepts in the text. Text Structure

Teacher’s Edition also offer

e the connection SE 1: 46–59, 60, 62–65, 90–93, 1between a series of historscientific ideas or concepts, or stepstechnical procedures in a text.

279, 306–309, 340–341, 368–369, 454–457; 2: 34–39, 46–59, 60, 70–93, 118–121, 144–147, 228–231, 286–28316–319, 370–373, 404–405, 428–431 TE 1: 46–59, 60g, 62–65, 90–93, 100–119119a, 120g, 122–125; 2: 184–187, 246–249, 276–279, 306–309; 3: 340–341, 368–369, 454–457; 4: 34–39, 46–59, 59a, 70–87, 87a, 90–93, 118–121, 144–147; 5228–231, 286–289; 6: 316–319, 370–373404–405, 428–431 For each informational text selection, questions in the Student Edition and Teacher’s Edition direct children’s attention to identifying csections in the instruction and reinforcement in identifying and describing the events and concepts in an informational text.

Craft and Structure ELACC2RI4: Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area.

the

ented

in the daily activities to help them aster the use and meaning of the words.

Day 2 of each lesson plan in the Read and Comprehend section also contains Selection Vocabulary to help children learn the meanings of general academic words. See the following representative pages for the five-day lesson plan for one expository selection: SE 1: 50, 51, 52, 55 TE 1: 42m, 46a, 60b, 62b, 62–63, 66b

Each selection lesson plan contains Amazing Words, which are content-relatedwords dealing with the unit theme andspecific selection. The words are presin a variety of contexts and then used by childrenm






ELACC2RI5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electromenus, icons) to locate key facts or

nic

information in a text efficiently. :

dea

ts

SE 1: 50–51, 54–55, 64–65, 92–93, 102–119, 184–187, 248–249, 306–309, 340–341, 368–369; 2: 34–39, 158–171, 228–231, 404–405, 428–431 TE 1: 50–51, 54–55, 62–63, 90–91, 108–109; 2: 184–185, 246–247, 306–307; 3340e, 368e; 4: 34e; 5: 158–171, 228–231; 6: 404e, 404–405, 428–431 The program offers many opportunities in the Student and Teacher’s Editions for children to learn about and use text features and search tools to find information. Text features: Text Structure (main iand details, problem and solution, description, and sequence); Text Features (headings, captions, title, subheads); Parof a Book (glossary, index, chapter headings, title page)

ELACC2RI6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

, 112–113, 119a; 2: 08–309; 3: 340–341; 4: 54–55; 5: 234r,

234–235 r’s

SE 2: 234–235 TE 1: 56–57, 104–1053

Questions in the Student and TeacheEditions focus on the author’s purpose for writing. In addition, the Comprehension strand in the Teacher’s Edition includes lessons that help children identify the purpose of the text.






Integration of Knowledge and Ideas ELACC2RI7: Explain how specific im(e.g., a diagram showing how a machine works) contribute to and clarify a tex

ages

t.

9; –

e e the

derstand each selection. Questions in

g

SE 1: 62–65, 108–109, 340–341, 368–362: 34–39, 80–85, 158–171, 228–231, 404405, 428–431 TE 1: 62–63, 108–109; 3: 340e, 368e, 368–369, 425a; 4: 34e, 65a, 80–85, 95a; 5: 158–171, 228–231; 6: 404e, 404–405, 428–431, 433a Throughout the program, children are encouraged to look for information in thvisuals and in the text and to combininformation they find to better unand interpret the Student and Teacher’s Editions help children interpret graphics, includinillustrations, photographs, charts, diagrams, and time lines, and use them to understand the written text.

ELACC2RI8: Describe how reasons support E 1: 52–53; 2: 278–279; 3: 456–457; 4: 46–147; 6: 404–405

estions in both the Student

specific points the author makes in a text. T54–55, 82–83, 1Lessons for the comprehension skill cause and effect are included in the Teacher’s Edition. QuEdition and the Teacher’s Edition promptchildren to recognize and explain causes and effects in selections.

ELACC2RI9: Compares and contrast the most important points presented by two texts on the same topic.

319,

E 1: 64–65, 92–93, 124–125; 2: 186–187, 248–249, 278–279, 308–309; 3: 340–341, 368–369, 456–457; 4: 38–39, 62–63, 92–93, 120–121, 146–147; 5: 230–231, 288–289; 6: 318–319, 372–373, 404–405, 430–431 The Student Edition includes Reading Across Texts questions and Writing Across Text recommendations, which offer children opportunities to compare and contrast two texts, primary and paired selections, that focus on similar topics or themes.

SE 2: 39, 63, 93, 121, 147, 231, 289, 373, 405, 431 T






Range of Reading and Level of Text Complexity ELACC2RI10: By the end of the year, readand comprehend informational texts, including history/social studies, science,

and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

iciently, and fluently s

6: 373a.) In el,

5,

Each nonfiction selection contains several opportunities for children to read independently, profbeginning at Unit 1. Fluency lessons focuon accuracy, rate, phrasing, automaticity, and expression/intonation. (See, for example, TE 3: 341a; addition, the program offers Below-LevOn-Level, and Advanced Leveled Readers with directions for use provided in the Differentiated Instruction pages. See the following representative pages for two nonfiction selections: SE 1: 46–59, 100–119 TE 1: 46–59, 100–119, 119a, DI•2DI•27, DI•29, DI•45, DI•49, DI•51






Second Grade Reading Foundational (RF) Print Concepts Kindergarten and 1st grade only N/A

Phonological Awareness Kindergarten and 1st grade only N/A

Phonics and Word Recognition ELACC2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

ildren decode the

apply those skills

the llowing representative pages:

TE 1: 12q, 42q, 68q, 96q, 128q Decodable Practice Reader 1: 2–8; Decodable Practice Reader 2: 10–16 TE 4: 12q, 42q, 66q, 96q, 124q Decodable Practice Reader 16: 2–8; Decodable Practice Reader 17: 10–16

In the Teacher’s Edition, every selection includes introductory pages of Phonics Teach/Model Exercises. A Decodable Practice Reader reinforces the selection’s lessons. Each day introduces instructionand practice to help chwords independently andas they read the selection. This organization is found in all units. Seefo

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

TE 1: 12n, 12q, 13d, 14c, 40c, 42n, 42q, 43d, 44c, DI•65; 2: 282n, 282q, 283d, 284c; 3: 316n, 316q, 318c, 338c, 344n, 344q, 345d, 346c, 366c, 402n, 402q, 403d, 404c, 424c, DI•64; 4: 42n, 42q, 43b, 44c In the Teacher’s Edition, every selection includes introductory pages of Phonics Teach/Model Exercises. A Decodable Practice Reader reinforces the selection’s lessons. Each day introduces instruction and practice to help children decode the words independently and apply those skills as they read the selection. This organization is found in all units.






b. Know spelling-sounn vowel teams.

d, 303d, 306d, 310d; 3: 316p, 317d, 318d, 338d, 340d,

344p, 345d, 346d, 366d, 368d, 70d, 402p, 403d, 404d, 418d, 420d,

424d; 4: 42p, 43b, 44d, 60d, 62d, 64d, 7b, 68d, 88d, 90d, 94d, 96p, 97b,

8d, 116d, 118d, 122d, 124p, 125b, 126d, 127p, 142d, 144d, 148d; 5: 264p, 266d,

and on

i,

d correspondences for TE 2: 282p, 283d, 284additional commo

342d,3

66p, 69

284d, 286d, 290d Every week’s lesson focuses of phonics spelling concepts. Many lessons focuscommon vowel patterns, including digraphand diphthong patterns. Children learn todecode and spell words with oo, ew, oy, oou, ow as well as other patterns.

c. Decode regularly spelled two-syllable words with long vowels. , 316q,

6c, 368c, 04c–

nd ,

hildren are given the tools they need to

le

TE 1: 44c; 2: 282n–282o, 282q, 283d, 284a, 306c, 310c; 3: 316n–316o317d, 318c–318d, 340c, 346c, 36370c, 398c, 402n–402o, 402q, 403d, 4404d, 420c, 424c, 452c, DI•64, DI•65, DI•67; 6: 352a Every week’s lesson focuses on phonics aspelling concepts. By learning the patternscdecode and spell two-syllable words. Help children decode and spell two-syllabwords by dividing them into syllables anddecoding each syllable based on its spelling-sound pattern.

d. Decode words with common prefixes and suffixes.

c,

prefixes

ocabulary lessons. Children learn to decode the affix and base word syllables and to determine meaning by combining the meaning of the known word with the meaning of the affix.

SE 2: 68–69, 156–157 TE 4: 68–69, 69a, 88e, 90–91, 94b; 5: 156–157, 157a, 172e, 174–175, 180n–180o, 180q, 181b, 182c–182d, 204c, 206226c, 286–287, DI•65 The program focuses on decoding and deriving meanings of words withand suffixes in Word Structure and V






e. Identify words with inconsistent but common spelling-sound correspondences.

4p,

elling patterns and

it

oint out ords that have inconsistent spelling-sound

be

TE 4: 42p, 43b, 44d, 60d, 62d, 64d, 12125b, 126d, 127p, 142d, 144d, 148d; 5: 264p, 266d, 284d, 286d, 290d Every week’s lesson focuses on spellingconcepts, which are pretested, practiced,and post tested. The spelling concept alsoappears in the Differentiated Instruction (DI) pages at the end of the unit. These lessons focus on spgeneralizations. In addition, as part of the writing process, children proofread and edfor spelling, capitalization, punctuation, andgrammar. As children are reading selections such as “Iris and Walter” (SE 1: 16–35), pwcorrespondences. Often these words cangrouped with other words with the same spelling pattern.

f. Recognize and read grade-appropriate irregularly spelled words.

, a, 285a; 3: 319a, 347a,

workbook pages; nd tested again on Day 5. These lessons

s and the spelling

lled

eminded that they h

TE 1: 15a, 45a, 71a, 99a, 131a; 2: 165a193a, 221a, 255375a, 405a, 429a; 4: 42p, 43b, 44d, 60d, 62d, 64d, 124p, 125b, 126d, 127p, 142d, 144d, 148d; 5: 264p, 266d, 284d, 286d, 290d Each week in the Teacher’s Edition a spelling concept is pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strategies, andafocus on spelling patternof high-frequency words. Many high-frequency words are also irregularly spewords. A strategy is provided for learning the word. Children are rlearn to spell some words, such as laug(TE 5: 234p), by remembering the letters rather than by pattern.






Fluency ELACC2RF4: Read with sufficient accuracy and fluency to support comprehension.

d ects of

.

tive

35a, 36f, 39a, 40e, 42q, 58–59,

The program includes a carefully structuresequence that deals with all aspfluency. Lessons provide practice and assessment of accuracy and fluency, focusing on characterization, automaticity, phrasing, rate, and expression/intonationIn addition, the lessons include teacher modeling. See the following representaFluency pages for the first and second selections and their accompanying materials: TE 1: 12q, 60f, 65a, 66e

a. Read on-level text with purpose and understanding.

a g the selection.

his organization is found in all units. In

5, 77; 2: 34–35, 70–71, 184–185, 404–

4–70–71;

Each selection in the Student Edition and its accompanying Teacher’s Edition pages help children preview and predict and then setpurpose for readinTaddition, questions in the Teacher’s Editionchecks children’s comprehension during reading. See the following representative pages: SE 1: 16–17, 100–101, 132–133, 194–19276–2405 TE 1: 16–17, 100–101, 132–133; 2: 19195, 276–277; 3: 454–455; 4: 34e, 5: 184–185, 228–229; 6: 404e, 428–429

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

f,

a, 426f, 31a

Each selection contains opportunities to read with accuracy, appropriate rate, and expression beginning at Unit 1. Routines and practice techniques appear on the Teacher’s Edition pages.

TE 1: 36f, 39a, 60f, 65a, 88f, 93a, 120f, 125a, 150f, 155a; 2: 182f, 187a, 212215a, 243f, 249a, 274f, 279a; 3: 338f, 341a, 366f, 369a, 395f, 399a, 418f, 423a,452f; 4: 31f, 39a, 60f, 63a, 88f, 93a, 116f,121a, 142f, 147a; 5: 202f, 205a, 226f, 231a, 256f, 261a, 284f, 289a; 6: 314f, 319a, 347a, 368f, 373a, 402f, 4054






c. Use context to confirm or self-correct TE 1: 35a, 58–59, 87a, 119a, 148–149; 2:

51; 1a,

s, and ords. Through these lessons,

rds in context.

word recognition and understanding, rereading as necessary.

181a, 210–211, 242, 272–273, 302; 3: 336–337, 364–365, 394a, 417a, 450–44: 30, 59a, 87a, 114–115, 141a; 5: 17201a, 225a, 255a, 282–283; 6: 313a,343a, 367a, 401a, 425a The program’s Vocabulary strand in the Student and Teacher’s Editions provides lessons in using context to determine the meaning of words in context, including homonyms, multiple-meaning wordunfamiliar wchildren are given the skills to identify and understand wo

Second Grade Writing (W) Text Types and Purposes ELACC2W1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

rogram

ish

ndings to their own writing.

n, writing. These include a review of a

dition lessons guide children through the

ls f,

s, from writing prompt to finished e

ns n ask children to

tate their opinion about an issue or topic in writing. (See, for example, SE 1: 303.)

TE 3: 373c; 4: 43a, 97a, 141b; 5: 235a The Comprehension strand in the pprovides lessons for identifying fact and opinion. (See, for example, TE 4: 42r.) These lessons enable children to distingufacts and opinions and to apply their understaThe Write Now pages in the Student Edition present opportunities for persuasive, or opinioselection, a persuasive friendly letter, and apersuasive statement. The daily writing sections in the accompanying Teacher’s Ewriting process. The drafting and revising stages of writing lessons as well as modeand checklists either provide examples osupport the writing of, or remind children about the need for a conclusion as part of the structure of their writing. The Writing and Assessment pages in each unit guidechildren through a five-stage writing procesproduct. (See an example of a persuasivWriting and Assessment activity in TE 5: WA2–WA9.) In addition, Look Back and Write prompts at the end of the selectioin the Student Edition oftes






ELACC2W2: Write informative/explanatorytexts in which they introduce a topic, ufacts and definitions to de

se

velop points, and provide a concluding statement or section.

ition xpository, or

g

e ng

five-stage riting process, from narrative writing

hed product. Writer’s Craft and Writing Traits features in the weekly

son

TE 1: 13c, 43c, 97c; 2: 163c, 219c, 283c, WA2–WA9; 3: 317c, 373c, 427c, WA2–WA9; 4: 30a, 59b, 141b; 5: 155a, 181a, 209a, 265a; 6: 297a, 323a, 351a The Write Now pages in the Student Edpresent several kinds of einformative/explanatory, writing, includinexpository nonfiction, compare-and-contrast essay, and expository reports. Thdaily writing sections in the accompanyiTeacher’s Edition lessons guide children step by step through the writing process. Also, the Writing and Assessment (WA) pages guide children through awprompt to finis

writing activities focus on topics such as organization. In the Writing strand for the second selection, Exploring Space with an Astronaut, children write an expository nonfiction piece. The Text Features les(TE 1: 65b) for the same selection identifies the features of informational texts, including headings, and Teacher’s Edition questions accompanying the selection refer to these features. Encourage children to use features such as captionsand headings as they write and illustratetheir own informative and explanatory texts.






ELACC2W3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

3:

rms,

rms.

ords. (See, for example, TE

TE 1: 35b, 37a, 69c, 87b, 129c, WA2–WA9; 2: 181b, 183a, 245a, 275a, 279b;339a, 394b, 397a; 4: 39b; 5: 201b, 227a;6: 373b The Write Now pages in the Student Edition present a variety of narrative writing foincluding personal narrative, realistic story, play, and folk tale as well as other foThe daily writing sections in the accompanying Teacher’s Edition lessons guide children step by step through the writing process. Also, the Writing and Assessment (WA) pages guide children through a five-stage writing process, from narrative writing prompt to finished product. Writer’s Craft and Writing Traits features in the weekly writing activities focus on topics such as organization and use of signal w1: 37a.)

Production and Distribution of Writing ELACC2W4: (Begins in grade 3) N/A

ELACC2W5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

5–

and ssons in these sections focus on

vising, peer conferencing, proofreading, and editing skills, such as adding and deleting words, phrases, and sentences, proofreading for verb use, punctuation, capitalization, and more.

TE 1: WA5–WA6; 2: WA5–WA6; 3: WAWA6; 4: WA5–WA6; 5: WA5–WA6; 6: WA5–WA6 The weekly writing lessons and the Writing and Assessment section in each Teacher’sEdition are based on a five-step writing process. Two of these steps are Revise Edit. Lere






a. May include prewriting. TE 1: WA3, WA8; 2: WA3, WA8; 3: WAWA8; 4: WA3, WA8; 5: WA3, WA8; 6: WA3, WA8 The Writin

3,

g Workshop section in each unit

iting

n

em

of the program includes a Prewrite lesson in which a prewriting strategy is first introduced and then followed by a prewriting activity. In addition, the SharedWriting section of each weekly wrlesson begins with a prewriting discussionin which children generate ideas and theuse a Writing Transparency to assist thin focusing on a particular topic. See, forexample, TE 1: 97c; 2: 191c; 3: 345c.

ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

ion that discusses use of chnology, such as keyboarding, and the

use of computer programs in preparing tation materials. Each unit has

riting and Assessment pages. These

n he lessons also

TE 1: WA2–WA7; 2: WA2–WA7; 3: WA2–WA7; 4: WA2–WA7; 5: WA2–WA7; 6: WA2–WA7 The program includes a Research/Study Skills sectte

presenWwriting pages follow a five-step writing process. Peer conferencing is included othe Revise page. Temphasize the use of technology to edit and publish writing.






Research to Build and Present Knowledge ELACC2W7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

s ach Student Edition selection

rmation earch is

The five-day lesson plan in the Teacher’Edition for eincludes a Research/Study Skills activity for each week. These instructional activities ask children to further research infoabout specific topics. The use of resalso used in some of the weekly Writing lessons and the Unit Writing Workshop.Representative pages are given below for Unit 1. Similar pages can be found in Unit 2 through Unit 6. TE 1: 13c, 41a, 43c, 67a, 69c, 95a, 97c, 127a, 129c, 157a






ELACC2W8: Recall information from Texperiences or gather information from provided sources to answer a question.

E 1: 41a, 67a, 95a, 127a, 157a; 2: 189a,

,

er

to answer questions that

te requires children to view what they have read and use it as

evidence to answer a question about the text. (See, for example, SE 1: 36.) Primary selections have paired selections that are related to theme or topic. Reading Across Texts and Writing Across Texts may require children to refer to the paired selections to respond to their questions. (See, for example, SE 4: 39.) In addition, the program’s Research/Study Skills strand provides instruction in gathering information, using background knowledge or other sources to answer questions. (See, for example, TE 4: 41a, 65a, 95a) Extend the opportunities by providing reference sources, such as encyclopedias, in the classroom. After reading selections, ask specific questions. Have children work together to find information in the reference source to answer the questions. For example, after reading Anansi Goes Fishing, ask, “How many legs does a spider have? How many body parts does a spider have?”

217a, 251a, 281a, 311a; 3: 343a, 371a, 401a, 425a, 459a; 4: 41a, 65a, 95a, 123a149a; 5: 179a, 207a, 233a, 263a, 291a; 6: 321a, 349a, 375a, 407a, 433a Throughout the program, children have many opportunities to answer questions based on their own experiences or from information gathered from the text or othsources. Every selection has a Think and Share question in the Student Edition that requires childrenrelate text to self or to the world. Look Back and Wrire

ELACC2W9: (Begins in grade 4) N/A

Range of Writing ELACC2W10: (Begins in grade 3) N/A






Second Grade Speaking and Listening (SL) Comprehension and Collaboration ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

encouraged

Children have the opportunity to discuss with the class each theme or story in Morning Warm-Up! Children areto discuss the main reading text with Higher-Order Thinking Skills. See the following representative pages for Unit 1,Week 1: SE 1: 36, 60, 88, 120, 150 TE 1: 36g, 36–37, 60g, 60–61, 88g, 88–89, 120g, 120–121, 150g, 150–151

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

d

23d, 457d; 4: 63d,

The Speaking and Listening/Viewing Stranin the program identifies reasons for speaking and listening and offers tips andreminders in both the Student Edition and the Teacher’s Edition for effective listeningand speaking. The lessons review methodsfor effective speakers and listeners in the Teacher’s Edition lessons. The pages listed provide representative examples: TE 1: 93d; 3: 369d, 493d, 121d, 147d; 5: 205d, 231d, 261d; 6: 319d, 347d, 373d, 405d, 431d

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

opic.

1: 12l– and

: 369d nd TE 4: 63d.) Throughout all discussion

ies, guide children who stray from the pic. Remind them to listen carefully to the

ideas of others and to use these ideas as boards for their own comments.

Discussion is an important part of the program. Every week begins with childrendiscussing the question of the week andthen discussing the week’s theme or tWithin the discussion, the teacher guides discussion with prompts that help children stay on topic. (See, for example, TE 12m, 42l–42m.) Through the SpeakingListening/Viewing strand, strategies for effective listening and speaking remind children to pay close attention and to stay on topic. (See, for example, TE 3aactivitto

spring






c. Ask for clarification and

Viewing lessons in the Student and Teacher’s Editions remind

e

338g, 395g, 452g

and further Speaking and Listening/explanation as needed about the topicstexts under discussion. children to ask questions if they do not

understand the information or need additional explanation to clarify what they heard. See the following representativexamples: TE 1: 60g, 120g, 150g; 2: 182g, 243g, 303g; 3:

ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through portant ideas in written materials. (See,

.

other media.

The program practices retelling skills in which children are guided in retelling imfor example, TE 1: 60–61.) This skill is related to retelling graphic and orally presented material because children are required to analyze and restate information The Speaking and Listening/Viewing strandsoffer opportunities to summarize and retell information presented orally or through the media. See the following representative examples:

14–315, 02–403

–

SE 1: 36–37, 60–61, 88–89, 243–244, 303–304, 366–367, 418–419; 2: 31–32, 116–117, 172–173, 226–227, 34TE 1: 36g, 36–37, 60g, 60–61, 88g, 8889; 2: 243g, 243–244, 303g, 303–304; 3: 366g, 366–367, 418g, 418–419; 4: 31g, 31–32, 116g, 116–117; 5: 172g, 172–173, 226g, 226–227; 6: 314g, 314–315, 402g,402–403






ELACC2SL3: Ask and answer quesabout what a speaker says in order to clarify comprehension, g

tions

ather additional information, or deepen understanding of a topic or issue.

84,

, 452g; 4: 31g, 60g, 88g, 116g, 6:

g peaking and Listening/Viewing activities

and ent

stions. (See, for example, TE 1:

SE 1: 36, 60, 88, 120, 150, 182, 212, 243,247, 303, 338, 366, 395, 418, 452; 2: 31, 60, 88, 116, 142, 172, 202, 226, 256, 2314, 344, 368, 402, 462 TE 1: 36g, 60g, 88g, 120g, 150g; 2: 182g,212g, 243g, 247g, 303g; 3: 338g, 366g,395g, 418g142g; 5: 172g, 202g, 226g, 256g, 284g;314g, 344g, 368g, 402g, 462Sare a primary focus of the Talk About It Open for Discussion pages in the StudEdition. Together with the accompanying Teacher’s Edition lessons, these pages provide tips advising children to ask relevant, topic-related questions and to respond with detail. The Speaking and Listening/Viewing strand also offers lessons in asking and answering questions, and the Informational Text Graphic Sources lessons guide children in analyzing graphics to answer que119a.)






Presentation of Knowledge and Ideas ELACC2SL4: Tell a story or recount anexperience with appropriate facts and relevant, descriptive details, speaking audibly in coher

ent sentences. 39, 366–367,

g, –453;

g,

s on the Talk About It and Open for iscussion pages of the Student Edition and

the accompanying Teacher’s Edition lesson provide opportunities for children to recount stories and experiences with appropriate facts and descriptive details. You can also use the plot and the main idea and supporting fact lessons in the Comprehension strand to reinforce understanding of the concepts.

SE 1: 36–37, 60–61, 88–89, 120–121, 150–151, 182–183, 212–213, 243–244, 274–275, 303–304, 338–3395–396, 418–419, 452–453; 2: 31–32, 60–61, 88–89, 116–117, 142–143, 172–173, 202–203, 226–227, 256–257, 284–285, 314–315, 344–345, 368–369, 402–403, 426–427 TE 1: 36g, 36–37, 60g, 60–61, 88g, 88–89, 120g, 120–121, 150g, 150–151; 2: 182g, 182–183, 212g, 212–213, 243g, 243–244, 274, 274–275, 303g, 303–304; 3: 338g, 338–339, 366g, 366–367, 395395–396, 418g, 418–419, 452g, 4524: 31g, 31–32, 60g, 60–61, 88g, 88–89,116g, 116–117, 142g, 142–143; 5: 172172–173, 202g, 202–203, 226g, 226–227, 256g, 256–257, 284g, 284–285; 6: 314g, 314–315, 344g, 344–345, 368g, 368–369, 402g, 402–403, 426g, 426–427 The Speaking and Listening/Viewing activitieD






ELACC2SL5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts ofexperiences when appropriate to clarifyideas, thoughts, and feelings.

For each week’s five-day plan, the following y

poster and has children

r

describes the type of visuals and auditorwork included. For small group work, the Literacy Centers activities usually include auditory and visual work (TE 1: 12j–12k).In the lessons, children are given the opportunity to work with auditory and visual aids. Develop Concepts uses a recording of thework with graphic organizers (TE 1: 12r, 12–13). The Literary Text skill may also have children create a story map or othevisual (TE 1: 44f). The writing activity includes adding visuals to the document in the publish stage of the writing process (TE 1: WA7). The Research/Study Skills activities suggest using visuals to support oral presentations (TE: 127a).

ELACC2SL6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language Standards 1 and 3 for specific expectations.)

121d,

urpose

ning and

In the eacher’s Edition Grammar lessons, the

program provides instruction in identifying and following rules for subject-verb agreement and irregular plural nouns. Also see citations for Language Standards 1 and 3 in this correlation document.

TE 1: 39d, 65d, 93d, 125d, 155d; 2: 187d, 215d, 249d, 279d, 309d; 3: 341d, 369d, 399d, 423d, 457d; 4: 39d, 63d, 93d,147d; 5: 177d, 205d, 231d, 261d, 289d; 6: 319d, 347d, 373d, 405d, 431d Speaking and Listening/Viewing activities are a focus of the Talk About It and Open for Discussion lessons in the Student Edition and accompanying Teacher’s Editionlesson. The program identifies the pand rules for speaking and listeprovides numerous opportunities for formal and informal speaking activities.T






Second Grade Language (L) Conventions of Standard English ELACC2L1: Demonstrate command of thconventions of Standard English grammaand usage when writing or spe

e r

aking.

e

9b,

Grammar and usage is studied throughoutthe series. See the following representativpages: SE 1: 41, 95, 217, 281, 343, 426; 2: 65, 123, 207, 291, 321, 375 TE 1: 13d, 69d; 2: 191d, 253d; 3: 33417c; 4: 59c, 121c; 5: 181b, 285b; 6: 297b, 367c

a. Use collective nouns (e.g., group). un

ith

club, family, lass, team, herd, and flock are used in the

The Grammar section lessons include the study of nouns. Children learn that a nois a word for a person, a place, an animal, or a thing. (See TE 2: 219d, 249c.) Within the selections, children work wcollective nouns or nouns that name a group or a unit. Words such as cselections.

b. Form and use frequently occurringirregular plural nouns (e.g., feet, childteeth, mice, fish).

ren,

provides

gular

s

t

SE 1: 280–281 TE 2: 253d, 273b, 275b, 279c, 280–281 The program’s Grammar strand instruction and practice in recognizing andforming common irregular plural nouns. As children read stories that have irreplural words, point out the word and discuss its singular and plural forms. For example, when reading Horace and Morribut mostly Dolores (SE 5: 238), discuss the word mouse and its plural mice. Point outhe words in the story.

c. Use reflexive pronouns (e.g., myself, ourselves).

ouns

06–207; TE 5: 181b, 201c, 203b, 205c,

of a entence, as a word after an action verb, or

as a word to show that someone owns something (SE 2: 232–233, 262–263; TE 5: 209b, 225c, 227b, 231c, 232–233, 235b). Within the selections, reflexive pronouns such as himself, herself, yourself, and themselves are used.

The Grammar section deals with pronin both singular and plural forms (SE 2:2206–207.) The lessons also address that pronouns can be used as the subject s






d. Form and use the past ten.g., TE 3: 427d, 451b, 453b, 457c, 458–459

ing and forming the past tense of

at have common

and rms. For example, when

ading Anansi Goes Fishing (SE 3: 376),

se of SE 1: 458–459 frequently occurring irregular verbs (esat, hid, told). The program’s Grammar strand provides

explicit instruction and practice in recognizcommon irregular verbs. As children read stories thverbs with irregular past tense, point out the verbs and discuss the present tensepast tense forepoint out the verb forms catch and caughtused in the story.

e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

4: ,

149 the Student Edition, nouns, pronouns,

, and adverbs are taught in

Adjectives SE 1: 40–41, 64–65; TE13b, 33b, 39c, 40–41, 43b, 59c, 61b, 63c64–65 Adverbs SE 2: 122–123, 148–149; TE 4: 97b, 115b, 117b, 121c, 122–123, 125b, 141c, 143b, 147c, 148–Inverbs, adjectivesconjunction with several weekly Writing lessons. In the Teacher’s Edition, they areformally presented as part of Grammar in the Language Arts section of several lessons.

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). ces. Children

ractice completing sentences and write

ies

SE 1: 40–41; 2: 406–407 TE 1: 13d, 35c, 37b, 39c, 40–41; 6: 377b, 401c, 403b, 405c, 406–407 Grammar lessons define sentences and identify complete sentenptheir own. Write Now pages and the program’s Writing strand offer opportunitfor children to apply what they learn to their own writing. In the Writing strand, children prewrite, write, revise, edit/proofread, and publish.






g. Creates documents with legible handwriting.

SE 1: 40–41, 66–67, 94–95, 188–189,

–

, c, 188–189, 219c,

–

le handwriting is an tegral element of the program, and the

ocuments legibly in their own

250–251, 280–281, 342–343, 400–401; 2:64–65, 122–123, 206–207, 290–291, 348349, 432–433 TE 1: 13c, 40–41, 43c, 66–67, 69c, 94–95129c, TR14–TR17; 2: 163250–251; 253c, TR14–TR17; 3: 317c, 342–343, 373c, 400–401, TR14–TR17; 4: 43a,64–65, 97a, 122–123, TR14–TR17; 5: 181a, 206–207, 265a, 290–291, TR14TR17; 6: 323a, 348–349, 409a, 432–433, TR14–TR17 Instruction in legibinprogram’s Writing and Grammar strands provide children many opportunities to create dhandwriting throughout the school year.






ELACC2L2: Demonstrate commandconventions o

of the f Standard English

capitalization, punctuation, and spelling when writing. gies, and workbook pages;

ncy

9b, 119b, 149a d

h

anguage Arts strand that appears in all lessons. The Grammar topic presented in the Write Now lesson in the Student Edition is taught and practiced in all the Teacher’s Edition lessons for the week. See the following pages for punctuation and capitalization: SE 1: 40–41, 126–127, 156–157, 310–311; 2: 290–291, 320–321, 348–349, 374–375, 406–407 TE 1: 40–41, 126–127, 156–157; 2: 310–311; 5: 290–291; 6: 320–321, 348–349, 374–375, 406–407

Each week in the Teacher’s Edition a spelling concept is pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strateand tested again on Day 5. The spelling concept also appears in the Differentiated Instruction (DI) pages at the end of the unit. These lessons focus on spelling patterns and the spelling of high-frequewords. See the following representative pages: TE 1: 35b, 3In the Student Edition, capitalization anpunctuation are taught in conjunction withwriting. In the Teacher’s Edition, capitalization and punctuation, along witgrammar and usage, are presented in Grammar, a main component of the L

a. Capitalize holidays, product names, and geographic names.

SE 1: 216–217; 2: 321 TE 2: 191d, 211b, 213b, 215c, 216–217; 6: 297b, 313c, 315b, 319c, 320–321 Capitalization of proper nouns, including place names, personal names, people’s titles, names of things, days of the week, months, and holidays, is presented in Grammar, a main component of the Language Arts strand that appears in all lessons. To discuss the capitalization of titles, use the story titles, such as Henry and Mudge and the Starry Night. Help children note that the first word, last word, and all important words in a title are capitalized.






b. Use commas in greetings and closings of letters.

SE 2: 375 TE 1: 87b; 3: 365a; 4: 115a; 5: 283a, WA2–WA9; 6: 313b, 351b, 367c, 369373c, 374–375 The Grammar lessons on commas includethe use of commas in greetings, closings, and dates for letters. The Interactive Writing lesson for TE 4 uses process wto compose a friendly letter with the date identified as one of the main parts of a letter.

b,

riting

c. Use an apostrophe to form contractions and frequently occurring possessives.

Grammar

nd ed

r

ns

lacing missing letters) and

actice opportunities.

ren replace the

nderlined words with a contraction. ke to school.

sn’t)

d

ia’s) _

SE 2: 290–291 TE 5: 265b, 283b, 285b, 289c, 290–291 Contractions are presented in the section. The lessons show how two words are combined to form the contraction athe letters that are left out are replacwith an apostrophe. In reading selectionsthroughout the program, children encountemany contractions and possessives and apply their skills to decode these words. To extend understanding of contractio(shortened forms of words with apostrophes repsingular possessive nouns (nouns that use apostrophe s to indicate ownership), provide prFor contractions, write the following sentences or sentences of your own on theboard and have childu1. Luis did not ride his bi(didn’t) 2. Emma was not late for the bus. (waFor possessives, write the following sentences or sentences of your own on the board and have children use apostrophe s to form the possessive of the underlinenoun to complete a sentence. 1. The book belongs to Lilia. This is ___ book. (Lil2. The roots of that tree are deep. That __roots are deep. (tree’s)






d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

43b, 44d, 60d, 62d, 64d, 124p, :

son focuses on spelling s

TE 4: 42p, 125b, 126d, 127p, 142d, 144d, 148d; 5264p, 266d, 284d, 286d, 290d Every week’s lespatterns and generalizations. In addition, apart of the writing process, children proofread and edit for spelling, capitalization, punctuation, and grammar.

e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

9a, WA6; 5: WA6; 6: WA6 ach writing assignment encourages

read their final papers. In a

TE 1: 127a, WA6; 2: WA6; 3: WA6; 4: 41a, 14Echildren to proofaddition, the program teaches how to usedictionary or other reference sources.

Knowledge of Language ELACC2L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Throughout the Speaking and Listening sections and the writing activities, childrendevelop skill in using language. The Grammar sections focus on using the correct grammar as they develop skills. Representative pages for Unit 1, Week 1 include: SE 1: 40–41 TE 1: 13d, 35c, 37b, 39c, 40–41

a. Compare formal and informal uses of English.

3 1; 6:

re that

ble for their audience and purpose.

ord

t

r’s Edition.

SE 1: 326, 432; 2: 110, 302–30TE 3: 326–327, 432–433; 4: 110–11302–303 Whenever appropriate to the type of writing or speaking they are doing, children aencouraged to make language choices are suitaIn addition to the use of formal or informal language, language choice includes wchoice, such as persuasive words or sensory words. Word choice is an importantopic in the Writing lessons in both the Student Edition and the Teache






Vocabulary Acquisition and Use ELACC2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

9,

7,

a structional

ord meanings through Vocabulary,

SE 2: 98–99, 126–127, 182–183, 298–29319, 410–411 TE 3: 418e; 4: 31e, 98–99, 99a, 126–12127a; 5: 182–183, 183a; 6: 298–299, 299a, 316–317, 368e, 410–411, 411The program offers numerous inopportunities to help children determine thewDictionary and Reference Sources, and affixation activities.

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

7, 27a; 5: 182–183, 183a; 6: 298–299,

299a, 352–353, 353a, 410–411, 411a al

a

activities.

SE 2: 44–45, 98–99, 126–127, 182–183, 298–299, 352–353, 410–411 TE 4: 44–45, 45a, 98–99, 99a, 126–121

The program offers numerous instructionopportunities to help children determine themeanings of unfamiliar and multiple-meaning words through the context ofsentence. They also use Vocabulary, Dictionary and Reference Sources, and affixation

b. Determine the meaning of the new word formed when a known prefix is added to a

.

E 4: 14–15, 15a; 5: 180n–180o, 182c,

ord Structure and Vocabulary

known word (e.g., happy/unhappy, tell/retell)

SE 2: 14–15 T226c, DI•65; 6: 408n–408o, DI•68The program focuses on root, or base, words in Wlessons. Children decode and determine the meaning of an unfamiliar word based on knowledge of the meaning of the base word and the prefix.






c. Use a known root word as a clue to the TE 1: 96n–96o, 96q, 97d, 98c–98d, 122c,

4c–254d, 276c, 280c, 280e,

es d to use base word

eaning to identify unknown words.

, point out

elp

meaning of an unknown word with the same root (e.g., addition, additional).

126e, 150c, 150e, DI•67; 2: 252n–252o, 252q, 253d, 25303c; 6: 322n–322o, 322q, 323b, 324c–324d, 346c, 348c, 348e, 368c, DI•65 The program shows the relationship between base words and their inflected forms and teaches base words and affixation. By giving children the tools to identify base words, the program providthe skills children neemWhen reading a story, such as Dear Juno (SE 2: 348) with affixed wordsthe base word in the affixed word (fold in folded and unfolded, for example) and hchildren derive meaning from the base word or another word with the same base.

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

d, ,

9,

he program teaches decoding strategies words in the Phonics Skill

SE 2: 266–267, 324–325, 378–379 TE 3: 372n–372o, 372q, 373d, 374c–374400c, 400e, 418c, DI•66; 5: 266–267267a, 284e; 6: 324–325, 325a, 378–37379a Tfor compoundstrand as well as deriving meaning in the Vocabulary strand.

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

, 407a, 410–411, 411a umerous instructional opportunities are

offered in the program to help children determine the meanings of words and phrases through the various Vocabulary, Dictionary and Reference Sources, and affixation activities.

SE 2: 14, 98, 126, 182, 298, 410 TE 1: 36b, 88b, 127a; 3: 343a; 4: 14–15, 15a, 41a, 98–99, 99a, 126–127, 127a, 149a, 179a; 5: 182–183, 183a; 6: 298–299, 299a, 368eN






ELACC2L5: Demonstrate understanding ofword relationships and nuances in wordmeanings.

ds

: 118–

The program’s Vocabulary and Word Structure strands focus on word relationships, including words related by meaning, such as synonyms; by phonics, such as homophones; and by base worand affixes. See the following representative pages: SE 1: 90–91, 152–153, 276–277; 2119 TE 1: 88e, 90a, 90–91, 150e, 152a, 152–153; 2: 274a, 274e, 276–277, 306a; 4: 62e, 116e, 118–119; 6: 314e

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

al world and children’s experiences, and ted

s

es them in real-life situations. See

Each selection lesson plan includes a morning Warm-Up!, which introduces vocabulary words and connects them to thereAmazing Words, which are topic-relawords from a story. The Vocabulary strand also teaches categories of words, such aposition words and time and order words, and usthe following representative pages: TE 1: 12l, 40a, 88a, 150a; 2: 251b; 3: 366a; 4: 68a; 5: 263b; 6: 350l

b. Distinguish shades of meaning among throw,

g.,

E 1: 90–91, 152–153, 342–343, 370–371;

b, 9

ties

use of precise

ynonyms, and some Vocabulary prompts that accompany the reading selection in the Teacher’s Edition ask children to differentiate meaning.

closely related verbs (e.g., toss, hurl) and closely related adjectives (e.thin, slender, skinny, scrawny).

S2: 40–41, 64–65, 118–119 TE 1: 88e, 90a, 90–91, 150e, 152a, 152–153; 2: 274a, 306a; 3: 317d, 337b, 339341c, 342–343, 345d, 365b, 367b, 369c,370–371; 4: 13b, 30b, 33b, 39c, 40–41,43b, 59c, 61b, 63c, 64–65, 116e, 118–11To foster use of specific verbs and adjectives, Language Arts writing activifocus on identifying and distinguishing strong verbs and adjectives. Vocabularylessons focus on the s







ELACC2L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

t-related

o help them aning of the words.

children use descriptive language to

E 2: 40–41, 64–65, 122–123, 148–149 TE 4: 13b, 30b, 33b, 39c, 40–41, 43b, 59c, 61b, 63c, 64–65, 97b, 115b, 117b, 121c,

8–

Each selection lesson plan contains Amazing Words, which are contenwords dealing with the unit theme and thespecific selection. The words are presentedin a variety of contexts and then used by children in the daily activities tmaster the use and meAdjectives and adverbs are presented to help describe, to provide sensory details, and toenrich their communication skills. See thefollowing representative pages:S

122–123, 125b, 141c, 143b, 147c, 14149

*Skills marked with an asterisk (*) are includefor CCGPS and are likely to require continued applied to increasingly sophisticated writing anshould refer to the Language Progressive Skillprogressive standards that should be added to

d on the Language Progressive Skills chart attention in higher grades as they are d speaking. Instructors in ALL grades

s Chart (in this document on page 94) for the Language Strand for their grade.

scott foresman reading street - pearson...

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