A Correlation of Pearson Reading Street ©2013 to the Tri...

Tri‐State Quality Rubric for Lessons & Units: ELA/Literacy Grades K-2

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A Correlation of Pearson Reading Street ©2013 to the


I. Alignment to the Depth of the CCSS The lesson/unit aligns with the letter and spirit of the CCSS: ● Targets a set of K-2 ELA/Literacy CCSS for teaching and learning.

The 2013 edition of the program has been created to show how the materials address the Common Core State Standards for each grade. This new edition is carefully designed and constructed around excellent informational texts and literature to help students master the concepts they need to succeed in school and beyond. Each grade level focuses on teaching and learning the grade-level CCSS skills in meaningful content and quality context with grade-appropriate instructional methods. From the printed books to the online database, students and teachers can choose from a wide variety of materials as they develop the important reading, writing, listening, and speaking concepts.


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● Includes a clear and explicit purpose for instruction. For Grade K, the Big Book/Trade Book selection is the primary focus of all instruction in the Teacher’s Edition. Each week, the Big Book/Trade Book selection is read on Days 2, 3, and 4 of the 5-Day lesson plan. All activities to be used before, during, and after reading are tied to this selection. See the paragraph above for an explanation of prereading activities. The during-reading questions encourage students to read closely and look to the text and illustrations for information. After-reading questions and activities focus on revisiting the text to deepen understanding and integrating what students have just read with what they already know. See Grade K Unit 1 My Skills Buddy page 27 and Teacher’s Edition pages 44–45, 60–75. For Grades 1 and 2, the main and paired selections, which are the primary focus of all instruction in the Teacher’s Edition, appear in the Student Edition and in the Teacher’s Edition. All activities to be used before, during, and after reading are tied to these selections. See paragraph above for an explanation of prereading activities. The during-reading questions encourage students to read closely and find text evidence. After-reading questions and activities focus on revisiting the text to deepen understanding and integrating what students have just read with what they already know. • See Grade 1 Unit 1 Week 1 Student Edition pages 20–29, 30 and Teacher’s Edition pages 20b–20c, 20–21 to 28–29, 29a, 30–31. • See Grade 2 Unit 1 Week 1 Student Edition pages 26–43, 44 and Teacher’s Edition pages 26g–26h, 26–27 to 42–43, 43a, 44–45, 45a.


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● Selects quality text(s) that align with the requirements outlined in the standards, presents characteristics similar to CCSS K-2 exemplars (Appendix B), and are of sufficient scope for the stated purpose.

The goal of the Reading Street instructional design is to engage students in rich, complex text and ideas in order to advance their vocabulary, concept development, and syntax needed for strong reciprocal writing. A proud hallmark of the Reading Street program is its embedded standard of rigor for all, due in part to the influence of lead author Dr. Jeanne Paratore, whose multitext model informed the instructional processes. With rigor being a widely validated component of motivation, we provide multiple means and ample opportunity to open up access to grade-level content and beyond for all levels of learners in both whole and small group. The Grade K Reading Street contains Big Book/Trade Book selections that are read aloud and Decodable Stories and Readers that are read by students individually, in pairs, or chorally. The Grade 1 and Grade 2 Reading Street Student Edition contains selections that are at the level of text complexity required in Standard 10 of Literature and Standard 10 of Informational Text. The following chart for each grade shows the text complexity for the selections in each unit. See page 4 of this correlation document.

● Provides opportunities for students to present ideas and information through writing and/or drawing and speaking experiences.

Reading Street provides a myriad of opportunities for students to present ideas and information each day. Examples of presenting writing: Grade K: Unit 1, pages 201, 227, 295, SG52 Grade 1: Unit 1, pages 65i, 119i, 145i, WP10 Grade 2: Unit 1, pages 113i, 149i, 183i, WP10 Examples of presenting drawings: Grade K: Unit 1, pages 213, 240, SG52, 346 Grade 1: Unit 1, pages 20a, SG6, 65j, WP10 Grade 2: Unit 1, pages 81j, SG31, 183j, WP10 Examples of speaking experiences: Grade K: Unit 1, pages 79, 175, 226, 384 Grade 1: Unit 1, pages 64–65, 92–93, 118–119, 144–145 Grade 2: Unit 1, pages 147e, 149j, 183k, WP10


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ReadingStreet©2013 TextComplexity GradeK BigBookandTradeBookMainSelections *Big Books and Trade Books in Grade K are Teacher Read‐Alouds and are not intended to be read by students.

BigBook/TradeBook MainSelectionTitle Author Teacher'sEditionPages QuantitativeMeasures

Lexile Unit 1 TheLittleSchoolBus(BigBook) CarolRoth Vol.K.1:58–75 N/A* WeAreSoProud!(BigBook) DonnaLongo Vol.K.1:160–171 N/A* PlaidypusLost(BigBook) JanetStevensandSusan

StevensCrummel Vol.K.1:256–277 N/A*

MissBindergartenTakesaField TripwithKindergarten(BigBook)

JosephSlate Vol.K.1:362–383 N/A*

Smash!Crash!(BigBook) JonScieszka Vol.K.1:468–485 N/A* DigDigDigging(BigBook) MargaretMayo Vol.K.1:570–583 N/A* Unit 2 Flowers(BigBook) VijayaKhistyBodach Vol.K.2:58–71 N/A* NatureSpy(BigBook) ShelleyRotner Vol.K.2:156–171 N/A* AnimalBabiesinGrasslands (BigBook)

JenniferSchofield Vol.K.2:256–271 N/A*

BearSnoreOn(BigBook) KarmaWilson Vol.K.2:356–373 N/A* ABedfortheWinter(BigBook) KarenWallace Vol.K.2:458–473 N/A* JackandtheBeanstalk(BigBook) retoldbyMaryAnn

Hoberman Vol.K.2:558–571 N/A*

Unit 3 LittlePanda(BigBook) JoanneRyder Vol.K.3:58–73 N/A* LittleQuack(TradeBook) LaurenThompson Vol.K.3:158–173 N/A* GeorgeWashingtonVisits(BigBook) DennisFertig Vol.K.3:258–271 N/A* FarfallinaandMarcel(TradeBook) HollyKeller Vol.K.3:356–371 N/A* ThenandNow(BigBook) TracySato Vol.K.3:456–469 N/A*

TheLionandtheMouse (TradeBook)

retoldbyBernadetteWatts Vol.K.3:554–567 N/A*

Unit 4


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BigBook/TradeBook MainSelectionTitle Author Teacher'sEditionPages QuantitativeMeasures

Lexile Rooster'sOfftoSeetheWorld (BigBook)

EricCarle Vol.K.4:58–69 N/A*

MyLuckyDay(TradeBook) KeikoKasza Vol.K.4:154–171 N/A* OneLittleMouse(BigBook) DoriChaconas Vol.K.4:256–271 N/A* GoldilocksandtheThree Bears(TradeBook)

retoldbyValeriGorbachev Vol.K.4:356–373 N/A*

IfYouCouldGotoAntarctica (BigBook)

FayRobinson Vol.K.4:458–469 N/A*

Abuela(TradeBook) ArthurDorros Vol.K.4:554–573 N/A* Unit 5 MaxTakestheTrain (BigBook)

RosemaryWells Vol.K.5:58–71 N/A*

Mayday!Mayday! (TradeBook)

ChrisL.Demarest Vol.K.5:156–177 N/A*

TrucksRoll!(BigBook) GeorgeEllaLyon Vol.K.5:262–277 N/A* TheLittleEngineThatCould (TradeBook)

WattyPiper Vol.K.5:362–381 N/A*

OntheMove!(BigBook) DonnaLatham Vol.K.5:466–479 N/A* ThisIstheWayWeGoto School(TradeBook)

EdithBaer Vol.K.5:564–583 N/A*

Unit 6 BuildingwithDad(BigBook) CarolNevius Vol.K.6:58–73 N/A* OldMacDonaldhada Woodshop(TradeBook)

LisaShulman Vol.K.6:158–171 N/A*

BuildingBeavers(BigBook) KathleenMartin‐James Vol.K.6:256–271 N/A* AlistairandKip'sGreat Adventure!(TradeBook)

JohnSegal Vol.K.6:356–373 N/A*

TheHouseThatTonyLivesIn (BigBook)

AnthonyLorenz Vol.K.6:458–469 N/A*

AntsandTheirNests(TradeBook) LindaTagliaferro Vol.K.6:554–567 N/A*


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ReadingStreet©2013

TextComplexity Grade1 StudentEditionMainandPairedSelections *As detailed in Appendix A of the Common Core State Standards, "texts for Kdg and Gr. 1 may not be appropriate for quantitative analysis, as they often contain difficult‐to‐assess features designed to aid early readers in acquiring written language." **Aquantitativeratingforsometypesoftextisnotapplicable(e.g.,poetry,drama,etc.).Note:AllpairedselectionsinGrade1are"Read‐Together" selectionsandmaynotrenderappropriateLexiles.

StudentEditionMain/PairedSelectionTitle QuantitativeMeasures Lexile Avg.Sentence.

Length Word

Frequency WordCount

Unit R Sam(mainselection) N/A* — — — RipVanWinkle(pairedselection) N/A* — — — Snap!(mainselection) N/A* — — — Families(pairedselection) N/A* — — — TipandTam(mainselection) N/A* — — — Yards(pairedselection) N/A* — — — TheBigTop(mainselection) N/A* — — — AroundtheBlock(pairedselection) N/A* — — — SchoolDay(mainselection) N/A* — — — HowDoYouGettoSchool?(pairedselection) N/A* — — — FarmersMarket(mainselection) N/A* — — — TheMaidandtheMilkPail(pairedselection) N/A* — — — Unit 1 Sam,ComeBack!(mainselection) BeginningLevel 3.64 3.46 51 PuppyGames(poem)(pairedselection) N/A**(poem) — — — PiginaWig(mainselection) 70L 3.55 3.26 78 WeAreVets(poem)(pairedselection) N/A**(poem) — — — TheBigBlueOx(mainselection) 70L 4.27 3.45 94 TheyCanHelp(pairedselection) BeginningLevel 4.86 3.9 34 AFoxandaKit(mainselection) 100L 5.45 3.68 109 TheFoxandtheGrapes(pairedselection) 370L 7.06 3.65 120 GettheEgg!(mainselection) 210L 4.77 3.56 105 HelptheBirds(pairedselection) BeginningLevel 3.86 3.72 27 AnimalPark(mainselection) 150L 5.59 3.55 123 Poetrycollection(pairedselection)

N/A**(poems) — — —


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Length Word

Frequency WordCount

Unit 2 ABigFishforMax(mainselection) 410L 7.12 3.72 178 AtHome(pairedselection) 100L 4.43 3.47 31 TheFarmerintheHat(mainselection) 380L 6.68 3.45 207 HelpingHandsat4‐H(pairedselection) 290L 6.62 3.74 86 WhoWorksHere?(mainselection) 210L 6.23 3.78 137 NeighborhoodMap(pairedselection) 500L 7.83 3.52 47 TheBigCircle(mainselection) 350L 6.44 3.53 219 WeAreSafeTogether(pairedselection) 110L 5 3.67 100 LifeintheForest(mainselection) 370L 6.97 3.27 216 AMangroveForest(pairedselection) 260L 6.17 3.68 74 HoneyBees(mainselection) 380L 7.26 3.27 225 Poetrycollection(pairedselection) N/A**(poems) — — — Unit 3 APlacetoPlay(mainselection) 390L 7.83 3.85 274 MyNeighborhood,ThenandNow(pairedselection) 100L 5.4 3.84 54 RubyinHerOwnTime(mainselection) 460L 8.07 3.39 355 TheUglyDuckling(pairedselection) 500L 7.33 3.39 44 TheClassPet(mainselection) 530L 7.81 3.46 250 BellingtheCat(pairedselection) 300L 6.94 3.8 118 FrogandToadTogether:TheGarden (mainselection)

480L 7.62 3.64 396

GrowingPlants(pairedselection) 110L 5.29 3.77 37 I'maCaterpillar(mainselection) 170L 4.53 3.31 172 MyComputer(21stCent.Skill;labels) (pairedselection)

N/A**(21st CenturySkill)

— — —

WhereAreMyAnimalFriends?(Play) (mainselection)

N/A**(play) — — —

Poetrycollectionpairedselection) N/A**(poems) — — —


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Length Word

Frequency WordCount

Unit 4 Mama'sBirthdayPresent(mainselection) 450L 7.35 3.58 573 LimonadaRecipe(pairedselection) N/A**(recipe) — — — Cinderella(mainselection) 350L 6.52 3.58 411 Anarosa(pairedselection) 420L 7.4 3.61 111 ATriptoWashington,D.C.(mainselection) 380L 7.84 3.83 298 My4thofJuly(pairedselection) 510L 8.11 3.56 73 ASouthernRanch(mainselection) 630L 8.95 3.46 376 OntheWaytoaRanch(pairedselection) 480L 8.38 3.7 109 Peter'sChair(mainselection) 410L 7.49 3.74 292 Peter'sBabySister(pairedselection) 230L 5.29 3.47 90 HenryandMudgeandMrs.Hopper'sHouse (mainselection)

660L 9.7 3.53 388

Poetrycollection (pairedselection)

— — —

Unit 5 Tippy‐ToeChick,Go! (mainselection)

550L 7.63 3.52 419

LittleRedHen (pairedselection)

510L 8.27 3.59 124

MoleandtheBabyBird (mainselection)

360L 6.78 3.65 332

BraveLittleCuckoo (pairedselection)

590L 8.83 3.51 159

DotandJabberandtheGreatAcornMystery (mainselection)

660L 6.38 3.49 491

Water(pairedselection) 150L 5.84 3.86 111 SimpleMachines (mainselection)

500L 9.03 3.45 334

Roy'sWheelchair (pairedselection)

370L 7.57 3.78 53


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Length Word

Frequency WordCount

AlexanderGrahamBell: AGreatInventor (mainselection)

320L 9.83 3.46 462

Inventions(pairedselection) 590L 8.57 3.46 60 TheStoneGarden (mainselection)

560L 9.16 3.66 614

Poetrycollection (pairedselection)

N/A**(poems) — — —


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ReadingStreet©2013 TextComplexity Grade 2 StudentEditionMainandPairedSelections *Aquantitativeratingforsometypesoftextisnotapplicable(e.g.,poetry,drama,etc.).

StudentEdition

Main/PairedSelectionTitle QuantitativeMeasures

Lexile Avg.Sent.Length WordFrequency Unit 1 TheTwinClub(mainselection) 400L 7.82 3.74 The1stDayofSchool/The179thDayofSchool (poetry)(pairedselection) N/A*(poetry) — —

ExploringSpacewithanAstronaut(mainselection) 390L 8.31 3.37 ATriptoSpaceCamp(pairedselection) 580L 9.42 3.66 HenryandMudgeandtheStarryNight (mainselection) 430L

7.73 3.54

HowtoMakeS'mores(pairedselection) 540L 8.45 3.56 AWalkintheDesert(mainselection) 510L 8.88 3.32 RainForests(21stCent.Skill)(pairedselection) N/A*

(21stCenturySkill) — —

TheStrongestOne(play)(mainselection) N/A*(play) — — Anteaters(pairedselection) 620L 9.29 3.53 Unit 2 TaraandTiree,FearlessFriends(mainselection) 300L 6.96 3.81 RescueDogs(pairedselection) 640L 9.95 3.61 AbrahamLincoln(mainselection) 590L 9.56 3.48 Lincoln(poem)(pairedselection) N/A*(poem) — — Scarcity(mainselection) 530L 8.85 3.26 GoodsandServices(21stCent.Skill) (pairedselection)

N/A* (21stCenturySkill)

— —

TheBremenTownMusicians(play) (mainselection) N/A*(play) — —

AFoolGoesFishing:ARetellingofaWestAfricanTale(pairedselection) 400L

7.9 3.79

OneGoodTurnDeservesAnother(mainselection) 510L 6.49 3.72 TheLionandtheMouse(pairedselection) 410L 7.11 3.57


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StudentEdition


Lexile Avg.Sent.Length WordFrequency Unit 3 PearlandWagner:TwoGoodFriends(mainselection)

340L 6.68 3.5

Alberto,theScientist(pairedselection) 350L 7.37 3.79 DearJuno(mainselection) 660L 9.7 3.51 ManyWaystoBeaSoldier(pairedselection) 410L 6.69 3.45 AnansiGoesFishing(mainselection) 420L 7.23 3.68 Poetrycollection(pairedselection) N/A*(poetry) — — RosaandBlanca(mainselection) 620L 8.74 3.72 TheCrowandthePitcher(pairedselection) 490L 8.8 3.76 AWeedIsaFlower(mainselection) 710L 11.22 3.68 What'sMadefromCorn?(21stCent.Skill)(pairedselection)


— —

Unit 4 AFroggyFable(mainselection) 640L 11.22 3.76 BentheBullfrog(pairedselection) 360L 7.45 3.78 LifeCycleofaPumpkin(mainselection) 640L 11.09 3.25 Howdoseedsknowwhichwayisup?(poem) (pairedselection)

N/A*(poem) — —

Soil(mainselection) 550L 7.89 3.33 BurrowingAnimals(pairedselection) 750L 10.06 3.35 TheNighttheMoonFell(mainselection) 700L 9.52 3.54 ANewHouse(21stCent.Skill)(pairedselection) N/A*


TheFirstTortilla(mainselection) 540L 8.96 3.55 Wind(pairedselection) 490L 7.52 3.47


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StudentEdition


Lexile Avg.Sent.Length WordFrequency Unit 5 FireFighter!(mainselection) 410L 7.02 3.57 FirefightingTeamwork(play)(pairedselection) N/A*(play) — — CarltheComplainer(mainselection) 400L 8.21 3.49 Fisherman(poem)(pairedselection) N/A*(poem) — — BadDog,Dodger!(mainselection) 550L 8 3.56 HowtoTrainYourPuppy(pairedselection) 560L 9.68 3.76 HoraceandMorrisbutmostlyDolores (mainselection)

630L 8.48 3.51

GoodKicking(pairedselection) 710L 11.21 3.65 TheSignmaker'sAssistant(mainselection) 710L 11.33 3.65 HelpingHand(21stCent.Skill)(pairedselection) N/A*


Unit 6 JustLikeJoshGibson(mainselection) 950L 15.76 3.6 HowBaseballBegan(pairedselection) 780L 12.04 3.61 Red,White,andBlue:TheStoryoftheAmerican Flag(mainselection)

480L 9.49 3.55

You'reaGrandOldFlag(poem/song) (pairedselection)

N/A*(poem/song) — —

ABirthdayBasketforTía(mainselection) 580L 7.91 3.54 FamilyTraditions:Birthday(21stCent.Skill) (pairedselection)


— —

Cowboys(mainselection) 630L 9.47 3.54 CowboyGear(pairedselection) 950L 14.31 3.5 GraceforPresident(mainselection) 570L 7.83 3.41 HomeSweetHome(pairedselection) 680L 10.02 3.52


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ReadingStreet©2013

A unit or longer lesson should: ● Emphasize the explicit, systematic development of foundational literacy skills (concepts of print, phonological awareness, the alphabetic principal, high frequency sight words, and phonics).

Foundational skills are central components of Reading Street lessons. Print concepts, phonemic awareness, phonics and word recognition, vocabulary, and fluency are introduced and developed in Grade K and reviewed, applied, and extended in Grades 1 and 2. • See Grade K Teacher’s Edition 5-Day Planner for Unit 1 Week 1 pages 10–11 and the Access for All charts on pages 12–13. • See Grade 1 Teacher’s Edition 5-Day Planner for Unit R Week 1 pages 12d–12e and the Access for All charts on pages 12f–12g. • See Grade 2 Teacher’s Edition 5-Day Planner for Unit 1 Week 1 pages 20d–20e and the Access for All charts on pages 20f–20g.


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● Regularly include specific fluency-building techniques supported by research (e.g., monitored partner reading, choral reading, repeated readings with text, following along in the text when teacher or other fluent reader is reading aloud, short timed practice that is slightly challenging to the reader).

Fluency techniques are modeled and practiced in each week of instruction: Grade K Teacher’s Edition Unit 1 Week 1 Day 1 Decodable Story fluency modeling on pages 24–25; Day 2 Decodable Reader on pages 40–41; Day 3 Student Reader on page 56; Day 4 Get Set, Roll! Reader on page 87; Day 5 page 97, End-of-the-week fluency assessment page 98 for word reading. The fluency lessons in each week in Grade 1 and Grade 2 focus on one aspect of fluent reading: accuracy, appropriate rate, expression/intonation, or appropriate phrasing (using punctuation cues). Grade 1 Unit 1 Week 1 Day 1 Decodable Reader fluency modeling on page 16c; Day 2 phonics on pages 18 and 19a, Paired Reading Routine on page 19c; Day 3 Read for Understanding Routine on page 30h, Choral Reading Routine on page 31b; Day 4 page 34f (Oral Rereading Routine), page 34g (Fluent Word Reading), page 35b (Paired Reading Routine and Monitor Progress: Fluency Check); Day 5 page 36–37 that accompanies the fluency activity on Student Edition page 37, End-of-the-week fluency assessment pages 37d–37f. Grade 2 Unit 1 Week 1 Day 1 Decodable Reader fluency modeling on page 24c; Day 2 Read for Understanding Routine on page 26h and the Paired Reading Routine on page 43b; Day 3 Choral Reading Routine on page 44f, Read for Understanding Routine on page 44h; Day 4 page 48d (Fluent Word Reading), page 48f (Oral Rereading Routine), page 49b (Paired Reading Routine and Monitor Progress: Fluency Check); Day 5 pages 50–51 and 51a that accompanies the fluency activity on Student Edition page 50, End-of-the week fluency assessment pages 51d–51f.


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● Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills.

Each lesson is text-based and the instruction includes reading as well as listening, speaking, and writing development. All phases of the lesson incorporate interaction that involves reading, speaking, listening, and writing. See the 5-Day Planner (Grade K Unit 1 Week 1 pages 10–11; Grade 1 Unit R Week 1 pages 12d–12e; Grade 2 Unit 1 Week 1 pages 20d–20e) for an overview of the closely related lesson concepts and Day at a Glance (Grade K pages 16, 32, 50, 82, 94; Grade 1 pages 12j, 15j, 16a, 16m, 32a; Grade 2 pages 20j, 26a, 44a, 48a, 50a) for the integrated daily plan. Extended writing applications can be found in the Writing to Sources component for each grade level. Writing to Sources uses a variety of activities to explore narrative, informative/explanatory, and opinion/argument writing carefully coordinated with the reading selections in Reading Street.


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● Build students’ content knowledge in social studies, the arts, science or technical subjects through a coherent sequence of texts and series of questions that build knowledge within a topic.

Each grade level is organized into six units. For each unit, a grade-appropriate concept summarized in a unit question is divided into weekly topics and questions to create content knowledge related to social studies and science concepts. This structure is followed from Grade K to Grade 6. For Grades K, 2 Unit 1 and 1 Unit R, Unit Skills Overview introductory pages xvi and xvii show at a glance how the unit is structured with Integrated Science and Social Studies topics, the Weekly Question, and the Knowledge Goals. This is also presented in the Weekly structure on Content Knowledge page xxii. Students build content knowledge throughout Reading Street during every week of instruction, across units within grades, and across grade levels. Weekly Science and Social Studies Knowledge Goals allow students to integrate knowledge and ideas as they access multiple texts. Related texts across units ensure that content knowledge is comprehensive and unified. In Grades 1-2, a concept-related graphic organizer is developed over the course of each week, highlighting science and history/social studies words and concepts learned. In Grades K-2, students build oral vocabulary by acquiring academic vocabulary and domain-specific words, exemplified in each week’s Amazing Words. See the following examples: • Grade K Teacher’s Edition Unit 2 pages 16–17, 32–33, 50–51, 78–79, 90–91. • Grade 1 Teacher’s Edition Unit 1 pages 12j, 12–13, 18a–18b, 30a–30b, 34a–34b, 36a–36b. • Grade 2 Teacher’s Edition Unit 2 pages 186j, 186–187, 192a–192b, 208a–208b, 212a–212b, 216a–216b.


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II. Key Shifts in the CCSS The lesson/unit addresses key shifts in the CCSS: ● Reading Text Closely: Makes reading text(s) closely (including read alouds) a central focus of instruction and includes regular opportunities for students to ask and answer text-dependent questions.

Every Big Book/Trade Book selection is accompanied by two sets of questions. The selection has a 2nd Read with Develop Vocabulary questions and a 3rd Read with Develop Comprehension questions. See Grade K Unit 1 Teacher’s Edition for representative pages: 60–75. As students respond to the Develop Comprehension questions, they use listening and speaking skills. For the Think, Talk, and Write questions (My Skills Buddy page 27) they use oral language skills as well as writing for the Look Back and Write • Text Evidence response. Every lesson has these features to incorporate understanding of the text. Every main selection is accompanied by two sets of questions. The selection has a 1st Read with Access Text questions and a 2nd Read with Close Reading questions. See Teacher’s Edition Grade 1 Unit 1 for representative pages: 20–21 to 28–29; Grade 2 Unit 1 for representative pages: 26–27 to 42–43. The Small Group pages for Day 2 and Day 3 focus on the main selection and extend instruction to accommodate On-Level, Strategic Intervention, and Advanced readers. As students respond to the Close Reading questions, they use listening and speaking skills. For the Think Critically questions they use oral language skills as well as writing for the Look Back and Write • Text Evidence response. Every lesson has these features to incorporate understanding of the text.


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● Text-Based Evidence: Facilitates rich text-based discussions and writing through specific, thought-provoking questions about common texts (including read alouds and, when applicable, illustrations, audio/video and other media).

For each 5-Day lesson plan in the program, the reading materials are accompanied by instruction that helps students read and comprehend the selection to master all aspects of the reading process. The text-dependent and the text-specific questions in 1st Read and 2nd Read also promote research to find text evidence in a selection. Also each Day of the 5-Day lesson plan provides opportunities for students to participate in discussions. Many pages in the My Skills Buddy for Grade K have topics intended to encourage discussion and participation. See the following references for the first selection in Grade K My Skills Buddy Unit 1: Review the Let’s Listen for… (pages 12–13), Comprehension (pages 14–15), and Think, Talk, and Write (page 27). The Vocabulary and Listening and Speaking activities (pages 28–29) are also discussion-based. My Skills Buddy pages for Speaking and Listening (Grade K Unit 1 page 29) have many ideas to incorporate reading and discussions with guidelines for speaking, listening, and teamwork in the lesson and in the accompanying Teacher’s Edition pages. The oral and written activities in Think, Talk, and Write (page 27) involve students in discussions and writing about selection content while responding to questions that improve and extend comprehension. Additionally, the Small Group activities have Team Talk discussion activities on Day 3 for On-Level and Day 3 and Day 4 for Advanced learners. Many pages in the Student Edition for Unit 1 Grades 1 and 2 have topics intended to encourage discussion and participation. See the following references for the first selection: Review the Let’s Talk About (Grade 1 pages 12–13; Grade 2 pages 20–21), Let’s Listen for... (Grade 1 pages 14–15; Grade 2 pages 22–23), and Think Critically questions (Grade 1 page 30; Grade 2 page 44). The Listening and Speaking (or Media Literacy) activities (Grade 1 page 36; Grade 2 page 51) are also discussion-based.


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(Continued) ● Text-Based Evidence: Facilitates rich text-based discussions and writing through specific, thought-provoking questions about common texts (including read alouds and, when applicable, illustrations, audio/video and other media).

(Continued) Student Edition pages for Speaking and Listening (Grade 1 Unit 1 pages 36–37; Grade 2 Unit 1 pages 50–51) or Media Literacy (Grade 1 Unit 4 pages 152–153; Grade 2 Unit 1 pages 112–113) have many ideas to incorporate reading and discussions with guidelines for speaking, listening, and teamwork in the lesson and in the accompanying Teacher’s Edition pages. The oral and written activities in Think Critically (Grade 1 page 30; Grade 2 page 44) involve students in discussions about selection content while responding to questions that improve and extend comprehension. Additionally, the Small Group activities have Team Talk discussion activities on Day 4 for On-Level, Strategic Intervention, and Advanced learners.


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● Academic Vocabulary: Focuses on explicitly building students’ academic vocabulary and concepts of syntax throughout instruction.

The Reading Street program presents Amazing Words and Academic Vocabulary in every lesson (Grade K, Unit 1 pages 16–17, 32–33, 50–51, 82–83, 94-95; Grade 1, Unit 2 pages 12ja–13b, 18a–18b, 34a–34b, 38a–38b, 42a–42b; Grade 2, Unit 2 pages 186j–188b, 192a–192b, 208a–208b, 212a–212b, 216a–216b). Throughout the lesson, Academic Vocabulary is presented in the context of the lesson to help students comprehend the meanings and uses of the terms. See Grade K, Unit 2 pages 27, 42, 73, 96, 125, 225; Grade 1, Unit 3 pages 17c, 20a, 20b, 33g, 34h; Grade 2, Unit 3 pages 353c, 376h, 387c, 388g, 405g. The Content Knowledge/Build Oral Vocabulary section focuses on the Tier 2 Amazing Words. The Robust Vocabulary Routine can be used to present the words. Vocabulary activities help students focus on the words’ meanings. Throughout Reading Street, students use transferable academic vocabulary as they utilize text to build knowledge in the disciplines. Throughout the program, concepts of syntax are targeted when the conventions of grammar and usage are presented in student and teacher materials. Reading Street provides ample opportunities to use the conventions in speaking and writing. Teacher’s Edition lessons introduce, reinforce, and review conventions for capitalization, punctuation, parts of speech, kinds of nouns, verb tenses, adjectives, different kinds and structures of sentences, and more. • See the following pages for Grade K Teacher’s Edition Unit 1 Week 1: 28, 45, 76, 90, 104. • See the following pages for Grade 1 Unit 1 Week 1: 17c, 29c, 32a, 35c, 37g. • See the following pages for Grade 2 Unit 1 Week 1: 25c, 43c, 45b, 49c, 51g.


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A unit or longer lesson should: ● Grade-Level Reading: Include a progression of texts as students learn to read (e.g., additional phonic patterns are introduced, increasing sentence length). Provides text-centered learning that is sequenced, scaffolded and supported to advance students toward independent grade-level reading.

Reading Street provides explicit and systematic instruction and support at point of use for all foundational skills—concepts of print, phonological awareness, phonics, vocabulary development, syntax, and fluency. Explicit instruction, progress monitoring, and assessment of foundational skills are found in Teacher’s Editions, Student Editions, Reader’s and Writer’s Notebooks, ancillary materials, and digital offerings. Reading Street materials provide all students opportunities to engage with complex texts as defined by the Common Core State Standards. For one of the examples at each level, see the following: Student Edition Main Selections • Grade K Unit 2 Week 2: Nature’s Spy • Grade 1 Unit 2 Week 1: A Big Fish for Max • Grade 2 Unit 1 Week 5: The Strongest One Student Edition Paired Selections [Grade K Let’s Practice It!] • Grade K Unit 3 Week 4: The Mice and the Cat • Grade 1 Unit 1 Week 2: Helping Hands at 4-H • Grade 2 Unit 5 Week 3: How to Train Your Puppy Reading Street Sleuth • Grade K Unit 1 Week 2: “Gadget Is Gone” • Grade 1 Unit 3 Week 4: “A Magical Garden” • Grade 2 Unit 1 Week 1: “The Color of Pilsen”


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● Balance of Texts: Focus instruction equally on literary and informational texts as stipulated in the CCSS (p.5) and indicated by instructional time (may be more applicable across a year or several units).

All of the selections in Reading Street are of high quality and fall within the prescribed grade level complexity bands described in Appendix A of the Common Core State Standards. The selections provide an equal balance of literary and informational text in K-2. For each week in grades 1-2, Reading Street offers a main selection and a shorter paired selection on the same topic or concept. A rich variety of literary and informational texts were chosen for these selections. Most main selections are published works, excerpts from published books, or original selections created by well-known, grade-level appropriate authors. The paired selections are shorter works and are often a different genre from that of the main selection. The program’s weekly Reading Street Sleuth (Grades 1-2) or Sleuthhound (Grade K) selections include fiction and nonfiction selections. Each Sleuth selection is two pages with text, illustrations, and text-based questions while the Sleuthhound selection is one page Teacher Read Aloud. Literature and informational texts appear in the Big Book/Trade Book selections, the Let’s Practice It! selections, and the Reading Street Sleuth selections as well as in all the related Trade Books and Leveled Readers. • For Grade K, there are 36 Big Books/Trade Books. There are 16 Literature selections and 20 Informational Text selections to give a 44% Informational Text selections and 56% Literature selections. The Reading Street Sleuth selections increase the percentage for informational text to meet the 50% measures. • For Grade 1, there are 40 Literature selections and 32 Informational Text selections in the Student Edition with an additional 16 Reading Street Sleuth selections to give informational text more than 50% of the total. • For Grade 2, there are 32 Literature selections and 28 Informational Text selections in the Student Edition with an additional 16 Reading Street Sleuth selections to give informational text more than 50% of the total.


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● Balance of Writing: Include prominent and varied writing opportunities for students that balance communicating thinking and answering questions with self-expression and exploration.

For Grade K, each Big Book/Trade Book selection in Grade K is accompanied by a Think, Talk, and Write page in My Skills Buddy, which includes a Look Back and Write question. This writing task requires students to answer the question and communicate their thinking. See Unit 1 My Skills Buddy page 27 and Teacher’s Edition pages 44–45. The Writing lessons on Days 2 and 4 guide students in communicating their thinking as they discuss and then write about the weekly selection and concept. See Teacher’s Edition pages 46 and 91. For Grade K, the Genre Writing lesson on Day 3 of Weeks 1–5 and the Writing Process lessons throughout Week 6 in each unit present the characteristics of many different writing genres. Students write as a means of self-expression and exploration as they learn about writing a story, poem, personal narrative, letter, description, summary, and report, among other genres, and then work with the teacher to write each genre. The Writing lesson on Day 1 of each Week, entitled Wonderful, Marvelous Me!, allows students to explore their own thoughts and feelings as they write about things that make them special, things they are curious about, and their feelings and opinions. As they complete these writing tasks, students develop not only their writing skills, but also their own voice. • See Grade K Unit 1 Teacher’s Edition pages 29 and 77 for Week 1 Writing lessons and pages 541, 558, 585, 599, and 613 for Week 6 Writing Process lessons. For Grades 1 and 2, each main selection in the Student Editions includes a Think Critically page with a Look Back and Write question. Each paired selection in the Student Edition includes a Writing Across Texts prompt. Both writing tasks require students to answer the question and communicate their thinking. See Grade 1 Unit 2 Student Edition pages 34, 41 and Unit 2 Teacher’s Edition pages 34–35, 35a, 40–41; Grade 2 Unit 1 Student Edition pages 44, 49 and Unit 1 Teacher’s Edition pages 44–45, 45a, 48–49, 49a. The weekly Research and Inquiry projects guide students in writing and answering inquiry questions and collecting and organizing information before communicating their findings to others. See Grade 1 Unit 2 Teacher’s Edition pages 17f, 33g, 37c, 41e, 43j; Grade 2 Unit 1 Teacher’s Edition pages 25f, 43g, 47b, 49g, 51j.


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(Continued) ● Balance of Writing: Include prominent and varied writing opportunities for students that balance communicating thinking and answering questions with self-expression and exploration.

(Continued) For Grades 1 and 2, the weekly Writing lessons and unit Writing Process lessons in Grade 1 (Units 1–5) and Grade 2 (Units 1–6) present the characteristics of many different writing genres and show the steps involved in writing those genres. Students write as a means of self-expression and exploration as they learn about writing a story, realistic story, poem, narrative poem, personal narrative, letter, explanation, expository report, description, biography, summary, autobiography, and report, among other genres, and then write each genre. Whether they are expressing their own thoughts and feelings about a topic or exploring a topic through research, Grade 1 and Grade 2 students develop not only their writing skills, but also their own voice, as they complete a variety of writing tasks. • See an example weekly Writing lesson on Grade 1 Unit 2 Student Edition pages 36–37 and Unit 2 Teacher’s Edition pages 17d–17e, 33d–33e, 36–37, 37a, 41c–41d, 43g–43i, and an example unit Writing Process lesson on Unit 2 Teacher’s Edition pages WP•1–WP•10. • See an example weekly Writing lesson on Grade 2 Unit 1 Student Edition pages 46–47 and Unit 1 Teacher’s Edition pages 25d–25e, 43d–43e, 46–47, 47a, 49d–49e, 51h–51i, and an example unit Writing Process lesson on Unit 2 Teacher’s Edition pages WP•1–WP•10. Writing to Sources Grade K U1: 6–9, 14–17, 20–21, 24–31, 36–37, 39; U2: 42–53, 56–59, 62–67, 70–73; U3: 78–89, 92–93, 98–101, 106–109; U4: 116–121, 124–125, 134–139, 142–145; U5: 150–167, 172–175, 178–181; U6: 190–191, 196–197, 210–211, 215, 216–217; MCT: 222–223, 228–229, 238–245, 248–249, 252–259, 264–267, 278–291 Grade 1 UR: 6–31, 34–37; U1: 42–61, 64–67, 68, 70–71; U2: 78–89, 92–93, 96–103, 106–107, 109; U3: 114–127, 130–137, 141, 142–143; U4: 152–167, 172–175, 177, 178–179; U5: 186–211, 213, 214–215, 216, 218; MCT: 224–243 Grade 2 U1: 26–31, 34–35; U2: 38–47, 50–55, 58–63, 66–67; U3: 70–95, 98–99; U4: 106–109, 112–113, 122–127, 130–131; U5: 134–139, 146–147, 152–159, 162–163; U6: 166–173, 176–191, 194–195; MCT: 206–207, 210–211, 214–215, 218–223, 232–233, 236–237


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III. Instructional Supports The lesson/unit is responsive to varied student learning needs: ● Cultivates student interest and engagement in reading, writing and speaking about texts.

A basic tenet of the questioning technique is to promote understanding of the text while thinking, learning, and living the content. Students who become involved in the reading experience are truly capable of gaining information and worthwhile content. The choice of the selections and the design of the questions help to ensure that students will become actively involved in the reading process. The Writing lesson on Day 2 of Weeks 1–5 in each unit allows students to discuss and write sentences about the Big Book/Trade Book selection (see Grade K Unit 1 Teacher’s Edition page 46). The Writing lesson on Day 4 of Weeks 1–5 allows students to discuss and write sentences about the weekly concept, first as it applies to the selection and then extending the concept beyond the selection (Teacher’s Edition page 91). The Extend Your Day! activities found at the end of each Day in the Teacher’s Edition often include a Science or Social Studies activity based on the concept or selection. These activities both broaden students’ knowledge and engage their interest. • See Teacher’s Edition Unit 1 pages 31, 49, 81, and 93 for examples from Week 1. In many of the Research and Inquiry projects, students locate information about the unit topic or concept as they prepare to make a report or presentation on the topic. Each of these activities requires students to use both print and digital materials to locate the necessary information to complete the Research and Inquiry project. • See Grade 1 Unit 2 Week 1 Teacher’s Edition pages 17f, 33g, 37c, 41e, and 43j for one example. • See Grade 2 Unit 1 Week 1 Teacher’s Edition pages 25f, 43g, 47b, 49g, and 51j for one example.


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● Addresses instructional expectations and is easy to understand and use for teachers (e.g., clear directions, sample proficient student responses, sections that build teacher understanding of the whys and how of the material).

The Reading Street program has been used successfully throughout the country and addresses instructional expectations. Pages iv-ix in the Teacher’s Edition illustrates how Reading Street nurtures the love of reading, builds a foundation for reading, grows student capacity, and inspires confidence. At the beginning of each unit, teachers prepare for instruction utilizing the Table of Contents (page x), Concept Launch (page xiv), Skills Overview (page xvi), Assessment (page xviii), Implementing eStreet Interactive (page xx), and Content Knowledge (page xxii). Then prior to each selection, the Teacher’s Edition clearly delineates for the teacher how to Access for All and planning strategies for student success. The 2013 edition of the program has been created to show how the materials address the Common Core State Standards for each grade. As in earlier editions, this new edition is carefully designed and constructed around excellent informational texts and literature to help students master the concepts they need to succeed in school and beyond. From the printed books to the online database, students and teachers can choose from a wide variety of materials as they develop those important reading, writing, listening, and speaking concepts. Clear directions and friendly Teacher Edition materials can be used with all levels of learners, including ELLs. Correlations of the materials to the CCSS have been produced for each grade level.


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● Integrates targeted instruction in multiple areas such as grammar and syntax, writing strategies, discussion rules and aspects of foundational reading.

Conventions instruction is closely integrated into the content of each weekly lesson. Learning the concepts as an integral part of reading, writing, listening, and speaking development allows students to learn, practice, and apply the skills immediately as they progress through the lesson. The conventions concepts begin with sentences as students learn the four different kinds of sentences: declarative, interrogative, imperative, and exclamatory. • See Grade K Unit 3 Week 6 pages 524, 541, 582, and 596. This skill is emphasized in the writing activity on pages 525, 542, 569 583, 597. Students work with and apply their knowledge of sentences as they complete the Writing activity for the week on page 597. Each week a new skill is presented and practiced using this spiral structure. • See Grade 1 Unit 1 Week 1 pages 17c, 29c, 32a, 35c, and 37g. This skill is emphasized in the writing activity, Let’s Write It! on pages 32–33 and 33a. Students work with and apply their knowledge of sentences as they complete the Writing activity for the week on page 37h. Each week a new skill is presented and practiced using this spiral structure. • See Grade 2 Unit 1 Week 1 pages 25c, 43c, 45b, 49c, and 51g. This skill is emphasized in the writing activity, Let’s Write It! on pages 46–47 and 47a. Students work with and apply their knowledge of sentences as they complete the Writing activity for the week on page 51h. Each week a new skill is presented and practiced using this spiral structure. Writing to Sources includes instruction in grammar and conventions, writing strategies, discussion rules, and all aspects of foundational reading. See one unit examples listed for each grade level. Writing to Sources Grade 3 U1: 30, 31, 32, 33, 34, 35 Grade 4 U1: 30, 31, 32, 33, 34, 35 Grade 5 U1: 30, 31, 32, 33, 34, 35 Grade 6 U1: 30, 31, 32, 33, 34, 35


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● Provides substantial materials to support students who need more time and attention to achieve automaticity with decoding, phonemic awareness, fluency and/or vocabulary acquisition.

In the Grades K–2 Teacher’s Editions, the Small Group lesson pages (SG pages) provide a variety of selections and activities to teach the concepts and enhance the learning experience. My Sidewalks and the Intervention Kit for Grades K, 1, and 2 provide a wealth of lesson materials and techniques to reteach reading concepts to help students improve achievement. From the hands-on Picture Cards at Grades K and 1 to On-Line Readers at all levels, these materials provide alternate instruction to help students master reading concepts successfully. Beginning with phonemic awareness activities, students regularly listen to and say words to understand how the sounds are blended together to form words. From that carefully developed background, students move from the phonological awareness activities in which they learn the letters that stand for the sounds in words and begin to master the decoding process. • See the following representative pages for Grade K Teacher’s Edition Unit 1: 18, 34, 52, 84, 96. • See the following representative pages for Grade 1 Unit 1 Week 1 Day 1: 14–15, 15a, 16–16a, 16b–16c. • See the following representative pages for Grade 2 Unit 1 Week 1 Day 1: 22–23, 23a, 24, 24a, 24b–24c. Every lesson includes pages for practice with decoding words. Students are introduced to sounds and the letters that spell those sounds. Then they apply these concepts when reading Decodable Stories and Readers. The carefully structured Teacher’s Edition instruction helps students learn to decode the words independently and then apply the decoding process as they read new text. This organization is found in all units. At the beginning of Grade K, Weeks 1 to 4 focus on letter recognition and connecting letters to sounds. The pages from Week 5 are representative of instructional phonics work: Teacher’s Edition Unit 1 Week 5: 430–431, 446–447, 464–465, 507–508. • See the following representative pages for Grade 1 Unit 1 Week 1: 15a, 16–16a, 16b–16c, 18c–18d, 18–19a, 19b–19c, 19d, 30e, 34d, 34e–34f, 34g. • See the following representative pages for Grade 2 Unit 1 Week 1: 23a, 24, 24a, 24b–24c, 26c, 44c–44d, 48c, 48d, 48e–48f, 50c.


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(Continued) ● Provides substantial materials to support students who need more time and attention to achieve automaticity with decoding, phonemic awareness, fluency and/or vocabulary acquisition.

(Continued) The Teacher’s Edition vocabulary prompts that accompany the reading selections guide students in using word and picture context to determine word meaning. For Oral Language vocabulary development, see Grade K Teacher’s Edition Unit 1 Week 1 pages 17, 32–33, 50–51, 82–83, 94–95. Explicit vocabulary instruction focuses on recognizing high-frequency words (see pages 23, 39, 55, 97), defining selected story words (see rebus words 24, 40, 56, 87). See also the vocabulary activities tied to the Big Book/Trade Book selection pages 58–75 for Grade K Unit 1 Week 1. • See pages 20a, 30g, and 37b for Grade 1 Unit 1 Week 1. • See pages 26e–26f, 44g, and 51b for Grade 2 Unit 1 Week 1.

● Provides all students (including emergent and beginning readers) with extensive opportunities to engage with grade-level texts and read alouds that are at high levels of complexity including appropriate scaffolding so that students directly experience the complexity of text.

At Grade K, the lesson begins with Content Knowledge to prepare students to understand the Big Book/Trade Book selections. The Build Oral Language and Build Oral Vocabulary sections based on the Amazing Words are developed at the beginning of each Day’s instruction. High-frequency words are presented and practiced, and a comprehension skill is taught and practiced in a short Read Aloud to equip students with tools to build comprehension prior to reading the Big Book/Trade Book selection. By providing sound prereading activities, students are prepared to successfully read more complex text. For Grades 1 and 2, the lesson begins with Content Knowledge to prepare students to understand the main and paired selections. The Oral Language section based on the Amazing Words is developed at the beginning of each Day’s instruction. Selection Vocabulary is presented and practiced in a short selection prior to reading the main selection. The Access Text with Modeling helps students recognize information so they can comprehend the text and gain information. By providing sound prereading activities, students are prepared to successfully read more complex text.


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● Focuses on sections of rich text(s) (including read alouds) that present the greatest challenge; provides discussion questions and other supports to promote student engagement, understanding and progress toward independence.

In the Reading Street program, students are actively involved in working with many high-quality texts. To fully comprehend any text, students must participate in discussions about the text as they search for text-based information, relate the information to other sources, compare and contrast information with that in other reading selections, and work to understand the text. Whether reading a main selection, a paired selection, or a Trade Book Library selection, students are encouraged to dig deeply into the meaning of the text. Most of the main selections (Big Books/Trade Books at Kindergarten) in each grade are excerpts from published books or original selections created by well-known, grade-level appropriate authors. Each grade also has a drama or play. The selections at Grades 1 and 2 range from 10 to 20 pages. Full-length books can be found in the Independent Reading activities for the Pearson Trade Book Library. The main purpose of the reading materials used in the program is to include a wide variety of reading genres and grade-appropriate subjects related to the unit topic and concepts. These materials allow the instruction to use the questioning techniques to build comprehension concepts. Each Day of the 5-Day lesson plan provides opportunities for students to participate in discussions. Many pages in the My Skills Buddy for Grade K have topics intended to encourage discussion and participation. See the following references for the first selection in Grade K My Skills Buddy Unit 1: Review the Let’s Listen for… (pages 12–13), Comprehension (pages 14–15), and Think, Talk, and Write (page 27). The Vocabulary and Listening and Speaking activities (pages 28–29) are also discussion-based. My Skills Buddy pages for Speaking and Listening (Grade K Unit 1 page 29) have many ideas to incorporate reading and discussions with guidelines for speaking, listening, and teamwork in the lesson and in the accompanying Teacher’s Edition pages. The oral and written activities in Think, Talk, and Write (page 27) involve students in discussions about selection content while responding to questions that improve and extend comprehension. Additionally, the Small Group activities have Team Talk discussion activities on Day 3 for On-Level and Day 3 and Day 4 for Advanced learners.


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● Integrates appropriate, extensive and easily implemented supports for students who are ELL, have disabilities and/or read or write below grade level.

For Grade K, each Big Book/Trade Book selection is accompanied by two sets of questions. The Develop Vocabulary questions used in the 2nd Read help students talk about the text. The Develop Comprehension questions used in the 3rd Read help students gain a more complete understanding of the text. See Grade K Unit 1 Teacher’s Edition for representative pages: 60–75. For Grades 1 and 2, each main selection is accompanied by two sets of questions. The Access Text questions used in the 1st Read help students comprehend the text. The Close Reading questions used in the 2nd Read extend the interpretation of the text using higher-level thinking skills with Analysis, Synthesis, and Evaluation questions applied to the text and supported by Text Evidence. • See Teacher’s Edition Grade 1 Unit 1 for representative pages: 20–21 to 28–29. • See Teacher’s Edition Grade 2 Unit 1 for representative pages: 26–27 to 42–43. At all grade levels in Reading Street, a parallel instructional path for ELLs is provided in the margins of each Teacher’s Edition and in PearsonSuccessNet www.pearsonsuccessnet.com, with easy-to-access tips for teacher mediation of content. In addition, the ELL Handbook and suite of support materials were designed by a renowned expert, Dr. Jim Cummins. Two conceptually coherent readers are available for small group instruction each week: ELL for high-proficiency ELL students, and ELD (English Language Development) for lower-level language proficiency students. For a typical week of a unit see the following page references: • Grade K Unit 1 Week 1: 12–13, 17, 19, 23, 25, 27, 29, 33, 35, 39, 41, 43, 45, 47, 51, 53, 55, 57, 59, 77, 79, 83, 87, 89, 95, 97, 101, 105. • Grade 1 Unit 1 Week 1: 12f–12g, 12–13, 13b, 15a, 16c, 17, 17b, 17d, 18b, 18d, 19a, 19c, 19e, 20a, 20c, 29a, 29c, 29e, 30b, 30d, 30f, 30h, 32a, 34b, 34d, 34f, 34h, 35d, 36b, 36d, 37a, 37i • Grade 2 Unit 1 Week 1: 20f–20g, 20–21, 22b, 23a, 24a, 24c, 24d, 25, 25b, 25d, 26b, 26d, 26f, 26h, 43a, 43c, 43e, 44b, 44d, 44e, 44f, 44h, 48b, 48d, 48f, 50b, 51a, 51i


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● Provides extensions and/or more advanced text for students who read or write above grade level.

Every lesson in the program is coordinated to advanced materials to use with students to read beyond the current grade level. The Reading Street Sleuth provides opportunities for all students to engage with complex text. In addition, optional Leveled Readers are provided online. For examples, see the following: • Reading Street Sleuth, All grades Unit 1, pages 4–9. • Grade K Unit 1 Week 1, Advanced Leveled Reader, Max the Duck. • Grade 1 Unit 1 Week 1, Advanced Leveled Reader, Carlos Picks a Pet. • Grade 2 Unit 1 Week 1, Advanced Leveled Reader, Country Friends, City Friends. Each lesson in Reading Street has an accompanying Reading Street Sleuth selection. In Grades 1 and 2 each Sleuth selection is two pages with text and illustrations, follows Lexile ratings, and focuses on Text-Based Comprehension. The Day 1 Small Group lesson introduces the selection with Access Text activities—Gather Evidence, Ask Questions, Make Your Case—and Day 5 rereads the text with Extend Understanding, Performance Task • Prove It!, and Communicate activities. The instruction in Small Group is created to assist On-Level (Unit 1 Week 1 pages SG•2, SG•6), Advanced (Unit 1, Week 1 pages SG•12, SG•16), and Strategic Intervention (Unit 1, Week 1 pages SG•7, SG•11) levels of readers in working with complex text to enhance reading comprehension. Reading Street Sleuth selections are available for every week of instruction in Grades K through 6. Independent Reading Options and More Reading for Group Time are identified on the Small Group pages (see Grade K Teacher’s Edition Unit 1 Week 1 SG•1 to SG•18; Grades 1 and 2 Unit 1 Week 1 SG•1 to SG•17) and can be accessed on the Leveled Reader Database. The Preview Your Week page (Grade K Unit 1 page 8; Grade 1 Unit 1 page 12b; Grade 2 Unit 1 page 20b) has Optional Concept-Based Reading, using the Digital Path to access readers offering different levels of text complexity, and Independent Reading (Grade K page 15; Grade 1 page 12i; Grade 2 page 20i) has suggestions for a variety of activities for independent reading.


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A unit or longer lesson should: ● Include a progression of learning where concepts, knowledge and skills advance and deepen over time (may be more applicable across the year or several units).

Coverage of Common Core State Standards within and across grade levels of Reading Street constitutes a learning progression that follows the manner in which the skills and concepts of the standards naturally advance and deepen over time. In addition, unit themes allow students to build content knowledge on various topics from week to week. Numerous science and social studies informational texts foster the accumulation of conceptual understanding across grade levels. Reading Street integrates foundational skills, reading, writing, speaking and listening, and language standards, presenting them in conjunction with reading selections. The reading selections, which can be read independently of all surrounding material, serve as the core of the lessons and the vehicle for incorporating all features and activities. In the Student Editions, sidebar notes and questions for the first reading selection of each unit and all paired selections help students comprehend the text and genres. Each concept and skill is presented and then reviewed in succeeding lessons and represented and extended in following unit instruction using a carefully constructed scope and sequence. See the following listing for a skill trace for one concept/skill in each level: • For Grade K Unit 1 Week 1, the lesson reading strategy is introduced on pages 26–27 and applied as students interact with the Teacher Read Aloud “At the Bus Stop.” The strategy is then applied to the main selection as students read it to help them clarify the meaning of the text. The concepts and skills are then reintroduced, practiced, and extended in Unit 1 Week 5, Unit 4 Week 4 and Unit 6 Week 2. • For Grade 1 Unit 1 Week 1, the lesson reading strategy is introduced on pages 17a and applied as students interact with the Teacher Read Aloud “A Hamster for Ana.” The strategy is then applied to the main selection as students read it to help them clarify the meaning of the text. The concepts and skills are then reintroduced, practiced, and extended in Unit 1 Week 3 and Unit 5 Week 1.


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(continued) ● Include a progression of learning where concepts, knowledge and skills advance and deepen over time (may be more applicable across the year or several units).

(continued) • For Grade 2 Unit 1 Week 1, the lesson reading strategy is introduced on pages 25a and applied as students interact with the Teacher Read Aloud “A New Neighborhood.” The strategy is then applied to the main selection as students read it to help them clarify the meaning of the text. The concepts and skills are then reintroduced, practiced, and extended in Unit 1 Week 3 and Unit 5 Week 4.

● Gradually remove supports, allowing students to demonstrate their independent capacities (may be more applicable across the year or several units).

The Reading Street instructional model is based on the gradual release instructional concept developed by P. David Pearson. Scaffolded supports during the reading of the Main Selection provide access to the text for those students who need more help with reading comprehension. All students demonstrate independent reading capacities by responding to higher-order thinking questions during a close reading of the text. • Grade K Teacher’s Edition K.3: 60 through 73 • Grade 1 Teacher’s Edition 1.4: 20–21 through 43a • Grade 2 Teacher’s Edition 2.6: 368–369 through 381a


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● Provide for authentic learning, application of literacy skills and/or student-directed inquiry.

Authentic learning and literacy skill application is included in the questioning strand. For the main selection, students are asked to generate text-based questions. In Grade K, The Extend Your Day! activities found at the end of each Day in the Teacher’s Edition often include a Science or Social Studies activity based on the concept or selection. These activities both broaden students’ knowledge and engage their interest. See Teacher’s Edition Unit 1 pages 31, 49, 81, and 93 for examples from Week 1. In Grades 1 and 2 each week, the Research and Inquiry project (Grade 1 Unit 1 Week 1 Teacher’s Edition pages 17f, 29g, 33c, 35f, 37j; Grade 2 Unit 1 Week 2 Teacher’s Edition pages 57f, 71g, 75b, 79f, 81j) deals with a topic related to the weekly concept. This feature is an integral part of the Research and Inquiry project in which students develop questions as they select and research their topic in Grades 1 and 2. In the Teacher’s Edition for Grade K Unit 1 Week 1, Preview Your Week (page 8) shows the Social Studies (or Science) connection to the lesson. The Think, Talk, and Write (Grade K Teacher’s Edition Unit 1 pages 44–45) for each Big Book/Trade Book selection has content connection questions, which students use to extend their understanding of the text by writing or telling about the concept and content. The Look Back and Write item asks students to focus on identifying key ideas and details and using text evidence to broaden world knowledge. In the Teacher’s Edition for Grades 1 and 2 Unit 1 Week 1, Preview Your Week (Grade 1 page 12b; Grade 2 page 20b) shows the Social Studies (or Science) connection to the lesson. The Think Critically page (Grade 1 page 30–31; Grade 2 page 44–45) at the end of each selection has a content connection question, which students use to extend their understanding of the text by writing or telling about the concept and content. The Look Back and Write prompt on that page also focuses on identifying key ideas and details and using text evidence to broaden world knowledge. At the end of the paired selection, the Student Edition and the Teacher’s Edition have Reading and Writing Across Texts activities (Grade 1 page 35a; Grade 2 page 49a) that ask students to combine what they are learning with other information to gain broader knowledge.


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● Indicate how students are accountable for independent engaged reading based on student choice and interest to build stamina, confidence and motivation (may be more applicable across the year or several units).

The 5-Day lesson plan includes many reading activities to foster the development of critical reading concepts and many opportunities to read and apply the concepts. The Small Group pages for each Day suggest Trade Books for Independent Reading Options and Leveled Readers for Group Time Reading. Trade Books and Leveled Readers can be accessed on the Leveled Reader Database. The Preview Your Week page (Grade K Teacher’s Edition Unit 1 page 8; Grade 1 Unit 1 page 12b; Grade 2 Unit 1 page 20b) has Optional Concept-Based Reading in which the Digital Path can be used to access readers offering different levels of text complexity, and Independent Reading (Grade K page 15; Grade 1 page 12i; Grade 2 page 20i) has suggestions for a variety of activities for independent reading.


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● Use technology and media to deepen learning and draw attention to evidence and texts as appropriate.

Reading Street provides an extensive offering of technology components to enhance and expand learning and instruction. The digital offerings are cited at the beginning of each week and at point of use on Teacher’s Edition pages. See the following Day 1 example for Unit 1 Week 1 in each grade: • Grade K Unit 1: 9, 17, 19, 21, 23, 25, 27, 29 • Grade 1 Unit 1: 12c, 12–13, 13b, 15a, 16a, 16c, 17, 17b, 17d, 17f • Grade 2 Unit 1: 20c, 20–21, 22b, 23a, 24a, 24c, 25, 25b, 25d, 25f In Grade K, The Extend Your Day! activities found at the end of each Day in the Teacher’s Edition often include a Science or Social Studies activity based on the concept or selection. These activities both broaden students’ knowledge and engage their interest. See Teacher’s Edition Unit 1 pages 31, 49, 81, and 93 for examples from Week 1. In Grades 1 and 2 each week, the Research and Inquiry project (Grade 1 Unit 1 Week 1 Teacher’s Edition pages 17f, 29g, 33c, 35f, 37j; Grade 2 Unit 1 Week 2 Teacher’s Edition pages 57f, 71g, 75b, 79f, 81j) deals with a topic related to the weekly concept and has students using multimedia sources to explore and learn about the topic. As they research, students investigate print and digital sources to expand and extend their knowledge of the topic. One week in each unit is focused on a Media Literacy activity in which students utilize and investigate multimedia sources to expand their understanding of a topic. Whenever multimedia or technology is used in the program, it is an integral part of the instruction and contributes to comprehending the concepts and selections. These additional resources enhance important details of the text, which leads to better understanding of the concepts and related content. The Reading Street Concept Talk Video (Grade K Unit 1 Week 1 pages 16–17; Grade 1 Unit 1 Week 1 pages 12j and 12–13; Grade 2 Unit 1 Week 1 pages 20j and 20–21) also provides a multimedia tool for exploring content related to the Oral Language and Amazing Word activities.


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IV. Assessment The lesson/unit regularly assesses whether students are developing standards-based skills: ● Elicits direct, observable evidence of the degree to which a student can independently demonstrate foundational skills and targeted grade level literacy CCSS (e.g., reading, writing, speaking and listening and/or language).

Each week has a specific set of target instructional concepts. The assessment activities on Day 5 (Grade K Unit 1, Week 1 pages 98–99; Grade 1, Unit 1, Week 1 pages 37d–37e, 37f; Grade 2, Unit 1, Week 1 pages 51d–51e, 51f) evaluate those concepts. The assessments are grade level appropriate ranging from letter recognition, word reading, and sentence reading to fluency, monitor accuracy, and comprehension. The Assessment Checkpoints for the Week are listed (Grade K, Unit 1, Week 1 page 108; Grade 1, Unit 1 Week 1 page 37l; Grade 2, Unit 1 Week 1 page 51l). This page shows the complete assessment program for this week of instruction. The Assessment Checkpoints include Weekly Assessment, Differentiated Assessment, and Managing Assessment. Managing Assessment identifies the key components of the Assessment Handbook: Weekly Assessment Blackline Masters for Monitoring Progress, Observation Checklists, Record-Keeping Forms, and Portfolio Assessment. At all grade levels, the Reading Street Assessment Handbook provides an item-by-item Common Core State Standards alignment for the print and online assessments included in Reading Street. Reading foundations are assessed in both Weekly and Unit Benchmark Tests, and fluency assessment is emphasized each week in Fresh Reads for Fluency and Comprehension. For example, see Assessment: 5 Steps to Success on Reading Street pages xviii and xix at all grade levels.


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● Assesses student proficiency using methods that are unbiased and accessible to all students.

Assessing a variety of types of knowledge and levels of thinking, Reading Street assessment takes place in a number of different formats, both pencil-and-paper and performance-based. At each grade level, students demonstrate their knowledge of content and ability to employ various strategies through tasks that evoke critical thinking in projects, presentations, written assignments (many with opportunities for technological enhancement), and discussion in response to deep-thinking questions. In Grades 1-2, research reports, both assigned and in response to self-interest topics, require students to engage in research from a variety of sources. In Grade K, the Extend Your Day! offers many opportunities for group or individual research (For examples, refer to Grade K, Unit 1, pages 107, 177, 247, 401, 503, 615). Formal assessment includes quick-response, multiple-choice items, short written response items, and extended constructed response in response to topical prompts. All items are in response to relevant standards and planned learning outcomes. Reading Street contains comprehensive ancillary assessment components, both in print and online. These assessments can be administered easily from the beginning of the year (Baseline Assessments) through each week of instruction (both Weekly Tests and Fresh Reads for Fluency and Comprehension) and at the end of each unit (Unit and End‐of‐Year Benchmark Tests). Assessments are also part of the Student Edition instruction (Think Critically questions, including Look Back and Write) and Teacher’s Edition routines (Monitor Progress). For example, see Assessment: 5 Steps to Success on Reading Street pages xviii and xix at all grade levels.


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● Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance and responding to areas where students are not yet meeting standards.

Reading Street supports teachers with guidance on how to interpret student performance through progress monitoring. The daily monitor progress boxes provide teachers with point of use formative assessment and interpretations guidelines. On Day 3 at all grade levels, retelling rubrics assist teachers in quickly assessing students’ retelling of the main selections (Anchor Text). Writing rubrics accompany all writing assignments in Reading Street, from formal weekly writing mini‐lessons (Let’s Write It!) to weekly writing assessment (Look Back and Write) to Process Writing projects at the end of each unit (Grades 1-2) and extended-response writing in the Unit and End‐of‐Year Benchmark Tests. For examples, see the following listing: Grade K Unit 1 pages xviii–xix, 19, 42, 55, 85, 95, 99, 103, Grade 1 Unit R pages xviii–xix, 15c, 15p, 16g, 16s, 17, 29a, 32b, 32d, 35b, 35c Grade 2 Unit 1 pages xviii–xix, 24a, 26e, 45a, 46–47, 49b, 50b, 51d, 51e, 51f All lessons in Writing to Sources include rubrics to evaluate students writing. See the following pages for one unit’s example at each level. Grade K U1: 9, 13, 17, 21, 25, 28–29, 33 Grade 1 U1: 9, 13, 17, 21, 25, 28–29, 33 Grade 2 U1: 9, 13, 17, 21, 25, 28–29, 33


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A unit or longer lesson should: ● Use varied modes of assessment, including a range of pre-, formative, summative and self-assessment measures.

At all grade levels, Reading Street follows a Read for Understanding routine to ensure that students first comprehend the text, and secondly, further evaluate and interpret the text. See the Read for Understanding Routine on Day 2 of all grade levels. Only after this careful comprehension occurs are students asked to provide further evaluation or interpretation through Think Critically questions and other weekly assessments. For examples, see the following listing: Grade K Teacher’s Edition Unit 1 pages 59 to 75. Grade 1 Teacher’s Edition Unit R pages 18a to 29a. Grade 2 Teacher’s Edition Unit 1 pages 26g–43a, 44h–45a. A comprehensive 5‐step assessment system includes formative and formal daily, weekly, unit, and summative opportunities in print and fully digital formats. Support for using all soft and hard data to know and serve the Zone of Proximal Development (ZPD) for students is found in the Assessment Handbook. Suggestions and ideas for assisting and scaffolding of students at their Zone of Proximal Development are given in the chapters of the Assessment Handbook, but are also dealt with extensively in the Teacher’s Editions and in suggestions in the Teacher’s Manuals of the various formal assessments. The Reading Street Assessment offerings include: Baseline Group Tests Corrective Feedback and Progress Monitoring (included at point of use in the Teacher’s Editions), Weekly Assessments (included in the Teacher’s Editions), Weekly Tests Fresh Reads for Fluency and Comprehension Performance Tasks based on the Reading Street Sleuth (included in the Teacher’s Editions), Unit Benchmark tests, End-of‐Year Benchmark Tests.

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