Implementing  the  Common  Core  State  StandArds

Teacher's Guide to Meeting the

Common Core State Standards*
with Scott Foresman Reading Street
SCOTT FORESMAN

STREET READING STREET

SCOTT FORESMAN

Table of Contents
ISBN-13: 978-0-328-45561-4
ISBN-10:

9
0-328-45561-X

780328 455614
9 0 0 0 0
2.2

Grade 2
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

College and Career Readiness Anchor Standards for Reading . . . . . . . . 3

Reading Standards for Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Reading Standards for Informational Texts . . . . . . . . . . . . . . . . . . . . . 7
Reading Standards for Foundational Skills . . . . . . . . . . . . . . . . . . . . . 10

College and Career Readiness Anchor Standards for Writing . . . . . . . . . 13

Writing Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

College and Career Readiness Anchor Standards

for Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Speaking and Listening Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

College and Career Readiness Anchor Standards for Language . . . . . . . 20

Language Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

* © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Grade 2 • Page 1
 Introduction
The Pearson Promise
Welcome to the Common Core State Standards. As the largest educational
publishing company in the world, Pearson is committed to providing you with
curriculum that not only meets these new guidelines, but also supports your
implementation of these standards with your students.

Pearson has aligned the Common Core State Standards to every grade level
of Scott Foresman Reading Street, our premier educational curriculum. This
correlation provides an alignment of the Common Core State Standards to
the Grade 2 content in Scott Foresman Reading Street.

We value your partnership highly and look forward to continuing our mission
to provide educational materials that fully satisfy your classroom needs.

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Grade 2 • Page 2
 Implementing  the  Common  Core  State  StandArds

Meeting the Common Core State

Standards with Scott Foresman
STREET
SCOTT FORESMAN

READING STREET Reading Street

SCOTT FORESMAN

KEY
SE 1: 355 TE 3.1: 354h
Grade 2
SE = Student Edition; TE = Teacher’s Edition; Student Volume 1 Page 355 Teacher’s Unit 3, Page 354h
RWN = Reader’s & Writer’s Notebook Edition Edition Volume 1
2.2
ISBN-13: 978-0-328-45561-4
ISBN-10: 0-328-45561-X
9 0 0 0 0

9 780328 455614

Reading Standards
College and Career Readiness Anchor Standards for Reading
The Common Core State Standards for Reading on the following pages define what students should
understand and be able to do in Grade 2. The CCSS Reading Standards build across the grades toward
the College and Career Readiness Anchor Standards in the Reading domain, given below. (CCSS
Reading standards are divided between Literature, Informational Texts, and Foundational Skills.)
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and explain how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of
the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.

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Grade 2 • Page 3
 Reading Standards for Literature
Common Core State Standards
Key Ideas and Details
Literature 1. Ask and answer such
questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Literature 2. Recount stories, including
fables and folktales from diverse
cultures, and determine their central
message, lesson, or moral.
Literature 3. Describe how characters
in a story respond to major events and
challenges.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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; 3.1: 354h, 358–359, 364–365, 368–369, 370–371, 371a,
373a; 5.1: 252–253, 253a; 6.1: 370–371, 374–375, 430–431, 432a, 434a,
438–439, 442–443, 444–445, 446–447, 449a
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.
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, 442–443, 444h, 444–445, 445a; 3.2: 474h, 474–475,
476–477; 4.1: 28a, 41a, 41b, 42h, 42–43, 43a, 51a; 4.2: 128a, 142–143, 144h,
144–145, 145a, 153c, 177a, 178–179, 179a
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.
SE 1: EI•14–EI•15, 44, 104; 2: 292, 314
TE 1.1: 25a, 26h, 28–29, 36–37, 38–39, 40–41, 43a, 45a, 87a, 96–97, 101–102,
103a, 105a, 113b; 1.2: 158–159, 174h; 2.2: 335a; 3.1: 443a, 451c; 4.1: 42h;
5.1: 211a; 5.2: 292a, 296a, 298–299
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.
Grade 2 • Page 4

Reading Standards for Literature
Common Core State Standards
Craft and Structure
Literature 4. Describe how words and
phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song.
Literature 5. Describe the overall
structure of a story, including describing
how the beginning introduces the story
and the ending concludes the action.
Literature 6. Acknowledge differences
in the points of view of characters,
including by speaking in a different
voice for each character when reading
dialogue aloud.
Integration of Knowledge and Ideas
Literature 7. Use information gained
from the illustrations and words in a
print or digital text to demonstrate
understanding of its characters, setting,
or plot.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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: 80–81; 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.
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; 2.2: 335a; 3.1: 362–363, 443a,
451c; 4.1: 42h; 5.1: 211a, 260a, 264a, 268–269, 272–273, 274–275, 279a, 287b;
5.2: 296a, 298–299, 300–301, 302–303, 308–309, 314h, 315a; 6.1: 447b, 457c
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.
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.
TE 1.1: 88–89; 1.2: 156–157; 2.1: 192–193; 2.2: 320–321, 326–327; 3.1: 388–389;
3.2: 458–459, 474–475, 476–477, 486–487; 4.1: 28–29; 4.2: 128–129, 162–163;
5.1: 264–265; 5.2: 296–297, 332–333; 6.1: 368–369, 380–381; 6.2: 466–467,
504–505
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.
Grade 2 • Page 5
 Reading Standards for Literature
Common Core State Standards
8. (Not applicable to literature)
Literature 9. Compare and contrast two
or more versions of the same story (e.g.,
Cinderella stories) by different authors or
from different cultures.
Range of Reading and Level of Text Complexity
Literature 10. By the end of the year,
read and comprehend literature,
including stories and poetry, in the
grades 2–3 text complexity band
proficiently, with scaffolding as needed
at the high end of the range.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
N/A
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.
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: 319b, 324–325, 334–335, 340h, 340–341, 342–343
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: 44f, 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 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
Grade 2 • Page 6

Reading Standards for Informational Texts
Common Core State Standards
Key Ideas and Details
Informational Text 1. Ask and answer
such questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Informational Text 2. Identify the main
topic of a multiparagraph text as well as
the focus of specific paragraphs within
the text.
Informational Text 3. Describe the
connection between a series of historical
events, scientific ideas or concepts, or
steps in technical procedures in a text.
Craft and Structure
Informational Text 4. Determine the
meaning of words and phrases in a text
relevant to a grade 2 topic or subject
area.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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 4.1: 88–89, 102–103, 108–109, 110a, 111a, 114–115, 116–117; 5.1: 211a;
6.1: 370–371, 374–375, 430a, 430–431, 442–443, 452–453, 454–455
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.
SE 1: 72, 140; 2: 328–329
TE 1.1: 58h, 64–65, 66–67, 68–69, 73a, 76–77, 78–79, 81b, 94–95; 1.2: 119a,
120h, 122–123, 126–127, 130–131, 136–137, 141a, 146–147, 149b; 5.2: 328a,
328–329, 357b; 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.
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, 410–411, 414–415, 423a; 6.2: 476–477,
484–485, 486–487, 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.
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
Grade 2 • Page 7
 Reading Standards for Informational Texts
Common Core State Standards
Informational Text 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.
Informational Text 6. Identify the main
purpose of a text, including what the
author wants to answer, explain, or
describe.
Integration of Knowledge and Ideas
Informational Text 7. Explain how
specific images (e.g., a diagram showing
how a machine works) contribute to and
clarify a text.
Informational Text 8. Describe how
reasons support specific points the
author makes in a text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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, 108–109; 1.2: 128–129, 138–139, 144h,
144–145, 146–147; 2.1: 234–235, 236–237, 260–261, 264–265, 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
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)
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
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: 141a; 2.1: 212h, 212–213, 223a, 224h,
228–229, 241a, 245a, 247b, 267b, 269a; 3.1: 381b, 405a, 407a; 3.2: 509a;
4.1: 75a, 77a, 111a; 4.2: 145a, 150–151; 5.1: 200–201, 212h, 249a, 279a;
6.1: 381a, 396a, 396–397, 402–403, 404–405, 408–409, 410–411, 419a, 425b;
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.
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 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.
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.
Grade 2 • Page 8

Reading Standards for Informational Texts
Common Core State Standards
Informational Text 9. Compare and
contrast the most important points
presented by two texts on the same
topic.
Range of Reading and Level of Text Complexity
Informational Text 10. By the end of year,
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
SE 1: 79, 111, 181, 215, 245, 272–275, 449; 2: 81, 117, 185, 219, 285, 321, 389,
423, 493, 527
TE 1.1: 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
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.
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
Grade 2 • Page 9
 Reading Standards for Foundational Skills
Common Core State Standards
Print Concepts
Foundational Skills 1. (Not applicable to
Grade 2)
Phonological Awareness
Foundational Skills 2. (Not applicable to
Grade 2)
Phonics and Word Recognition
Foundational Skills 3. Know and apply
grade-level phonics and word analysis
skills in decoding words.
Foundational Skills 3.a. Distinguish
long and short vowels when reading
regularly spelled one-syllable words.
Foundational Skills 3.b. Know spelling-
sound correspondences for additional
common vowel teams.
Foundational Skills 3.c. Decode
regularly spelled two-syllable words
with long vowels.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
N/A
N/A
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
TE 1.1: 22–23, 23a, 24–24a, 26c, 44c, 48c, 48d, 50c
Decodable Practice Reader 1A: 24b–24c; Decodable Practice Reader 1D: 48e–48f
SE 2: 22–23
TE 4.1: 22a, 22–23, 23a, 26c, 42c, 42d, 46c, 46d, 52c
Decodable Practice Reader 16A: 23c–23d; Decodable Practice Reader 16C: 46e–46f
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: 26c, 56, 58c, 108c; 2.1: 190, 192c, 212d; 2.2: 317a, 336c; 3.1: 352, 376c,
386, 388c, 410c, 448c; 3.2: 456, 458c, 470c, 512c
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, 386, 388c; 3.2: 455a,
458c; 4.1: 56a, 60c, 86a, 90c; 4.2: 156a, 160c; 5.2: 326a, 330c, 348c; 6.1: 386c
Every week’s lesson focuses of 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, 160c
Help children decode and spell two-syllable words by dividing them into syllables
and decoding each syllable based on its spelling-sound pattern.
Grade 2 • Page 10

Reading Standards for Foundational Skills
Common Core State Standards
Foundational Skills 3.d. Decode words
with common prefixes and suffixes.
Foundational Skills 3.e. Identify
words with inconsistent but common
spelling-sound correspondences.
Foundational Skills 3.f. Recognize and
read grade-appropriate irregularly
spelled words.
Fluency
Foundational Skills 4. Read with
sufficient accuracy and fluency to
support comprehension.
Foundational Skills 4.a. Read on-level
text with purpose and understanding.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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: 110g, 119a; 4.2: 178g, 186–187; 5.1: 192a,
192–193, 193a, 220–221, 224a, 224–225, 225a, 282c; 6.2: 460a–461, 461a,
498a–499, 499a
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, 253; 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, and so on).
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: 25, 26e, 57, 58e, 87; 1.2: 153a, 178e, 178f; 2.1: 224e, 253; 2.2: 283, 319;
3.1: 353, 387, 423; 3.2: 457, 485; 4.2: 157c; 5.2: 290a, 290–291, 326a, 326–327
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
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; 3.2: 458h, 469a, 470h
Grade 2 • Page 11
 Reading Standards for Foundational Skills
Common Core State Standards
Foundational Skills 4.b. Read on-level
text orally with accuracy, appropriate
rate, and expression on successive
readings.
Foundational Skills 4.c. Use context
to confirm or self-correct word
recognition and understanding,
rereading as necessary.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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, 72f, 104f; 1.2: 174f; 2.1: 208f, 240f; 2.2: 302f, 336f; 3.1: 372f, 406f,
444f; 3.2: 508f; 4.1: 42f, 76f; 4.2: 144f, 178f; 5.1: 212f, 248f, 278f; 5.2: 314f;
6.1: 418f; 6.2: 488f, 493b
The program’s Vocabulary strand in the Student and Teacher’s Editions provides
lessons in using context to determine the meaning of words in context, including
homonyms, multiple-meaning words, and unfamiliar words. Through these lessons,
children are given the skills to identify and understand words in context.
SE 2: 464, 494
TE 2.1: 192f, 204–205, 216–217; 2.2: 320f; 4.2: 126g, 144g; 6.1: 398g;
6.2: 464g, 488g, 494–495
Grade 2 • Page 12
 Implementing  the  Common  Core  State  StandArds

STREET
SCOTT FORESMAN

READING STREET Writing Standards

College and Career Readiness Anchor Standards for Writing
SCOTT FORESMAN

The Common Core State Standards for Writing on the following pages define what students should
understand and be able to do in Grade 2. The CCSS Writing Standards build across the grades
ISBN-13: 978-0-328-45561-4
ISBN-10: 0-328-45561-X
9 0 0 0 0
2.2 toward the College and Career Readiness Anchor Standards in the Writing domain, given below.
9 780328 455614

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.

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Grade 2 • Page 13

Common Core State Standards
Text Types and Purposes
Writing 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.
Writing 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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Writing Standards
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
SE 1: 510–511; 2: 44–45, 522–523
TE 3.2: 510–511, 511a; 4.1: 44–45, 45a; 5.2: CW•11–CW•20; 6.2: 519c–519d,
522–523, 523a, 527c–527d
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
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.)
SE 1: 74–75, 142–143, 270–271; 2: 78–79, 112–113, 490–491
TE 1.1: 71d–71e, 74–75, 75a; 1.2: 139c–139d, 142–143, 143a; 2.1: 267d–267e,
270–271, 271a; 2.2: CW•11–CW•20; 3.2: CW•11–CW•20; 4.1: 75d–75e, 78–79,
109d–109e, 112–113; 6.2: 487d–487e, 490–491, 491a, 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
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.
Grade 2 • Page 14

Common Core State Standards
Writing 3. Write narratives in which they
recount a well-elaborated event or short
sequence of events, include details to
describe actions, thoughts, and feelings,
use temporal words to signal event
order, and provide a sense of closure.
Production and Distribution of Writing
Writing 4. (Begins in Grade 3)
Writing 5. With guidance and support
from adults and peers, focus on a topic
and strengthen writing as needed by
revising and editing.
Writing 6. With guidance and support
from adults, use a variety of digital tools
to produce and publish writing, including
in collaboration with peers.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Writing Standards
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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: 43d–43e, 46–47, 103c–103d, 106–107, 111c–111d; 1.2: CW•11–CW•20;
2.1: 191d–191e, 210–211, 211a; 2.2: 301d–301e, 304–305, 305a; 3.1: CW•11–
CW•20; 3.2: 469a–469d, 472–473; 4.2: 143c–143d, 146–147, 147a; 5.1: 211d–
211e, 214–215, 215a, 247d–247e, 250–251, 251a; 5.2: 313d–313e, 316–317,
317a, 347c–347d, 350–351; 6.1: 381d–381e, 384–385, 385a
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.)
N/A
TE 1.1: 49d–49e, 51h–51i, 79c–79d, 81h–81i, CW•8; 1.2: 147c–147d, 149h–149i,
181c–181d, 183h–183i; 2.1: 215c–215d, 217h–217i, 245d–245e, 247h–247i,
277h–277i; 2.2: 311d–311e, 313h–313i, 343c–343d, 345h–345i; 3.1: 379c–379d,
381h–381i, 415d–415e, 417h–417i, 451h–451i; 3.2: 479h–479i, 515c–515d,
517h–517i; 4.1: 51d–51c, 53h–53i, 83h–83i, 117c–117d, 119h–119i; 4.2: 151c–
151d, 153h–153i, 185c–185d, 187h–187i, CW•17; 5.1: 219c–219d, 221h–221i,
253d–253e, 255h–255i, 285c–285d, 287h–287i; 5.2: 321c–321d, 323h–323i,
357h–357i; 6.1: 389c–389d, 391h–391i, 423d–423e, 425h–425i, 455c–455d,
457h–457i, CW•7; 6.2: 493d–493e, 495h–495i, 527c–527d, 529h–529i
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.
TE 1.1: CW•1–CW•10; 1.2: 144h; 2.1: 247a, 272h, CW•1–CW•10;
3.1: CW•1–CW•10; 3.2: 507g, 512h; 4.1: CW•1–CW•10; 4.2: 143f, 148h;
5.1: 277g, CW•1–CW•10; 5.2: 347f, 252h; 6.1: CW•1–CW•10
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.
Grade 2 • Page 15

Common Core State Standards
Research to Build and Present Knowledge
Writing 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).
Writing 8. Recall information from
experiences or gather information from
provided sources to answer a question.
Writing 9. (Begins in Grade 4)
Range of Writing
Writing 10. (Begins in Grade 4)
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Writing Standards
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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 for Unit 1. Similar pages can be found in Unit 2 through
Unit 6.
TE 1.1: 25f, 43g, 47b, 49g, 51j, 57f, 71g, 75b, 79f, 81j, 87f, 103f, 107b, 111f,
113j, 119f, 139f, 143b, 147f, 149j, 155f, 173g, 177b, 181f, 183j
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
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
N/A
N/A
Grade 2 • Page 16
 Implementing  the  Common  Core  State  StandArds

STREET
SCOTT FORESMAN

READING STREET Speaking and Listening Standards

College and Career Readiness Anchor Standards for
SCOTT FORESMAN

Speaking and Listening

The Common Core State Standards for Speaking and Listening on the following pages define what
ISBN-13: 978-0-328-45561-4
ISBN-10: 0-328-45561-X
9 0 0 0 0
2.2
students should understand and be able to do in Grade 2. The CCSS Speaking and Listening
9 780328 455614
Standards build across the grades toward the College and Career Readiness Anchor Standards in
the Speaking and Listening domain, given below.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate.

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Grade 2 • Page 17
 Speaking and Listening Standards
Common Core State Standards
Comprehension and Collaboration
Speaking/Listening 1. Participate in
collaborative conversations with diverse
partners about grade 2 topics and texts
with peers and adults in small and larger
groups.
Speaking/Listening 1.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).
Speaking/Listening 1.b. Build on
others’ talk in conversations by linking
their comments to the remarks of
others.
Speaking/Listening 1.c. Ask for
clarification and further explanation
as needed about the topics and texts
under discussion.
Speaking/Listening 2. Recount or
describe key ideas or details from a text
read aloud or information presented
orally or through other media.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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
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
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
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.
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
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
Grade 2 • Page 18

Speaking and Listening Standards
Common Core State Standards
Speaking/Listening 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 issue.
Presentation of Knowledge and Ideas
Speaking/Listening 4. Tell a story or
recount an experience with appropriate
facts and relevant, descriptive details,
speaking audibly in coherent sentences.
Speaking/Listening 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.
Speaking/Listening 6. Produce complete
sentences when appropriate to task and
situation in order to provide requested
detail or clarification.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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
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
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).
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
Grade 2 • Page 19
TREET
SCOTT FORESMAN

READING STREET College and Career Readiness Anchor Standards for Language
SCOTT FORESMAN

The Common Core State Standards for Language on the following pages define what students
should understand and be able to do in Grade 2. The CCSS Language Standards build across
the grades toward the College and Career Readiness Anchor Standards in the Language domain,
given below.
N-13: 978-0-328-45561-4
N-10: 0-328-45561-X
9 0 0 0 0
2.2

Conventions of Standard English

780328 455614

1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
5. Demonstrate understanding of word relationships and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.

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Grade 2 • Page 20

Common Core State Standards
Conventions in Writing and Speaking
Language 1. Demonstrate command
of the conventions of standard English
grammar and usage when writing or
speaking.
Language 1.a. Use collective nouns
(e.g., group).
Language 1.b. Form and use
frequently occurring irregular plural
nouns (e.g., feet, children, teeth, mice,
fish).
Language 1.c. Use reflexive pronouns
(e.g., myself, ourselves).
Language 1.d. Form and use the past
tense of frequently occurring irregular
verbs (e.g., sat, hid, told).
Language 1.e. Use adjectives and
adverbs, and choose between them
depending on what is to be modified.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Language Standards
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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, 57c, 87c; 1.2: 119c, 155c; 2.1: 191c, 223c, 253c; 2.2: 283c, 319c,
451, 523; 3.1: 387c, 405c; 4.1: 25b, 41c, 59b, 62a, 75c, 89b, 109c; 4.2: 125b,
143b, 177b, 180a; 5.1: 195b, 227b, 261b; 6.1: 431b; 6.2: 501b, 519b
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.
The program’s Conventions strand provides explicit instruction and practice in
recognizing and forming common irregular plural nouns.
SE 1: 304–305
TE 2.2: 283c, 301c, 303b, 311c, 313g
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.
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.
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, 485c, 507c, 509b, 515b, 517g
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.
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
Grade 2 • Page 21

Common Core State Standards
Language 1.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).
Language 2. Demonstrate command
of the conventions of standard English
capitalization, punctuation, and spelling
when writing.
Language 2.a. Capitalize holidays,
product names, and geographic
names.
Language 2.b. Use commas in
greetings and closings of letters.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Language Standards
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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, 87c, 103b, 105b; 1.2: 119c, 139b,
141b, 147c, 147d, 149g, 155c, 173c, 175b, 181b, 183g; 2.1: 215c, 215d;
2.2: 311d–311e, 339a
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; 1.2: 119c, 139b, 155c, 173c; 2.1: 223c; 2.2: 335b, 337b; 6.1: 365b,
381c, 391g, 397b, 417c, 425h–425i; 6.2: 463b, 487c
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.
SE 2: 451
TE 3.1: 417h–417i; 6.1: 450–451, 457h–457i; 6.2: 463b, 487c, 490a, 493c, 495g
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.
Grade 2 • Page 22

Common Core State Standards
Language 2.c. Use an apostrophe to
form contractions and frequently
occurring possessives.
Language 2.d. Generalize learned
spelling patterns when writing words
(e.g., cage ➝ badge; boy ➝ boil).
Language 2.e. Consult reference
materials, including beginning
dictionaries, as needed to check and
correct spellings.
Knowledge of Language
Language 3. Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
Language 3.a. Compare formal and
informal uses of English.
Vocabulary Acquisition and Use
Language 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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Language Standards
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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, 355b
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.
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: 291b, 294d, 314e, 318g, 322d, 327b,
330d, 348c, 352g, 356d
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
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
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
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; 4.2: 126g; 5.1: 228g; 5.2: IR22; 6.1: 398g;
6.2: 464g, 502g, 506–507, 528–529
The program offers numerous instructional opportunities to help children determine
the word meanings through Vocabulary, Dictionary and Reference Sources, and
affixation activities.
Grade 2 • Page 23

Common Core State Standards
Language 4.a. Use sentence-level
context as a clue to the meaning of a
word or phrase.
Language 4.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).
Language 4.c. Use a known root
word as a clue to the meaning of an
unknown word with the same root
(e.g., addition, additional).
Language 4.d. Use knowledge of the
meaning of individual words to predict
the meaning of compound words
(e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
Language 5. Demonstrate understanding
of word relationships and nuances in
word meanings.
Language 5.a. Identify real-life
connections between words and their
use (e.g., describe foods that are spicy
or juicy).
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Language Standards
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
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, 90g; 4.2: 126g, 160g; 5.1: 196g,
228g; 5.2: 330g; 6.1: 398g; 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.
SE 2: 160
TE 3.1: 388f; 4.2: 160g; 5.1: 224a; 6.2: 498a
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.
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: 196g; 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.
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, 444c, 444d; 5.2: 294g, 314g, 322–323, 329a
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; 6.1: 366g
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; 2.1: 254f; 3.2: 458f; 4.2: 143a; 5.1: 211b; 6.1: 432g
Grade 2 • Page 24

Common Core State Standards
Language 5.b. Distinguish shades of
meaning among closely related verbs
(e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender,
skinny, scrawny).
Language 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).
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Implementing  the  Common  Core  State  StandArds
Language Standards
Teacher’s Notes: Meeting the Common Core State Standards
with Scott Foresman Reading Street
TE 1.1: 88f, 90–91; 1.2: 156f; 2.1: 224f, 254f; 3.2: 486f; 4.1: 26e, 60e, 90e;
4.2: 126e, 228e; 5.1: 211b, 288e
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.
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 1.2: 120b, 140b, 148b, 156b, 182b; 4.1: 25b, 26b, 52b, 41c, 44a, 59b, 60b,
75c, 82b, 89c, 90b, 118b; 4.2: 125b, 143b, 146a, 151b, 153g, 177a; 6.1: 366b,
398b, 432b; 6.2: 494b, 528b
Grade 2 • Page 25