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A Correlation of

© 2011

to the

Minnesota Academic Standards

English Language Arts

Grade Two

Copyright © 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.

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INTRODUCTION This document demonstrates how Scott Foresman Reading Street © 2011, meets the objectives of the Minnesota Academic Standards English Language Arts (9.27.10 Draft). Correlation page references are to the Teacher’s Edition and are cited by unit and volume. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Scott Foresman Reading Street is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decisions. Daily and Weekly assessment allow teachers to monitor students’ progress at different critical points of instruction. The Unit Benchmark Test measures students’ mastery of target skills taught throughout the unit. The End-of-Year Benchmark Test measures students’ mastery of target skills taught throughout the six units of the program. Writing on Reading Street Writing instruction on Reading Street emphasizes the reciprocal nature of reading and writing. Writing instruction integrates the skills and knowledge that students learn and practice as they read and helps students apply those skills and that knowledge in their writing. Differentiated Instruction for Group Time Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Weekly plans and daily lessons provide small group instruction for Strategic Intervention (below level), On-Level, Advanced, and English Language Learners. Reading Street follows the Response to Intervention model (RTI) to meet the instructional needs of all students. It offers a process that monitors student’s progress throughout the year so teachers can support on-level and advanced students and identify struggling readers early. ELL Instruction Daily support for English language learners can be found in the Differentiated Instruction feature in the Reading Street Teacher’s Edition, as well as daily lessons for the ELL group. They offer pacing suggestions for the week and scaffolded instruction for the week’s target skills and strategies. An ELL Reader reinforces the weekly concept and vocabulary while building language and fluency. Literacy Reading Street provides what teachers need to organize and carry out a customized literacy program. Planning guides and instructional lessons help teachers plan and implement lessons. Teachers can select from a rich array of readers to match texts to students. 21st Century Skills Technology on Scott Foresman Reading Street can be used both for enhancing student experiences and preparing them for the future. Throughout the year, research-based technology options enrich instruction and assist in the management of classroom learning.

Table of Contents

Reading Benchmarks: Informational Text ....................................... 1

Reading Standards: Informational Texts .......................................... 7

Reading Benchmarks: Foundational Skills ...................................... 12

Writing Benchmarks ....................................................................... 18

Speaking, Viewing, Listening and Media Literacy Benchmarks ....... 24

Language Benchmarks ................................................................... 29

Common Core Standards shown in plain font.

Minnesota’s additions to the Common Core Standards are shown in bold font.

KEY: SE Student Edition TE Teacher’s Edition CW Customize Writing RWN Reader’s and Writer’s Notebook DI Differentiated Instruction IR Interactive Review

Scott Foresman Reading Street ©2011 to the

Minnesota Academic Standards English Language Arts

Grade Two

Minnesota Academic Standards (ELA) Grade Two

Scott Foresman Reading Street © 2011

Reading Benchmarks: Informational Text

2.1.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

SE 1: EI•23, 355, 372, 377, 378–379; 2: 253, 369, 370–371, 372–373, 375 376–377, 378–379, 381, 382, 430, 448 TE 1.1: 82j, 82–83; 1.2: 155a–155b, 156h, 158–159, 160–161, 162–163, 164–165, 168–169, 170–171, 174h, 175a, 178–179, 180–181, 183b, 183d, 183f; 2.1: 191a, 192h, 196–197, 198–199, 200–201, 202–203, 204–205, 209a, 217b, 217f; 2.2: 283a–283b, 284h, 288–289, 292–293, 296–297, 303a, 308–309, 310–311, 313b, 313f; 3.1: 354h, 358–359, 364–365, 368–369, 370–371, 371a 373a, 387a, 388h, 390–391, 394–395, 398–399, 402–403, 407a, 410–411, 412–413, 417b, 417f; 4.1: 24a, 24–25, 28a, 30–31, 32–33, 34–35, 36–37, 40–41, 43a, 46–47, 48–49, 51a; 5.1: 226a, 226–227, 230a, 234–235, 242–243, 244–245, 249a, 252–253, 253a, 255b, 255f, 260a, 260–261, 264a, 266–267, 276–277, 279a, 282–283, 284–285; 6.1: 370–371, 374–375, 430a, 430–431, 432a, 433a, 434a, 438–439, 442–443, 444–445, 446–447, 449a, 452–453, 454–455; 6.2: 500a, 500–501, 504a, 508–509, 510–511, 512–513, 516–517, 521a, 529b, 529f Instruction and practice in this skill take place as children read each selection. Children answer questions about the key details and events in the selection and create their own questions as they monitor and clarify the content of the selection they are reading.

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Minnesota Academic Standards (ELA) Scott Foresman Reading Street Grade Two © 2011

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

SE 1: 336, 340–341, 342–343, 444, 474–475, 476–477; 2: 40–41, 42, 46–47 48–49, 144, 178 TE 2.2: 201a, 334–335, 336h, 336–337, 337a, 340h, 342–343; 3.1: 424g 424h, 430–431, 434–435, 440–441, 442–443, 444h, 444–445, 445a, 448–449, 449a; 3.2: 458h, 462–463, 466–467, 471a, 474h, 474–475, 476–477; 4.1: 24a, 24–25, 28a, 30–31, 32–33, 34–35, 36–37, 38–39, 41a, 41b, 42h, 42–43, 43a, 48–49, 50–51, 51a, 53b, 53f; 4.2: 124a, 124–125, 128a, 132–133, 138–139, 142–143, 144h 144–145, 145a, 153b, 153c, 153f, 158a, 158–159, 162a, 166–167, 168–169, 172–173, 174–175, 177a, 178–179, 179a, 187b, 187f Unit 2 Week 5 Tab Side 2: Use with Guide Comprehension, TE/SE pp. 340–343. Retelling Cards on the Think Critically 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 Critically 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: 424–442; TE 3.1: 424h, 424–442 444–445. The Teacher’s Editions identify the characteristics of a folk tale. 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 program, see SE 1: 474–475 TE 3.2: 474h, 474–477. The Student and Teacher’s Editions identify the characteristics of a fable, including the moral. Then children read a fable and answer Let’s Think About questions in the Student Edition to paraphrase the fable and identify its lesson.

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2.1.3.3 Describe how characters in a story respond to major events and challenges.

SE 1: EI•14–EI•15, 44, 104; 2: 292, 314 TE 1.1: 25a, 26h, 28–29, 32–33, 36–37, 38–39, 40–41, 43a, 45a, 51b, 51f, 87a, 88h, 92–93, 96–97, 100–102 103a, 105a, 113b, 113f; 1.2: 158–159, 174h; 2.2: 335a; 3.1: 443a, 451c; 4.1: 42h 5.1: 211a; 5.2: 292a, 292–293, 296a, 298–299, 300–301, 302–303, 306–307, 308–309, 310–311, 313a, 315a, 323b, 323f Character is a major Comprehension Skill developed throughout the program. Student Edition pages and accompanying Teacher’s Edition lessons teach children how to identify and describe the characters and their responses to key events and conflicts. These lessons are supported by skills and strategies questions in the Teacher’s Edition. Think Critically questions in the Student Edition check children’s ability to describe story elements, including character.

Craft and Structure 2.1.4.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

SE 1: 48–49, 174, 244–245; 2: 80–81, 252–253, 422–423 TE 1.1: 48h, 49a, 51c; 1.2: 158–159, 162–163; 2.1: 244–245, 245a; 2.2: 286–287 290–291, 294–295; 4.1: 58a, 58–59, 62a, 64–65, 70–71, 72–73, 77a, 80–81, 81a; 5.1: 252h, 252–253; 6.1: 422h, 422–423, 423a The program uses sound devices and poetic elements, including rhythm, rhyme repetition, alliteration, and onomatopoeia, that supply meaning in poetic selections. Teacher’s Edition lessons introducing poetic devices, guiding reading, and teaching literary skills help children derive meaning and explore language, rhythm, and rhyme in selections.

2.1.5.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

SE 1: 44, 104; 2: 260, 278, 314 TE 1.1: EI•14–EI•15, 26h, 28–29, 36–37, 38–39, 42–43, 43b, 44h, 45a, 87a, 88h 92–93, 96–97, 103a, 105a; 1.2: 158–159, 174h; 2.1: 192h, 194–195, 200–201, 206–207, 209a, 212–213, 214–215; 2.2: 284h, 286–287, 294–295, 298–299, 300–301, 303a, 306–307, 310–311, 311a, 320h, 322–323, 326–327, 334–335, 335a,

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continued 337a, 340–341; 3.1: 354h, 358–359, 362–363, 364–365, 368–369, 370–371, 371a, 373a, 378–379, 443a, 451c; 3.2: 457a–457b, 458h, 464–465, 468–469, 471a, 476–477, 479b; 4.1: 42h; 5.1: 211a, 260a, 260–261, 264a, 268–269, 272–273, 274–275, 277a, 279a, 287b, 287f; 5.2: 292a, 292–293, 296a, 298–299, 300–301, 302–303, 304–305, 308–309, 312–313, 314h, 315a; 6.1: 430a, 430–431, 434a, 436–437, 447a, 447b, 449a, 454–455, 457b, 457c, 457f A major Comprehension Skill strand in the program helps children analyze character, setting, and plot. Lessons in the Student and Teacher’s Editions teach children how to identify and describe characters, settings, and events. These lessons are supported by extended lessons and Story Structure sections in the Teacher’s Edition. In addition, Think Critically questions in the Student and Teacher’s Editions and Guide Comprehension questions in the Teacher’s Edition check children’s ability to describe, analyze, synthesize, and evaluate story elements. Throughout the selections for all genres, questions and activities guide children in discussing and writing about elements of the selections.

2.1.6.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

SE 1: 183, 312, 450; 2: 153, 322 TE 1.2: 174f, 183c; 2.2: 301b; 3.1: 444f; 4.2: 144f; 5.2: 314f Characterization and expression / intonation are featured in Fluency lessons in the Teacher’s Edition. The teacher models reading with expression and differentiating characters, children read along with the teacher, and then children read aloud without the teacher. See the Expressing Characterization Fluency lesson in TE 3.1: 444f, for example. To encourage using different voices for different characters, have children tell a familiar story such as “The Three Little Pigs,” adjusting their voice to bring each character alive.

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

TE 1.1: 88–89; 1.2: 156h, 156–157, 160–161, 164–165, 166–167, 172–173, 175a, 178–179, 180–181; 2.1: 192–193; 2.2: 320–321, 326–327; 3.1: 388h, 388–389, 392–393, 396–397, 400–401, 404–405, 407a, 410–411, 412–413, 414–415, 415a; 3.2: 458–459, 474–475, 476–477, 486–487; 4.1: 28–29; 4.2: 124a, 124–125, 128a, 128–129, 130–131, 134–135, 136–137, 140–141, 145a, 158a, 158–159, 162a, 162–163, 164–165, 166–167, 176–177, 179a, 182–183, 184–185; 5.1: 226a, 226–227, 230a, 232–233, 238–239, 244–245, 246–247, 249a, 264–265; 5.2: 296–297, 328a, 328–329, 332a, 332–333, 334–335, 336–337, 340–341, 344–345, 346–347, 349a, 352–353, 354–355; 6.1: 364a, 364–364, 368a, 368–369, 371–373, 376–377, 378–379, 380–381, 383a, 386–387, 388–389; 6.2: 466–467, 500a, 500–501, 504a, 504–505, 508–509, 510–511, 514–515, 516–517, 518–519, 521a, 529b, 529f Unit 6 Week 3 Tab Side 2: Use with Guide Comprehension, TE/SE pp. 452–453. Throughout the program, children examine a variety of visuals in the selections to identify information to describe setting, characters, and plot. They use illustrations to preview selections and analyze them in response to Extend Thinking (Think Critically) questions in the Teacher’s Editions.

2.1.8.8 (Not applicable to literature) N/A

2.1.9.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures, including those by or about Minnesota American Indians.

SE/TE 2.2: 335a, 342–343 3.1: 428–437 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: 45, 73, 105, 141, 175 and TE 1.1: 45a, 73a, 105a, 141a, 175a.) Make these books available for children to read, and encourage them to compare the different works of the author.

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The following page references are for the Reading Across Texts features in the program: SE 1: 49, 79, 111, 147 (Online Activity), 181 and TE 1.1: 49a, 78–79 110–111, 146–147 (Digital Media, Get Online!), 180–181. The purpose of the Reading Across Texts questions is to give children opportunities to compare two texts, a main selection and a paired selection, that have a related topic but are different in other ways. The following selection compares and contrasts classic folk tales/fables. SE 1: 320–335, 340–343 TE 2.2: 319a–319b, 320h, 324–325, 328–329, 332–333, 334–335, 337a, 340h, 340–341, 342–343; 3.1: 423a, 424h, 426–427, 428–429, 432–433, 436–437, 440–441, 445a, 451b, 451f; 6.1: 354a, 364–365, 368a, 372–373, 378–379, 381a, 383a, 388–389, 391b, 391f

Range of Reading and Level of Text Complexity 2.1.10.10 By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Each fiction selection contains opportunities to read a literary text independently, proficiently, and fluently. Routines and practice techniques appear on the Student Edition pages with application activities included on the accompanying Teacher’s Edition pages. Lessons focus on accuracy, rate, phrasing, automaticity, and expression / intonation. Each subskill is applied to appropriate selections in a variety of independent reading activities. See the following representative pages. SE 1: 50, 113, 182 TE 1.1: 26h, 30–31, 38–39, 42–43, 44f, 45a, 48–49, 49a, 51d–51f, 72f, 81d–81f, 104f, 113a, 113d–113e; 1.2: 118b–118c 149d–149f, 183d–183f Additionally, the Differentiated Instruction pages continue skill development as children read the Concept Literacy Reader; ELL Reader; ELD Reader; and the Below–Level, On–Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow

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each selection. See, for example, TE 1.1: DI•3, DI•7, DI•10, DI•24, DI•28, DI•31, DI•45, DI•49, DI•52 Children can select texts for personal enjoyment, interest, and academic tasks from among these pages. 2.1.1: 44–45, 45a, 104–105, 105a, 2.1.2: 174–175, 175a 2.2.2: 302–303, 303a, 336–337, 337a 2.3.1: 372–373, 373a, 406–407, 407a, 444–445, 445a, 2.3.2: 508–509, 509a 2.4.1: 76–77, 77a, 2.4.2: 144–145, 145a, 178–179, 179a; 2.5.1: 248–249, 249a, 278–279, 279a, 2.5.2: 314–315, 315a, 348–349, 349a; 2.6.1: 382–383, 383a, 448–449, 449a, 2.6.2: 520–521, 521a

Reading Standards: Informational Texts

Key Ideas and Details 2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

SE 1: EI•23; 2: 76, 88, 93, 110, 115–117, 199, 200–201, 203, 205, 207, 209, 211 212, 387, 388–389, 430–431 TE 2.1: 253a, 254h, 256–257, 260–261, 262–263, 264–265, 269a, 277b, 277f; 3.2: 485a–485b, 486h, 492–493, 494–495, 500–501, 502–503, 509a, 517b; 4.1: 88a, 88–89, 92a, 94–95, 96–97, 98–99, 100–101, 102–103, 104–105, 106–107, 108–109, 110a, 111a, 114–115, 116–117, 119b, 119f; 5.1: 194a, 194–195, 198a, 200–201, 202–203, 206–207, 208–209, 211a, 213a, 221b, 221f; 6.1: 370–371, 374–375, 430a, 430–431, 442–443, 452–453, 454–455; 6.2: 462a, 462–463, 466a, 468–469, 472–473, 476–477, 480–481, 484–485, 486–487, 489a, 495b, 495f Instruction and practice in this skill take place as children read each selection. Children answer questions about the key details and events in each selection and create their own questions as they monitor and clarify the content of the selection they are reading.

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2.2.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

SE 1: 72, 140; 2: 328–329 TE 1.1: 57a, 58h, 62–63, 64–65, 66–67, 68–69, 73a, 76–77, 78–79, 81b, 81f, 94–95; 1.2: 119a 120h, 122–123, 126–127, 130–131, 136–137, 141a, 145a, 146–147, 149b, 149f; 5.2: 328a 328–329, 332a, 338–339, 342–343, 344–345, 349a, 357b, 357f; 6.2: 476–477, 488h 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. In addition, instructional lessons in the Teacher’s Edition help children distinguish main idea and details. See, for example, TE 1.1: 57a and 81b.

2.2.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

SE 1: EI•26, 108–111, 181, 245; 2: 81, 117, 219, 282–285, 389, 423, 493, 527 TE 1.1: 108h, 108–111, 113c; 1.2: 144–145; 2.1: 226–227, 230–231, 234–235 238–239, 245a, 262–263; 4.1: 70–71, 81a, 102–103, 116–117; 5.1: 198–199 218–219, 282–285, 287c; 6.1: 388–389, 396a, 396–397, 400a, 404–405, 410–411, 414–415, 416–417, 419a, 422–423, 423a; 6.2: 466a, 470–471, 474–475, 476–477, 478–479, 482–483, 484–485, 486–487, 489a, 493a, 526–527 For each informational text selection, questions in the Student Edition and Teacher’s Edition direct children’s attention to identifying the sequence of events or concepts in the text. Text Structure sections in the Teacher’s Edition also offer instruction and reinforcement in identifying and describing the events and concepts in an informational text.

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Craft and Structure 2.2.4.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Each selection lesson plan contains Amazing Words, which are content–related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in daily activities to help them master the use and meaning of the words. Day 1 of each week in the Read and Comprehend section also contains Academic Vocabulary to help children learn the meanings of general academic words. For the teacher’s convenience, side notes in the Teacher’s Edition offer definitions of academic language at the point of introduction. See the following representative pages for the five–day lesson plan for one expository selection in Unit 1: SE 1: 57, 62, 63, 64 TE 1.1: 52–53, 54a, 54b, 57, 58b, 58e, 58f, 58–59, 60–61, 62–63, 64–65, 72b 72g, 76b

2.2.5.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

SE 1: 144–147, 236–237, 272–273, 512–513, 514–515; 2: 216, 492–493 TE 1.1: 62–63, 71b, 76–77, 78–79, 81c, 88h, 90–91, 94–95, 98–99, 102–103, 105a, 108–109; 1.2: 128–129, 138–139, 144h 144–145, 146–147; 2.1: 224h, 226–227, 230–231, 234–235, 236–237, 238–239, 254h, 258–259, 260–261, 264–265, 266–267, 269a, 272–273, 274–275; 3.2: 512–513, 514–515; 4.1: 64–65, 70–71, 96–97, 109b, 109g 5.1: 216h, 492–493 Unit 1 Week 3 Tab Side 2: Use with Guide Comprehension, TE/SE pp. 108-111 Unit 4 Week 3 Tab Side 2: Use with SE pp. 114–116 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 idea and details, problem and solution description, and sequence); Text Features (headings, captions, title, subheads); Parts of a Book (glossary, index, chapter headings, title page)

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continued Search tools: 21st Century Skills (Web sites, search engines, online reference sources, online directories) in both the Student Edition and Teacher’s Edition Research and Study Skills (encyclopedia in print, electronic, or online versions) in the Teacher’s Edition.

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

SE 1: 72, 140, 240, 268, 406, 508; 2: 76, 110, 144, 248, 278, 396–397, 418, 488 TE 1.1: E•2, 68–69, 72h, 73a, 105a; 1.2: 120h, 124–125, 128–129, 132–133, 138–139, 141a, 144–145, 145a; 2.1: 212h, 212–213, 223a, 224h 228–229, 232–233, 236–237, 241a, 245a, 247b, 247f, 267b, 269a; 3.1: 353a–353b, 354h, 356–357, 362–363, 366–367, 371a, 373a, 378–379, 381b, 405a, 407a; 3.2: 486h, 488–489, 490–491, 496–497, 498–499, 504–505, 506–507, 507a, 509a, 512–513, 514–515; 4.1: 58a, 58–59, 62a, 66–67, 68–69, 74–75, 75a, 77a, 83b, 83f, 111a; 4.2: 145a, 150–151; 5.1: 194a, 194–195, 198a, 200–201, 202–203, 204–205, 206–207, 208–209, 210–211, 212h, 213a, 249a, 279a 6.1: 381a, 396a, 396–397, 400a, 402–403, 404–405, 408–409, 410–411, 412–413, 414–415, 419a, 423a, 425b, 425f; 6.2: 487a, 489a Questions in the Student and Teacher’s Editions 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 2.2.7.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

SE 1: 108–109 TE 1.1: 58–59, 66–67, 70–71, 76–77, 81c, 113c; 1.2: 120–121, 122–123 128–129, 138–139, 149c; 2.1: 236–237, 239f, 254–255; 3.1: 371g; 4.1: 62–63 92–93, 109b, 109g; 4.2: 151e; 5.1: 198–199, 247g; 6.1: 381g, 391c, 400–401 402–403; 6.2: 466–467, 486–487, 487g Throughout the program, children are encouraged to look for information in the visuals and in the text and to combine

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the information they find to better understand and interpret each selection. Questions in the Student and Teacher’s Editions help children interpret graphics, including illustrations, photographs charts, diagrams, and time lines, and use them to understand the written text.

2.2.8.8 Describe how reasons support specific points the author makes in a text.

SE 1: 302; 2: 226–227, 248 TE 2.1: E•3, 191a, 192h, 198–199, 200–201, 204–205, 256–257, 267a; 2.2: 283a 288–289, 296–297, 303a, 313b; 3.1: 449a; 3.2: 470h; 5.1: 226a, 230a, 234–235 249a, 255b; 6.1: 417a Lessons for the comprehension skill cause and effect are included in the Teacher’s Edition. Questions in both the Student Edition and the Teacher’s Edition prompt children to recognize and explain causes and effects in selections.

2.2.9.9 Compare and contrast the most important points presented by two texts on the same topic.

SE 1: 79, 111, 181, 215, 245, 272–275, 449; 2: 81, 117, 185, 219, 285, 321, 389 423, 493, 527 TE 1.1: 58h, 62–63, 68–69, 70–71, 73a, 76–77, 78–79, 110–111; 1.2: 180–181; 2.1: 214–215, 245a; 3.1: 449a; 4.1: 81a 116–117; 4.2: 184–185; 5.1: 218–219, 284–285; 5.2: 320–321; 6.1: 388–389 423a; 6.2: 493a, 526–527 Unit 1 Week 2 Tab Side 2: Use with Guide Comprehension, TE pp. 76–77; SE pp. 58–71 The Student Edition includes Reading Across Texts questions and Writing Across Texts recommendations, which offer children opportunities to compare and contrast two texts, primary and paired selections that focus on similar topics or themes.

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Range of Reading and Level of Text Complexity 2.2.10.10 By the end of year, select, read and 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 for personal interest, enjoyment, and academic tasks.

Each nonfiction selection contains several opportunities for children to read independently, proficiently, and fluently beginning at Unit 1. Routines and practice techniques appear on the Student Edition pages with application activities included on the accompanying Teacher’s Edition pages. In addition, the program offers Below–Level, On–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: 58–71, 81; 2: 62–75, 83 TE 1.1: 56c, 72f, 76f, 79a, 81a, 81d–81f, DI•24, DI•28, DI•31; 4.1: 57d, 60–61 76f, 80f, 81b, 83d–83f, DI•24, DI•28, DI•31 Children can select texts for personal interest, enjoyment, and academic tasks from among these pages. 2.1.1: 72–73, 73a, 2.1.2: 140–141, 141a 2.2.1: 208–209, 209a, 240–241, 241a, 268–269, 269a; 2.3.2: 470–471, 471a 2.4.1: 42–43, 43a, 110–111, 111a 2.5.1: 212–213, 213a; 2.6.1: 418–419, 419a, 2.6.2: 488–489, 489a

Reading Benchmarks: Foundational Skills

Print Concepts Foundational Skills 1. (Not applicable to Grade 2)

N/A

Phonological Awareness Foundational Skills 2. (Not applicable to Grade 2)

N/A

Phonics and Word Recognition 2.3.0.3 Know and apply grade-level phonics and word analysis skills in decoding words.

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 words independently and apply those skills as they read the selection. This organization is found in all units. Representative pages are shown below. SE 1: 22–23, 24, 84–85, 86

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continued TE 1.1: 22–23, 23a, 24–24a, 26c, 44c, 48c, 48d, 50c, 54–55, 55a, 56, 56a, 56b–56c, 58c, 72c, 72e, 76c, 76d, 76e–76f, 80c, 81e, 84–85, 85a, 86, 86a, 86b–86c, 88c, 104c, 108d, 108e–108f, 112c, 113e; 1.2: 116–117, 117a, 118, 118a, 118b–118c, 120c, 140c–140d, 144d, 144e–144f, 148c, 152–153; 2.1: 188–189, 189a, 190, 190a, 190b–190c, 192c, 208c, 208d, 212d, 212e–212f, 216c, 217e, 220–221, 250–251; 2.2: 280–281, 281a, 282, 282a, 282b–282c, 284c, 302c, 302d, 306d, 306e–306f, 312c, 313e, 316–317; 3.1: 350–351, 384–385, 420–421; 3.2: 454–455, 482–483, 483a, 484, 484a, 484b–484c, 486c, 508c–508d, 512c–512e, 512e–512f, 516c, 517e Decodable Practice Reader 1A: 24b–24c; Decodable Practice Reader 1D: 48e–48f SE 2: 22–23 TE 4.1: 22a, 22–23, 23a, 23c–23d, 26c, 42c, 42d, 46c, 46d, 46e–46f, 46g, 52c; 5.1: 258a, 258–259, 259a, 259c–259d, 262c, 278c, 278d, 282d, 282e–282f, 286c, 287e; 6.1: 362a, 362–363, 363a, 363c–363d, 366c, 366g, 366–367, 376–377, 381a, 382c, 382d, 386d, 386e–386f, 390c, 309–391, 391e, 394a, 394–395, 395a, 395c–395d, 398c, 418c, 418d, 422d, 422e–422f, 424c, 425e, 428a, 428–429, 429a, 429c–429d, 432c, 448c, 448d, 452d, 452e–452f, 456c, 457e Decodable Practice Reader 16A: 23c–23d; Decodable Practice Reader 16C: 46e–46f Unit 6 Week 1 Tab Side 2: Use with Phonics, TE pp. 362a–363a

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

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. SE 1: 24, 56, 190, 318, 352, 386, 456 TE 1.1: 23a, 24, 24a, 24b–24c, 26c, 44c,

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continued 48d, 48e–48f, 50c, 51f, 56, 58c, 108c; 2.1: 190, 192c, 212d; 2.2: 317a, 318, 318a, 318b–318c, 320c, 336c, 336d, 340d, 340e–340f, 344c, 345e; 3.1: 351a, 352, 352a, 352b–352c, 354c, 372c, 372d, 376c, 376d, 376e–376f, 380c, 381e, 386, 388c, 410c, 448c; 3.2: 455a, 456, 456a, 456b–456c, 458c, 470c, 470d, 474c, 474d, 474e–474f, 478c, 479e, 512c

b. Know spelling-sound correspondences for additional common vowel teams.

Every week’s lesson focuses of phonics and spelling concepts. Many lessons focus on common vowel patterns, including digraph and diphthong patterns. Children learn to decode and spell words with oo, ew, oy, oi, ou, ow as well as other patterns. SE 1: 318, 352, 386; 2: 56, 86, 156, 326 TE 2.2: 317a, 351a, 372c, 385a, 448c; 3.1: 351a, 354c, 385a, 386, 386a, 386b–386c, 388c, 406c–406d, 410d, 410e–410f, 416c, 417e; 3.2: 455a 458c; 4.1: 56a, 56–57, 57a, 57c–57d, 60c, 76c, 76d, 80e–80f, 82c, 83e, 86a, 86–87, 87a, 87c–87d, 90c, 110c–110e, 114c, 114e–114f, 118c, 119e; 4.2: 156a, 156–157, 157a, 157c–157d, 160c, 178c, 178d, 182d, 183e–183f, 186c, 187e; 5.2: 326a, 330c, 348c; 6.1: 386c

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

Every week’s lesson focuses on phonics and spelling concepts. By learning the patterns, children are given the tools they need to decode and spell two–syllable words. SE 1: 56, 318, 352, 386, 456; 2: 122 TE 1.1: 56a; 2.2: 318a, 320c; 3.1: 352a, 386a, 422a; 3.2: 456a, 512d; 4.1: 22a 4.2: 122a, 122–123, 123c–123d, 126c, 144c–144d, 148e–148f, 152c, 160c Help children decode and spell two–syllable words by dividing them into syllables and decoding each syllable based on its spelling–sound pattern.

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d. Decode words with common prefixes and suffixes.

The program focuses on decoding and deriving meanings of words with prefixes and suffixes in Word Analysis and Vocabulary 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 1: 416; 2: 119, 186, 192, 220, 224–225, 460–461, 498–499 TE 3.1: 388f, 416–417; 3.2: 1R22; 4.1: 90g, 100–101, 110g, 119a; 4.2: 160g, 160–161, 170–171, 178g, 186–187; 5.1: 192a 192–193, 193a, 193c–193d, 195a, 196c, 196g, 196–197, 204–205, 212c, 212d, 212g, 216d, 216e–216f, 220c, 220–221, 221e, 224a, 224–225, 225a, 225c–225d, 228c, 248c, 248d, 248e, 252d, 252e–252f, 254c, 255e, 282c; 6.2: 460a–461, 461a, 461c–461d, 464c, 488c, 488d, 492d, 492e–492f, 494c, 495e, 498a–499, 499a, 499c–499d, 502c, 520c, 520d, 524d, 524e–524f, 528c, 529e

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

Every week’s lesson focuses on spelling concepts, which are pretested, practiced and posttested. The spelling concept also appears in the Differentiated Instruction (DI) pages at the end of the week and in the Interactive Review (IR) week at the end of the unit. These lessons focus on spelling patterns and generalizations. In addition, as part of the writing process, children proofread and edit for spelling capitalization, punctuation, and grammar. TE 1.1: 57, 58e, 87; 2.1: 191, 251a, 252, 252a, 252b–252c, 253, 254c, 268c, 268d, 272d, 272e–272f, 276c, 277e; 3.1: 387; 3.2: 457, 485 As children are reading selections such as The First Tortilla (beginning on SE 2: 162) point out words that have inconsistent spelling–sound correspondences. Often these words can be grouped with other words with the same spelling pattern (for example head (SE 2: 168) can be related to the words bread, instead, dead, etc.)

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f. Recognize and read grade-appropriate irregularly spelled words, including high-frequency words.

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, and workbook pages; and tested again on Day 5. These lessons focus on spelling patterns and the spelling of high–frequency words. Many high–frequency words are also irregularly spelled words. A strategy is provided for learning the word. Children are reminded that they learn to spell some words, such as guess (TE 3.1: 353), by remembering the letters rather than by pattern. TE 1.1: 24b, 25, 26e, 32–33, 44g, 48e, 50c, 51b, 51e, 56b, 57, 58e, 64–65, 72g, 76e, 80c, 81b, 81e, 86b, 87, 88e, 96–97, 104g, 108e, 112c, 113b, 113e; 1.2: 118b, 119, 120e, 126–127, 140g, 144e, 148c, 149b, 149e, 153a, 154, 154a, 154b–154c, 155, 156c, 156e, 170–171, 174c, 174g, 178d, 178e, 178f, 182c, 183b,183e; 2.1: 190b, 191, 192e, 208g, 212e, 216c, 217b, 217e, 222b, 223, 224e, 228–229, 240g, 244e, 246c, 247b, 247e, 252b,253, 254e, 268g, 272e, 276c, 277b, 277e; 2.2: 282b, 283, 284e, 296–297, 302g, 306e, 312c, 313b, 313e, 318b, 319, 320e, 328–329, 336g, 340e, 344c, 345b, 345e; 3.1: 352b, 353, 354e, 368–369, 372g, 376e, 380c, 381b, 381e, 386b, 387, 388e, 406g, 410e, 416c, 417b, 417e, 422b, 423, 424e, 444g, 448e, 450c, 451b, 451e; 3.2: 456b,457, 458e, 460–461, 470g, 474e, 478c, 479b, 479e, 484b, 485, 486e, 494–495, 508g, 512e, 516c, 517b, 517e; 4.2: 123c, 144g, 148e, 157c, 178g, 182e; 5.2: 290a, 290–291, 291a, 291c–291d, 294c, 314c–314d, 314g, 318d, 318e–318f, 322c, 323e, 326a, 326–327, 327a, 327c–327d, 330c, 348c, 348g, 352d, 352e–352f, 356c, 357e; 6.1: 363c, 382g, 386e, 395c, 418g, 422e, 429c, 448g, 452e; 6.2: 461c, 488g, 492e, 499c, 520g, 524e Unit 1 Week 4 Tab Side 2: Use with High-Frequency Words, SE/TE p. 119 Unit 3 Week 3 Tab Side 2: Use with Oral Vocabulary, TE p. 420a

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Fluency 2.3.0.4 Read with sufficient accuracy and fluency to support comprehension.

The program includes a carefully structured sequence that deals with all aspects of fluency. Lessons provide practice and assessment of accuracy and fluency, focusing on characterization, automaticity, phrasing, rate, and expression/ intonation. In addition the lessons include teacher modeling. See the following representative Fluency pages for the first and second selections of Unit 1 and their accompanying materials: TE 1.1: 24c, 44f, 48f, 49b, 50–51, 51a, 51d, 56c, 72f, 79a, 80–81, 81a, 81d; 1.2: 140f, 147a, 149a; 2.1: 208f, 215a, 217a, 217d; 3.2: 470f, 477a, 497a; 4.1: 110f, 117a, 119a

a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.

Each selection in the Student Edition and its accompanying Teacher’s Edition pages helps children preview and predict and then set a purpose for reading the selection. This organization is found in all units. In addition, questions in the Teacher’s Editions check children’s comprehension during reading. See the following representative pages: SE 1: 156–157, 192–193, 458–459 TE 1.2: 156h, 172–173, 174h; 2.1: 192h, 224h, 268f, 275a, 277a; 3.2: 458h, 469a, 470h; 5.2: 348f, 355a, 357a; 6.1: 448f, 455a, 457a; 6.2: 520f, 527a, 527f, 529a

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

Each selection contains opportunities to read with accuracy, appropriate rate, and expression, beginning in Unit 1. Routines and practice techniques appear on the Student Edition pages with application activities included on the accompanying Teacher’s Edition pages. SE 1: 50, 80, 113, 182, 216, 246, 312, 344, 380, 416, 450, 516; 2: 52, 83, 153 186, 220, 255, 286, 322, 390, 424, 494 TE 1.1: 44f, 49b, 51a, 51d, 72f, 79a, 81a, 81d, 104f, 111a, 113a, 113d; 1.2: 174f, 181a, 183a; 2.1: 208f, 240f, 245b, 247a; 2.2: 302f, 311b, 313a, 336f, 343a, 345a, 345d; 3.1: 372f, 379a, 381a, 406f, 415b, 417a, 417d, 443f, 444f, 449b, 451a; 3.2:

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continued 508f, 515a, 517a; 4.1: 42f, 51b, 53a, 76f, 81b, 83a; 4.2: 144f, 151a, 153a, 178f, 185a, 187a; 5.1: 212f, 248f, 253b, 255a, 255d, 278f, 285a, 287a; 5.2: 314f, 321a, 323b; 6.1: 382f, 389a, 391a, 391d, 418f, 423b, 425a, 425d; 6.2: 488f, 493b, 495a, 495d Unit 3 Week 2 Tab Side 2: Use with SE/TE pp. 396–397

c. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary.

The program’s Vocabulary strand in the Student and Teacher’s Editions provides lessons in using context and other clues to determine the meaning of words in context, including homonyms, multiple–meaning words, and unfamiliar words. Through these lessons children are given the skills to identify and understand words in context. SE 2: 464, 494 TE: 1.1: 24b–24c, 44d, 48e–48f, 56b–56c, 72d, 76e–76f, 86b–86c, 104d, 108e–108f 1.2: 118b–118c, 140d, 144e–144f, 154b–154c, 174d, 178e–178f 2.1: 192f, 204–205, 216–217; 2.2: 320f; 4.2: 126g, 144g; 5.1: 212f, 219a, 221a, 221d; 5.2: 291c–291d, 314d, 318e–319f, 327c–327d, 348d, 352e–352f 6.1: 363c–363d, 382d, 386e–386f, 395c–395d, 418d, 418g;422e–422f, 429c–429d, 448d, 452e–398g, 452f; 6.2: 464g, 488g, 494–495

Writing Benchmarks

Text Types and Purposes 2.6.1.1 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.

SE 1: 510–511; 2: 44–45, 522–523 TE 3.2: 507d–507e, 510–511, 511a, 515c–515d; 4.1: 41d–41e, 44–45, 45a, 51d–51e; 4.2: 177c–177d, 180–181, 181a, 185c–185d; 5.2: CW•11–CW•20; 6.1: CW•2–CW•6; 6.2: 501c–501d, 519c–519d, 522–523, 523a, 527c–527d, 529h–529i The Comprehension strand in the program provides lessons for identifying fact and opinion. (See, for example, TE 3.2: 458a.) These lessons enable children to

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continued

distinguish facts and opinions and to apply their understandings to their own writing. The Let’s Write It! pages in the Student Edition present opportunities for persuasive or opinion, writing. These include a review of a selection, a persuasive friendly letter, and a persuasive statement. The daily writing sections in the accompanying Teacher’s Edition lessons guide children through the writing process. The drafting and revising stages of writing lessons as well as models and checklists either provide examples of, support the writing of, or remind children about the need for a conclusion as part of the structure of their writing. The Customize Writing/Writing Process pages in each unit guide children through a five-stage writing process, from writing prompt to finished product. (See an example of a persuasive Customize writing activity in TE 5.2: CW 11–20.) In addition, Look Back and Write prompts at the end of the selections in the Student Edition often ask children to state their opinion about an issue or topic in writing. (See, for example, SE 1: 240.)

2.6.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

SE 1: 74–75, 142–143, 270–271; 2: 78–79, 112–113, 490–491 TE 1.1: 71d–71e, 74–75, 75a, 79c–79d; 1.2: 139c–139d, 142–143, 143a, 147c–147d; 2.1: 239c–239d, 242–243, 243a, 245d–245e, 253d–253e, 267d–267e, 270–271, 271a, 275c–275d, 277h–277i, CW•2–CW•6; 2.2: CW•11–CW•20; 3.2: CW•11–CW•20; 4.1: 59c–59d, 75d–75e, 78–79, 79a, 81d–81e, 83h–83i, 89c–89d, 109d–109e, 112–113, 113a, 117c–117d, 119h–119i, CW•2–CW6; 4.2: CW•12–CW16; 5.1: CW•2–CW•6; 6.2: 463c–463d, 487d–487e, 490–491, 491a, 493d–493e, 495h–495i, CW•11–CW•20 The Let’s Write It! pages in the Student Edition present several kinds of expository or informative/ explanatory, writing, including expository nonfiction, compare–and–contrast essay, and expository reports. The daily writing sections in the

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continued

accompanying Teacher’s Edition lessons guide children step by step through the writing process. Also, the Customize Writing (CW) 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. In the writing strand for the second selection, Exploring Space with an Astronaut children write an expository nonfiction piece. The text features lesson (TE 1.1: 81c) 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 captions and headings as they write and illustrate their own informative and explanatory texts.

2.6.3.3 Write narratives and other creative texts 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.

SE 1: 46–47, 106–107, 210–211, 304–305, 472–473; 2: 146–147, 214–215 250–251, 316–317, 350–351, 384–385 TE 1.1: 25d–25e, 43d–43e, 46–47, 47a, 49d–49e, 51h–51i, 87d–87e, 103c–103d, 106–107, 107a, 111c–111d, 113h–113i, CW•2–CW•6; 1.2: 155d–155e, 173d–173e, 176–177, 177a, 181c–181d, 183h–183i, CW•11–CW•20 2.1: 191d–191e, 207c–207d, 210–211, 211a, 215c–215d, 217h–217i; 2.2: 283d–283e, 301d–301e, 304–305, 305a, 311d–311e, 313h–313i, 319d–319e, 335a–335d, 338–339, 339a, 343c–343d, 345h–345i; 3.1: 353d–353e, 371d–371e, 374–375, 375a, 379c–379d, 381h–381i, 423d–423e, 443c–443d, 446–447, 447a, 449d–449e, 451h–451i, CW•2–CW•5, CW•11–CW•20; 3.2: 457d–457e, 459c–459d, 469a–469d, 472–473, 473a, 477c–477d, 479h–479i; 4.2: 125c–125d, 143c–143d, 146–147, 147a, 151c–151d, 153h–153i; 5.1: 195c–195d, 211d–211e, 214–215, 215a, 219c–219d, 221h–221i, 227c–227d, 247d–247e, 250–251, 251a, 253d–253e, 261c–261d, 277d–277e, 280–281, 281a, 285c–285d, 287h–287i; 5.2: 293c–293d, 313d–313e, 316–317, 317a, 321c–321d, 323h–323i, 329c–329d, 347c–

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continued

347d, 350–351, 351a, 355c–355d, 357h–357i; 6.1: 365c–365d, 381d–381e, 384–385, 385a, 389c–389d, 391h–391i, 417d–417e, 420–421, 421a, 423d–423e, 431c–431d, 447d–447e, 450–451, 451a, 455c–455d, 457h–457i; 6.2: 501c–501d, 519c–519d, 522–523, 523a, 527c–527d The Let’s Write It! pages in the Student Edition present a variety of narrative writing forms, including personal narrative, realistic story, play, and folk tale, as well as other forms. The daily writing sections in the accompanying Teacher’s Edition lessons guide children step by step through the writing process. Also, the Customize Writing (CW) 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 words. (See, for example, TE 1.1: 111c–11d.)

Writing Process: Production and Distribution of Writing 2.6.4.4 (Begins in grade 3) N/A

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

TE 1.1: 49d–49e, 51h–51i, 79c–79d, 81h–81i, 87d–87e, 103c–103d, 106–107, 107a, 111c–111d, 113h–113i, CW•7, CW•8; 1.2: 147c–147d, 149h–149i 181c–181d, 183h–183i, CW•17–CW•19; 2.1: 215c–215d, 217h–217i, 245d–245e, 247h–247i 277h–277i, CW•7–CW•8; 2.2: 311d–311e, 313h–313i, 343c–343d, 345h–345i, CW•17–CW•19; 3.1: 379c–379d 381h–381i, 405d–405e, 408–409, 409a, 415d–415e, 417h–417i, 423d–423e, 443c–443d, 446–447, 447a, 449d–449e, 451h–451i, CW•7–CW•8; 3.2: 479h–479i, 485d–485e, 507d–507e, 510–511, 511a, 515c–515d, 517h–517i, CW•17–CW•19; 4.1: 25c–25d, 41d–41e, 44–45, 45a, 51d–51e, 53h–53i, 83h–83i, 117c–117d, 119h–119i, CW•8; 4.2: 151c–151d, 153h–153i, 185c–185d, 187h–187i, CW•17–CW•19; 5.1: 219c–219d, 221h–221i, 227c–227d, 247d–247e, 250–251, 251a, 253d–253e, 255h–255i, 285c–285d, 287h–287i, CW•7–CW•8; 5.2: 321c–321d, 323h–323i 357h–357i, CW•17–CW•19; 6.1: 389c–389d, 391h–

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continued 391i, 397c–397d, 417d–417e, 420–421, 421a, 423d–423e, 425h–425i, 455c–455d 457h–457i, CW•7, CW•8; 6.2: 493d–493e, 495h–495i, 527c–527d, 529h–529i, CW•17–CW•19 Unit 4 Week 4 Tab Side 2: Use with Guide Comprehension, TE/SE pp. 148–151 The weekly writing lessons and the Customize Writing lessons in the Teacher’s Edition are based on a five–step process. Two of these steps are Revise and Proofread/Edit. Mini–lessons in these sections focus on revising, peer conferencing proofreading, and editing skills, such as adding and deleting words, phrases, and sentences, proofreading for verb use, punctuation, capitalization, and more.

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

TE 1.1: CW•1–CW•10; 1.2: 144h, CW•20; 2.1: 247a, 272h, CW•1–CW•10; 2.2: CW•20; 3.1: CW•1–CW•10; 3.2: 507g, 512, CW•20; 4.1: CW•1–CW•10; 4.2: 143f, 148h, CW•20; 5.1: 277g, CW•1–CW•10; 5.2: 347f, 252h, CW•20; 6.1: CW•1–CW•10; 6.2: CW•20 The program includes a Research and Inquiry strand that includes lessons on using technology, such as keyboarding, and the use of computer programs in preparing presentation materials. At the midpoint of each unit are the Customize Writing/21st Century Writing pages. Like the Customize Writing/Writing Process pages, these writing pages follow a five–step writing process. Peer conferencing is included on the Revise page. The lessons also emphasize the use of technology to produce and publish writing. The 21st Century Writing projects are Poetry Book Pen Pal E–Mail, Story Exchange, E–Newsletter, Interview, and Blog.

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Research to Build and Present Knowledge 2.6.7.7 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).

The five–day lesson plan in the Teacher’s Edition for each Student Edition selection includes a Research and Inquiry activity for each day. These instructional activities ask children to further explore the Concept Talk question for that week. They research information and organize the information from the Concept Talk graphic organizer. In the Customize Writing for the 21st Century Skill lessons, children use computer activities to further explore ways to gather information. Representative pages are given below. Similar pages can be found in Unit 1 through Unit 6. TE 1.1: 25f, 43g, 47b, 49g, 51j, 57d–57e, 57f, 71d–71e, 71g, 74–75, 75a, 75b, 79c–79d, 79f, 81h–81i, 81j, 87f, 103f, 107b, 111f 113j, 119f, 139f, 143b, 147f, 149j, 155f, 173g, 177b, 181f, 183j; 1.2: 119d–119e, 139c–139d, 142–143, 143a, 147c–147d, 149h–149i; 2.1: 223d–223e, 239c–239d, 242–243, 243a, 245d–245e, 247h–247i; 4.2: 159c–159d, 177c–177d, 180–181, 181a, 185c–185d, 187h–187i

2.6.8.8 Recall information from experiences or gather information from provided sources to answer a question.

Throughout the program, children have many opportunities to answer questions based on their own experiences or from information gathered from the text or other sources. Every selection has a Think Critically question in the Student Edition that requires children to answer questions that relate text to self or text to world. Look Back and Write requires children to review what they have read and use it as evidence to answer a question about the text. (See, for example, SE 1: 44.) 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 1: 79.) In addition, the program’s Research and Inquiry strand provides instruction in gathering information, using background knowledge or other sources to answer questions. (See, for example, TE 4.1: 45b, 79b, 113b) Extend the opportunities by

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continued 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?” TE 1.1: 47b; 3.1: 447b; 4.1: 45b, 79b, 113b; 4.2: 147b, 181b; 5.1: 215b, 251b 281b; 5.2: 317b, 351b; 6.1: 385b, 421b; 6.2: 491b, 523b, CW•13–CW•14

2.6.9.9 (Begins in grade 4) N/A

Range of Writing 2.6.10.10 (Begins in grade 3) N/A

Speaking, Viewing, Listening and Media Literacy Benchmarks

Comprehension and Collaboration 2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Children have the opportunity to discuss with the class each theme or story in Anchored Talk. In Team Talk, children work together to make suggestions about the conventions or comprehension elements being studied. Children are encouraged to discuss the main reading text with Higher–Order Thinking Skills. Representative pages are given below for Unit 1, Week 1: SE 1: 44, 51 TE 1.1: 20j, 25a, 25c, 25e, 26b, 26g, 26–27, 30–31, 36–37, 38–39, 42–43, 43e 44b, 45a, 47a, 48b, 48–49, 49a, 51a, 51b, 51c

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).

The Listening and Speaking Strand in the program identifies reasons for speaking and listening and offers tips and reminders in both the Student Edition and the Teacher’s Edition for effective listening and speaking. The lessons review methods for effective speakers and listeners in the Teacher’s Edition lessons and are labeled as Tips on the Student Edition pages. In addition, the Communicate page of each

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continued Research and Inquiry strand provides reminders for effective listening and speaking. The pages listed below provide representative examples. SE 1: 51, 81, 149, 183, 313, 417; 2: 118, 323, 357, 457 TE 1.1: 49f, 51a, 51j, 79e, 81a, 81j; 1.2: 181e, 183a; 3.1: 415f; 4.1: 117e 118–119; 5.2: 321e, 323a, 355e, 357a; 6.1: 455e, 457a

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

Discussion is an important part of the program. Every lesson begins with Concept Talk in which children discuss the question of the week and children discuss the lesson’s theme or topic. Within the discussion, the teacher guides discussion with prompts that help children stay on topic. (See, for example, TE 1.1: 20j, 20–21 TE 2.1: 186j, 186–187.) Through the Listening and Speaking and Media Literacy strand, strategies for effective listening and speaking remind children to pay close attention and to stay on topic. (See, for example, TE 2.1: 245f and TE 3.1: 415f.) Throughout all discussion activities, guide children who stray from the topic. Remind them to listen carefully to the ideas of others and to use these ideas as springboards for their own comments.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Listening and Speaking and Media Literacy lessons in the Student and Teacher’s Editions remind children to ask questions if they do not understand the information or need additional explanation to clarify what they heard. See the following representative examples: SE 1: 217, 247, 277, 313, 345 TE 2.1: 216–217, 217a, 247a, 275e, 276–277, 277a; 2.2: 312–313, 313a 344–345, 345a; 4.1: 82–83

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d. Cooperate for productive group discussion.

These are some of the many examples. SE/TE 1.1: 20j, 24a, 25c, 25e, 26c, 26g, 43f, 79e 2.1: 186j, 190a, 191c, 192g, 207d, 276b 5.2: 288j, 291a, 293b, 294c, 295a, 313e

e. Follow two- and three-step oral directions.

SE/TE 2.1: 215e, 217a, 2.2: 343e, 345a 6.2: 495a

2.8.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

The program practices retelling skills in which children are guided in retelling important ideas in written materials. (See, for example, TE 3.1: 372–373.) This skill is related to retelling graphic and orally presented material because children are required to analyze and restate information. The Listening and Speaking and Media Literacy strands offer opportunities to summarize and retell information presented orally or through other media. SE 1: 149, 217, 451, 517; 2: 255 TE 1.2: 147e, 149a; 2.1: 215e, 217a; 3.1: 451a; 3.2: 517a; 5.1: 255a Unit 5 Week 1 Tab Side 2: Use with Guide Comprehension, TE/SE pp. 216–217 Unit 6 Week 2 Tab Side 2: Use with Genre, SE pp. 422–423

2.8.3.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issues.

Listening and Speaking activities are a primary focus of the Let’s Learn It! pages in the Student Edition. 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 Listening and Speaking strand also offers lessons in asking and answering questions, and the Informational Text Graphic Sources lessons guide children in analyzing graphics to answer questions. (See, for example, TE 1.2: 149c.) SE 1: 276, 313, 345; 2: 391 TE 2.1: 217a, 247a, 275e, 276–277, 277a; 2.2: 345a; 4.1: 82–83; 6.1: 391a

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Presentation of Knowledge and Ideas 2.8.4.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, avoid plagiarism by identifying sources, and speak audibly in coherent sentences.

The Listening and Speaking activities on the Let’s Learn It! 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: 149, 479; 2: 53, 187, 323, 457 TE 1.2: 147e, 149a; 3.2: 477e, 479a; 4.1: 51f, 53a; 4.2: 185e, 187a; 5.2: 321e 323a; 6.1: 455e, 457a Unit 4 Week 5 Tab Side 2: Use with Listening and Speaking, TE p. 185e; SE pp. 182–185

2.8.5.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

For each Week’s five–day plan, the following describes the type of visuals and auditory work included. For small group work, the Practice Station activities usually include auditory and visual work (for example, TE 1.1: 20h–20i). In the lessons children are given the opportunity to work with auditory and visual aids. Concept Talk uses a recording of the poster and has children work with graphic organizers (for example, TE 1.1: 20j, 20–21, 50a). The Literary Text skill may also have children create a story map or other visual (for example, TE 1.1: 43b). The Writing activity includes adding visuals to the document in the publish stage of the writing process (for example, TE 1.1: 51h–51i). The Research and Inquiry Communicate activities suggest using visuals to support oral presentations (for example, TE 1.1: 51j).

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2.8.6.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Listening and Speaking activities are a focus of the Let’s Learn It! and Media Literacy lessons in the Student Edition and accompanying Teacher’s Edition lesson. The program identifies the purpose and rules for speaking and listening and provides numerous opportunities for formal and informal speaking activities. In the Teacher’s Edition Conventions lessons, the program provides explicit instruction in identifying and following rules for subject–verb agreement and irregular plural nouns. SE 1: 381; 2: 82, 118, 357, 529 TE 2.2: 283c, 301c, 303b, 311c, 313g; 3.1: 379e, 387c, 405c, 407b; 4.1: 82–83 118–119; 5.2: 357a; 6.2: 529a

Media Literacy 2.8.7.7 Distinguish, understand, and use different types of print, digital, and multimodal media.

SE/TE 1.1: 111f, 113, 113a, 1.2: 144h, 144–147 2.1: 247a, 272h, 2.2: 245f, 313a, 335f 3.2: 507g, 512h, 517a 4.1: 51f, 53a, 151e, 4.2: 143f, 148h 5.1: 211g, 2.5.2: 352n 6.1: 423f, 452h, 452–453

a. Use tools for locating print and electronic materials appropriate to the purpose.

SE/TE 1.1: 43g, 71g, 103f, 1.2: 139f, 173g 2.1: 207f, 239f, 267g, 2.2: 301g, 335f 3.1: 371g, 405g, 443f, 3.2: 469f, 507g 4.1: 41g, 75g, 109, 2.4.2: 143f, 177f 5.1: 211g, 247g, 277g, 5.2: 313g, 347f

2.8.8.8 With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.)

SE/TE 1.1: 51j, 81j, 113j, 1.2: 149j, 183j 2.1: 217j, 247j, 277j, 2.2: 313j, 345j 3.1: 381j, 417j, 451j, 3.2: 479j, 517j 4.1: 53j, 83j, 119j, 4.2: 153j, 187j 5.1: 221j, 255j, 287j, 5.2: 323j, 357j 6.1: 391j, 425j, 457j, 6.2: 495j, 529j

a. With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project.

SE/TE 1.1: 51j, 81j, 113j, 1.2: 149j, 183j 2.1: 217j, 247j, 277j, 2.2: 313j, 345j 3.1: 381j, 417j, 451j, 3.2: 479j, 517j 4.1: 53j, 83j, 119j, 4.2: 153j, 187j 5.1: 221j, 255j, 287j, 5.2: 323j, 357j 6.1: 391j, 425j, 457j, 6.2: 495j, 529j

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b Share the work with an audience. SE/TE 1.1: 51j, 81j, 113j, 1.2: 149j, 183j 2.1: 217j, 247j, 277j, 2.2: 313j, 345j 3.1: 381j, 417j, 451j, 3.2: 479j, 517j 4.1: 53j, 83j, 119j, 4.2: 153j, 187j 5.1: 221j, 255j, 287j, 5.2: 323j, 357j 6.1: 391j, 425j, 457j, 6.2: 495j, 529j

Language Benchmarks

Conventions of Standard English 2.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Grammar and usage is studied throughout the series. Representative pages are shown below: SE 1: 47, 75, 107, 143, 177, 211, 243, 271, 305, 409; 2: 45, 67, 79, 113, 147 181, 215, 251, 283 TE 1.1: 25c, 43c, 45b, 46–47, 49c, 51g, 57c, 87c, 103b, 105b, 106–107, 111b, 113g; 1.2: 119c, 155c, 173d–173e, 176–177, 177a, 181c–181d; 2.1: 191c, 207b, 209b, 210–211, 215b, 217g, 223c, 253c; 2.2: 283c, 319c 451, 523; 3.1: 353c, 371c, 373b, 374–375, 375b, 379b, 381g, 387c, 405c, 407b, 408–409, 409a, 415c, 417g, 423c, 443b, 443c–443d, 446a, 446–447, 447a, 449c, 449d–449e, 451g; 4.1: 25b, 41c, 59b, 62a, 75c, 89b, 109c; 4.2: 125b 143b, 177b, 180a; 5.1: 195b, 211c, 214a, 214–215, 219b, 221g, 227b, 247c, 250a, 250–251, 253c, 255g, 261b, 277c, 280a, 280–281, 285b, 287g; 5.2: 293b, 293c–293d, 313c, 313d–313e, 316a, 316–317, 317a, 321b, 321c–321d, 323g, 6.1: 431b, 447c, 450a, 450–451, 455b, 457g; 6.2: 501b, 519b Unit 1 Week 5 Tab Side 2: Use with Conventions, TE p. 115c Unit 5 Week 4 Tab Side 2: Use with Conventions, TE p. 293b

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a. Use collective nouns (e.g., group). Unit 2 Week 4 Tab Side 2: Use with Conventions, TE p. 283c; SE p. 294 The Conventions section lessons include the study of nouns. Children learn that a noun is a word for a person, a place, an animal, or a thing. (See TE 2.1: 191c 207b, 209b, 210–211, 215b, 217g.) Within the selections, children work with collective nouns or nouns that name a group or a unit. Words such as club, family class, team, herd, and flock are used in the selections.

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

The program’s Conventions strand provides explicit instruction and practice in recognizing and forming common irregular plural nouns. SE 1: 304–305 TE 2.1: 253c, 267c, 269b, 270–271, 275b, 277g, 2.2: 283c, 301c, 303b, 304–305, 311c, 313g Unit 2 Week 3 Tab Side 2: Use with Conventions, TE p. 253c; SE p. 256 As children read stories that have irregular plural words, point out the word and discuss its singular and plural forms. For example, when reading Horace and Morris but mostly Dolores (beginning on SE 2: 296), discuss the word mouse and its plural mice. Point out the words in the story.

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

Unit 5 Week 4 Tab Side 2: Use with Conventions, TE p. 293b The Conventions section deals with pronouns in both singular (TE 5.1: 195b, 211c 214a, 214–215, 219b, 221g) and plural (TE 5.1: 227b, 247c, 250a, 250–251, 253c 255g) forms. The lessons also address that pronouns can be used as the subject of a sentence, as a word after an action verb, or as a word to show that someone owns something (TE 5.1: 261b, 277c, 280a, 280–281, 285b, 285g; 5.2: 293b, 313c 316a, 316–317, 321b, 323g). Within the selections, reflexive pronouns such as himself, herself, yourself, and themselves are used.

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d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

The program’s Conventions strand provides explicit instruction and practice in recognizing and forming the past tense of common irregular verbs. SE 1: 473, 511 TE 3.2: 457c, 469b, 471b, 472–473, 473a, 477b, 479g, 485c, 507c, 509b, 510–511, 511a, 515b, 517g, 517h–517i Unit 3 Week 4 Tab Side 2: Use with Conventions, TE p. 457c; SE pp. 460–463 As children read stories that have common verbs with irregular past tense, point out the verbs and discuss the present tense and past tense forms. For example when reading Anansi Goes Fishing (beginning on SE 1: 424), point out the verb forms catch and caught used in the story.

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

In the Student Edition, nouns, pronouns, verbs, adjectives, and adverbs are taught in conjunction with several weekly writing lessons. In the Teacher’s Edition, they are formally presented as part of Conventions in the Language Arts sections of several lessons. Adjectives: SE 2: 45, 79, 113; TE 4.1: 25b, 41c, 44a, 44–45, 51c, 53g, 59b, 75c 78a, 78–79, 81c, 83g, 89b, 109c, 112a, 112–113, 117b, 119g Adverbs: SE 2: 147, 181; TE 4.2: 125b, 143b, 146a, 146–147, 151b, 153g, 159b 177b, 180a, 180–181, 185b, 187g

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).

Conventions lessons define sentences and identify complete sentences. Children practice completing sentences and write their own. Student Edition Let’s Write It! pages and the program’s writing strand offer opportunities for children to apply what they learn to their own writing. In the writing strand, children prewrite, write revise, edit/proofread, and publish. SE 1: 46–47, 74–75, 106–107 TE 1.1: 25c, 43c, 45b, 49c, 51g, 57c, 71c, 73b, 74–75, 79b, 81g, 87c, 103b, 105b;

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continued 1.2: 119c, 139b, 141b, 142–143, 143a, 147b, 147c, 147d, 149g, 155c, 173c, 175b, 176–177, 177a, 181b, 183g; 2.1: 215c, 215d 2.2: 311d–311e, 335c–335d, 338–339, 339a, 343c–343d; 4.1: 109d–109e, 112–113, 113a, 117c–117d; 5.1: CW•7; 6.1: 413c–413d, 447d–447e, 450–451, 451a, 455c–455d Unit 1 Week 1 Tab Side 2: Use with Conventions, p. 43c

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

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, and workbook pages and tested again on Day 5. The spelling concept also appears in the Differentiated Instruction (DI) pages at the end of the week and in the Interactive Review (IR) week pages at the end of the unit. These lessons focus on spelling patterns and the spelling of high–frequency words. See the following representative pages: TE 1.1: 24d, 26d, 44e, 48g, 50d In the Student Edition, capitalization and punctuation are taught in conjunction with writing. In the Teacher’s Edition, capitalization and punctuation, along with grammar and usage, are presented in Conventions, a main component of the Language Arts strand that appears in all lessons. The Conventions topic presented in the Let’s Write It! 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 instruction: SE 1: 46–47, 143, 177, 243, 339; 2: 385, 421, 491 TE 1.1: 25c, 85a, 86, 86a, 86b–86c, 88c, 104c, 108d, 108e–108f, 112c, 113e; 1.2: 117a, 118, 118a, 118b–118c, 119c, 120c, 139b, 140c–140d, 144d, 144e–144f, 148c, 155c, 173c; 2.1: 221a, 222, 222a, 222b–222c, 223c, 224c, 239b, 240c, 241b, 242–243, 244d, 244e–244f, 245c, 246c, 247e, 247g, 247h–247i; 2.2: 335b, 337b; 3.1: 385a, 386, 386a, 386b–386c, 388c, 406c–406d, 410d, 410e–410f, 416c, 417e, CW•8; 4.1: 56a, 56–57, 57a, 57c–57d,

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continued

60c, 76c, 76d, 80e–80f, 82c, 83e, CW•8; 5.1: 224a, 224–225, 225a, 225c–225d, 228c, 248c, 248d, 248e, 252d, 252e–252f, 254c, 255e, CW•8; 6.1: 365b, 381c, 384a, 384–385, 389b, 391g, 397b, 417c, 420a, 420–421, 423c, 425g, 425h–425i, CW•8; 6.2: 463b, 487c, 490a, 490–491, 493c, 495g, 501b, 519b, 522a, 522–523, 527b, 529g Unit 2 Week 2 Tab Side 2: Use with Conventions, TE p. 223c; SE pp. 226–227 Unit 6 Week 5 Tab Side 2: Use with Conventions, TE p. 501b

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

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 Conventions, a main component of the Language Arts strand that appears in all lessons. SE 1: 243; 2: 385 TE 2.1: 223c, 239b, 241b, 245c, 247g; 6.1: 365b, 381c, 384a, 389b, 391g To discuss the capitalization of titles, use 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: 451 TE 3.1: 387d–387e, 405d–405e, 408–409, 409a, 415d–415e, 417h–417i; 6.1: 450–451, 457h–457i; 6.2: 463b, 487c, 490a, 493c, 495g Unit 6 Week 4 Tab Side 2: Use with Conventions, TE p. 463b; SE p. 465 The Conventions lessons on commas include the use of commas in greetings closings, and dates for letters. The Customize Writing Process lesson for TE 5.2 uses process writing to compose a friendly letter with the date identified as one of the main parts of a letter.

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

SE 1: 222, 339; 2: 351 TE 2.1: 221a, 222, 222a, 222b–222c, 222d; 2.2: 319c, 335b, 337b, 343b, 345g 5.2: 329b, 347b, 350a, 350–351, 355b, 357g Unit 5 Week 5 Tab Side 2: Use with Conventions, TE p. 392b Contractions are presented in the Conventions section. The lessons show how two words are combined to form the contraction and the letters that are left out are replaced with an apostrophe. Throughout all the reading selections in the program children encounter many contractions and apply skills to decode these words.

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

Every week’s lesson focuses on spelling patterns and generalizations. In addition, as part of the writing process, children proofread and edit for spelling, capitalization punctuation, and grammar. Representative pages are given below for Unit 5: SE 2: 258–259, 290–291, 326–327 TE 5.1: 259b, 262d, 278e, 282g, 286d; 5.2: 290a, 290–291, 291a, 291b, 291c–291d, 294c, 294d, 314c–314d, 314e, 318d, 318e–318f, 318g, 322c, 322d, 323e, 326a, 326–327, 327a, 327b, 327c–327d, 330c, 330d, 348c, 348d, 352d, 352e–352f, 352g, 356c, 356d, 357e; 6.1: 362a, 362–363, 363a, 363c–363d, 366c, 382c, 382d, 386d, 386e–386f, 390c, 391e

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

Each writing assignment encourages children to proofread their final papers. In addition, the program teaches how to use a dictionary or other reference sources. Representative pages are given below: SE 2: 228 TE 1.1: 51h–51i, 81h–81i; 1.2: 149h–149i, 183h–183i; 2.1: 217h–217i, 247h–247i 5.1: 228g, 228–229, 248g

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Knowledge of Language 2.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Throughout the Listening and Speaking sections and the Writing activities, children develop skill in using language. The Conventions sections focus on using the correct grammar as they develop skills. Representative pages for Unit 1, Week 1 include: SE 1: 46–47, 51 TE 1.1: 25c, 25d–25e, 43c, 43d–43e, 45b, 46–47, 47a, 49c, 49d–49e, 49f, 51a

a. Compare formal and informal uses of English.

Whenever appropriate to the type of writing or speaking they are doing, children are encouraged to make language choices that are suitable for their audience and purpose. In addition to the use of formal or informal language, language choice includes word choice, such as persuasive words or sensory words. Word choice is an important topic in the writing lessons in both the Student Edition and the Teacher’s Edition. Representative pages for Unit 5 are given below: SE 2: 357 TE 5.2: 357a

Vocabulary Acquisition and Use 2.10.4.4 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.

SE 2: 26–27, 126–127, 228–229, 262, 286, 398–399, 464–465, 502, 528 TE 2.1: 192f, 224f; 2.2: 320f; 4.1: 26g, 26–27, 32–33, 42g, 52–53; 4.2: 126g, 126–127, 138–139, 144g, 153a; 5.1: 228g; 5.2: 330g, 330–331, 348g, 356–357, IR22; 6.1: 398g, 418g; 6.2: 464g, 464–465, 476–477, 488g, 494–495, 502g, 502–503, 506–507, 520g, 528–529 Unit 5 Week 3 Tab Side 2: Use with Lesson Vocabulary, TE p. 261a; SE pp. 268–276. The program offers numerous instructional opportunities to help children determine the word meanings through Vocabulary, Dictionary and Reference Sources, and affixation activities.

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

SE 2: 26, 90, 126, 160, 196, 228, 330, 398, 464, 502 TE 2.1: 192f, 224f; 2.2: 320f; 3.1: 388f; 4.1: 26g, 59a, 60g, 66–67, 76g, 83a, 90g, 100–101, 110g, 119a; 4.2: 126g, 160g; 5.1: 196g 228g; 5.2: 330g; 6.1: 366g, 366–367, 376–377, 381a, 390–391, 398g, 432g, 432–433, 442–443, 448g, 456–457; 6.2: 464g, 502g The program offers numerous instructional opportunities to help children determine the meanings of unfamiliar and multiple–meaning words through the context of a sentence. They also use Vocabulary, Dictionary and Reference Sources and affixation activities.

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

SE 2: 160 TE 3.1: 388f; 4.2: 160g; 5.1: 224a; 6.2: 498a Unit 5 Week 2 Tab Side 2: Use with Phonics, TE pp. 224a–225a; SE pp. 224–225 The program focuses on root, or base, words in Word Analysis and Vocabulary lessons. Children decode and determine the meaning of an unfamiliar word based on knowledge of the meaning of a known base word and a known prefix.

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

The program shows the relationship between base words and their inflected forms and teaches base words and affixation. By giving children the tool to identify base words, the program provides the skills children need to use base word meaning to identify unknown words. SE 2: 90, 196, 330 TE 1.2: 117a; 4.1: 90g; 5.1: 195a, 196g, 196–197, 204–205, 212g, 220–221; 5.2: 330g When reading a story, such as Dear Juno (beginning on SE 1: 388) with affixed words, point out the base word in the affixed word (fold in folded and unfolded for example) and help children derive meaning from the base word or another word with the same base.

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

The program teaches decoding strategies for compound words in the Phonics Skill strand as well as deriving meaning in the Vocabulary strand. SE 1: 422; 2: 294, 322 TE 3.1: 421a, 422, 422a, 422b–422c, 424c, 444c, 444d, 448d, 448e–448f, 450c, 451e; 5.2: 294g, 294–295, 314g, 322–323, 329a

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

TE 5.1: 262g, 262–263

2.10.5.5 Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness.

The program’s Vocabulary and Word Analysis strands focus on word relationships including words related by meaning, such as synonyms; by phonics, such as homophones; and by base words and affixes. See these representative pages: SE 1: 112, 182, 312, 380, 450, 516; 2: 366 TE 1.1: 88f, 112–113; 1.2: 156f, 182–183; 2.2: 284f, 312–313; 3.1: 354f 380–381, 424f, 450–451; 3.2: 486f, 516–517; 4.1: 59a, 59b, 60g, 66–67, 75c, 76g, 78a, 78–79, 81c, 83a, 83g; 6.1: 366g Unit 2 Week 1 Tab Side 2: Use with Vocabulary, TE p. 192f; SE pp. 196–197 Unit 4 Week 2 Tab Side 2: Use with Vocabulary, TE pp. 60g–61; SE p. 60

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

Each selection lesson plan includes Anchored Talk, which introduces vocabulary words and connects them to the real world and children’s experiences, and Amazing Words, which are topic–related words from a story. The Vocabulary strand also teaches categories of words, such as position words and time and order words and uses them in real–life situations. See the following representative pages: TE 1.1: 52j, 54a, 58b, 58f, 60–61, 80–81, 81a; 2.1: 254f; 3.2: 458f; 4.1: 25b, 41c, 44a, 51c, 53g; 4.2: 143a; 5.1: 211b; 6.1: 432g, 432–433, 442–443, 448g, 456–457

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Minnesota Academic Standards (ELA) Grade Two

Scott Foresman Reading Street © 2011

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

TE 1.1: 88f, 90–91; 1.2: 156f; 2.1: 224f, 254f; 3.2: 469c–469d, 472–473, 473a, 477c–477d, 486f; 4.1: 26e, 60e, 90e 4.2: 126e, 228e; 5.1: 211b, 288e Unit 3 Week 5 Tab Side 2: Use with Vocabulary, p. 486f; SE pp. 492–516 Author Jeff Anderson notes, “Using specific words gives writing voice, develops diction, and increases vocabulary.” To foster use of specific verbs and adjectives Language Arts writing activities focus on identifying and distinguishing strong verbs and adjectives. Vocabulary lessons focus on the use of precise synonyms, and some Vocabulary prompts that accompany the reading selection in the Teacher’s Edition ask children to differentiate meaning.

2.10.6.6 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).

Each selection lesson plan contains Amazing Words, which are content–related words dealing with the unit theme and the specific selection. Words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meaning of words. Adjectives and adverbs are presented to help children use descriptive language to describe, to provide sensory details, and enrich their communication skills. Representative pages are shown: TE 1.1: 26f, 34–35, 50–51, 88f, 90–91, 112–113; 1.2: 120b, 120f, 134–135, 140b, 148b, 148–149, 156b, 156f, 168–169, 182b, 182–183; 2.1: 192f, 204–205, 216–217, 224f, 234–235, 246–247, 254f, 262–263, 276–277; 2.2: 284f, 288–289, 312–313, 320f, 324–325, 344–345; 3.1: 354f, 360–361, 380–381, 288f, 392–393, 416–417, 424f, 428–429, 450–451; 3.2: 458f, 462–463, 478–479, 486f, 498–499, 516–517; 4.1: 25b, 26b, 52b, 41c, 44a, 59b, 60b 75c, 82b, 89b, 89c, 90b, 109c, 112a, 112–113, 117b, 118b, 119g; 4.2: 125b, 143b, 146a, 146–147, 151b, 153g, 159b, 177a, 177b, 180a, 180–181, 185b, 187g; 6.1: 366b 398b, 432b; 6.2: 494b, 528b Unit 3 Week 1 Tab Side 2: Use with Conventions, TE p. 353c Unit 4 Week 1 Tab Side 2: Use with Conventions, TE p. 25b; SE pp. 28–29

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