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Reading  Street®  Alignments  to  SM8  •  Grade  2

1

1 2 3 4 5 6RF.2.4a Read on-level text with

purpose and understanding.

Students listen to or read the informational text, "Polar Bears." Students distinguish between fiction and nonfiction.

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RF.2.4a Read on-level text with purpose and understanding.

Students distinguish fiction from nonfiction by sorting.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "Polar Bears." Students distinguish between fiction and nonfiction.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students distinguish fiction from nonfiction by sorting.

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RI.2.10 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.

Students learn to distinguish between fiction and nonfiction.

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students read sentences and identify which are fiction and which are nonfiction.

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Comprehension Genre, Fiction, Nonfiction

Comprehension Genre, Fiction, Nonfiction

Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Reading  Street®  Alignments  to  SM8  •  Grade  2

2

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students match grade-level content words to their meanings.

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L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Students learn to use titles, tables of contents, and chapter headings to locate information.

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L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Students listen to or read the informational text, "Deserts." Students use titles, tables of contents, and chapter headings to locate information.

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L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Students listen to or read the informational text, "The Desert. Students use titles, tables of contents, and chapter headings to locate information.

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L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Students listen to or read the literary text, "The Pancake Signs." Students read written directions, signs, captions, warning labels, and other informational sources.

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L.2.6 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).

Students label a picture with the correct word. Correct answers focus on signs, captions, and warning labels.

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RF.2.4a Read on-level text with purpose and understanding.

Students identify objects on a map. SMRE_IP_00078√ √ √ √ √ √

Comprehension Graphic Sources, Text Features

Reading  Street®  Alignments  to  SM8  •  Grade  2

3

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "The Pancake Signs." Students read written directions, signs, captions, warning labels, and other informational sources.

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students learn to use titles, tables of contents, and chapter headings to locate information.

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RI.2.5 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.

Students learn to use titles, tables of contents, and chapter headings to locate information.

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RI.2.5 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.

Students learn to use titles, tables of contents, and chapter headings to locate information.

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RI.2.5 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.

Students learn to read written directions, signs, captions, warning labels, and other informational sources.

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Comprehension Graphic Sources, Text Features

Reading  Street®  Alignments  to  SM8  •  Grade  2

4

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.5 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.

Students listen to or read the informational text, "Deserts." Students use titles, tables of contents, and chapter headings to locate information.

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RI.2.5 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.

Students listen to or read the informational text, "Alaska: The Land of White and Gold." Students also use text features to aid in understanding and chunking information.

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RI.2.5 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.

Students listen to or read the informational text, "The Desert. Students use titles, tables of contents, and chapter headings to locate information.

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RI.2.5 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.

Students use titles, table of contents, and chapter headings. Students use the table of contents to answer questions.

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RI.2.5 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.

Students use text features to aid in understanding and chunking information. Students read a poster and answer questions.

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Comprehension Graphic Sources, Text Features

Reading  Street®  Alignments  to  SM8  •  Grade  2

5

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Students learn to use information from simple tables, maps, and charts.

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RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Students listen to or read the literary text, "A Day at Green Leaf Gardens." Students use information from simple tables, maps, and charts to learn about a topic.

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RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Students use information from simple tables, maps, and charts to learn about a topic. Students also use the table to answer questions.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "The Pancake Signs." Students read written directions, signs, captions, warning labels, and other informational sources.

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L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students recognize figurative language: idioms.

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L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students listen to or read the poem, "Summer." Students recognize figurative language: simile and metaphor.

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L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students listen to or read the literary text, "A Good Egg." Students recognize figurative language: idioms.

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the poem, "Summer." Students recognize figurative language: simile and metaphor.

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Comprehension Graphic Sources, Text Features

Literary Devices

Reading  Street®  Alignments  to  SM8  •  Grade  2

6

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Psst! Mommy, Daddy." Students recognize figurative language: alliteration.

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "A Good Egg." Students recognize figurative language: idioms.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the poem, "Summer." Students recognize figurative language: simile and metaphor.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students learn to recognize figurative language: simile and metaphor.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students learn to recognize figurative language: alliteration.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students learn to recognize figurative language: idioms.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students sort similes and metaphors. SMRE_IP_00186

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Comprehension Literary Devices

Reading  Street®  Alignments  to  SM8  •  Grade  2

7

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students recognize figurative language: alliteration.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students recognize figurative language: idioms.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students listen to or read the poem, "Summer." Students recognize figurative language: simile and metaphor.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students listen to or read the literary text, "Psst! Mommy, Daddy." Students recognize figurative language: alliteration.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students listen to or read the literary text, "A Good Egg." Students recognize figurative language: idioms.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students recognize figurative language: simile and metaphor. Students read poems, circle the similes, and underline the metaphors.

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Comprehension Literary Devices

Reading  Street®  Alignments  to  SM8  •  Grade  2

8

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students recognize figurative language: idioms. Students read a passage and underline the idiom.

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students listen to or read the literary text, "Psst! Mommy, Daddy." Students recognize figurative language: alliteration.

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L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Students write the plural word next to the singular word that matches it.

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L.2.2d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).

Students build words with regular plurals and then use those words to complete sentences.

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L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Students listen to or read the literary text, "The Three Gila Monsters." Students also recognize plot elements (beginning, middle, and end) and use context to determine meanings of words.

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L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Students listen to or read the literary text, "Lost Lucky Shirt." Students also answer questions about the setting of the story and use prior knowledge to understand unfamiliar words.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students label a picture with the correct word. Correct answers focus on words with long vowel patterns.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students recognize the sounds and spellings of r-controlled vowels by identifying pictures and building words to match the pictures.

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Comprehension Literary Devices

Literary Elements

Reading  Street®  Alignments  to  SM8  •  Grade  2

9

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Lost Lucky Shirt." Students also answer questions about the setting of the story and use prior knowledge to understand unfamiliar words.

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Save Those Nuts." Students identify a character's actions, motives, emotions, traits, and feelings.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "Lost Lucky Shirt." Students also answer questions about the setting of the story and use prior knowledge to understand unfamiliar words.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students answer literal questions. Students read the letter from Jose Gila Monster and answer the questions.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students learn to recognize the elements of plot: beginning, middle, and end.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students listen to or read the literary text, "The Three Gila Monsters." Students also recognize plot elements (beginning, middle, and end) and use context to determine meanings of words.

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Comprehension Literary Elements

Reading  Street®  Alignments  to  SM8  •  Grade  2

10

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Students learn to recognize elements of literature: dialogue and narration.

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RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Students listen to or read the literary text, "Let's Play Ball." Students recognize elements of literature: dialogue and narration.

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RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Students recognize dialogue and narration. Students circle the sentences that show dialogue.

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students learn to answer questions about setting.

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students learn to identify a character's actions, motives, emotions, traits, and feelings.

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Comprehension Literary Elements

Reading  Street®  Alignments  to  SM8  •  Grade  2

11

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students answer questions about setting.

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students listen to or read the literary text, "Lost Lucky Shirt." Students also answer questions about the setting of the story and use prior knowledge to understand unfamiliar words.

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students listen to or read the literary text, "Save Those Nuts." Students identify a character's actions, motives, emotions, traits, and feelings.

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students identify elements of character. Students read "The Puppy" and answer the questions.

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L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Students build words with affixes and base (root) words and then use those words to complete sentences.

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Twin Sisters." Students recognize organizational patterns of text: compare and contrast.

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Literary Elements

Comprehension

Organizational Patterns of Text

Reading  Street®  Alignments  to  SM8  •  Grade  2

12

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "Twin Sisters." Students recognize organizational patterns of text: compare and contrast.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students learn about recognizing the problem and solution in a mystery.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students learn to recognize organizational patterns of text: problem and solution.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students learn to recognize organizational patterns of text: compare and contrast (keywords alike, both, different, but, unlike).

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students listen to or read the literary text, "Ari's Mystery." Students anwer questions about solving the problem in a mystery.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students listen to or read the literary text, "Problem Solved!" Students recognize organizational patterns of text: problem and solution.

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Comprehension Organizational Patterns of Text

Reading  Street®  Alignments  to  SM8  •  Grade  2

13

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students recognize organizational patterns of text: compare and contrast.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students listen to or read the literary text, "Twin Sisters." Students recognize organizational patterns of text: compare and contrast.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students read "Cindy the Seal" and then write a sentence or draw a picture to answer each question.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students recognize organizational patterns of text: problem and solution. Students match the problem to its correct solution.

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RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students recognize organizational patterns of text: compare and contrast. Students read the sentences and answer the questions.

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L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Students build words with the two words that make up a contraction and then use those words to complete sentences.

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L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students match grade-level content words to their meanings.

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Comprehension Organizational Patterns of Text

Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

14

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Students match grade-level content words to their meanings.

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L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Students match grade-level content words to their meanings.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students distinguish short and long vowel sounds by identifying pictures and by building words to match the pictures.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read the literary story, "Ashton and Chewy," and draw conclusions about what they have read.

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RF.2.4a Read on-level text with purpose and understanding.

Students learn to compare and contrast within selected texts.

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RF.2.4a Read on-level text with purpose and understanding.

Students identify sentences with errors and then correct the sentences with words that have initial consonant digraphs.

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "How Frogs Grow." Students also answer literal questions, sequence events, identify supporting details, and know the meaning of grade-level content words.

SMRE_IP_00079

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "The Cleanup Crew." Students draw conclusions, sequence events, and summarize text.

SMRE_IP_00093

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SkillsComprehension

Reading  Street®  Alignments  to  SM8  •  Grade  2

15

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "A Day at the Races." Students draw conclusions and relate events to personal experiences.

SMRE_IP_00104

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "Snow Tag." Students follow multistep instructions, steps in a process, and draw conclusions.

SMRE_IP_00113

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Time for a Picnic." Students recognize organizational patterns of text: cause and effect. Students also answer questions about synonyms and antonyms.

SMRE_IP_00117

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "Bears." Students compare and contrast within or between selected texts and answer questions about main idea.

SMRE_IP_00156

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "The Relay Race." Students answer questions about main characters, setting, theme, and plot.

SMRE_IP_00161

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Match the Theme." Students connect themes in a story to specific life experiences.

SMRE_IP_00162

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "The Desert and the Rain Forest." Students compare and contrast ideas in expository text.

SMRE_IP_00163

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RF.2.4a Read on-level text with purpose and understanding.

Students draw valid conclusions. SMRE_IP_00190√ √ √ √ √ √

Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

16

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read two fiction passages: "Mouse to the Rescue" and "Ant Saves the Day." Students make comparisons across different versions of reading selections on the same topic.

SMRE_IP_00193

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "A Forest Full of Trees." Students identify cause-and-effect relationships that are stated or implied in text.

SMRE_IP_00197

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RF.2.4a Read on-level text with purpose and understanding.

Students identify cause-and-effect relationships that are stated or implied in text.

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RF.2.4a Read on-level text with purpose and understanding.

Students compare and contrast within selected texts. Students read "Apples and Raisins" and complete the Venn diagram.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students identify sentences with errors and then correct the sentences with words that have initial consonant digraphs.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "How Frogs Grow." Students also answer literal questions, sequence events, identify supporting details, and know the meaning of grade-level content words.

SMRE_IP_00079

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "Snow Tag." Students follow multistep instructions, steps in a process, and draw conclusions.

SMRE_IP_00113

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Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

17

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "Bears." Students compare and contrast within or between selected texts and answer questions about main idea.

SMRE_IP_00156

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students listen to or read the informational text, "Bears." Students compare and contrast within or between selected texts and answer questions about main idea.

SMRE_IP_00156

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students listen to or read the informational text, "The Desert and the Rain Forest." Students compare and contrast ideas in expository text.

SMRE_IP_00163

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RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Students learn to identify the correct sequence of events.

SMRE_DI_00020

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RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Students learn to follow multistep instructions.

SMRE_DI_00027

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RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Students listen to or read the informational text, "Snow Tag." Students follow multistep instructions, steps in a process, and draw conclusions.

SMRE_IP_00113

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RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Students identify the correct sequence of events. Students read "Paolo Makes Pizza" and put the steps in the correct order.

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Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

18

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Students listen to or read the informational text, "How Frogs Grow." Students also answer literal questions, sequence events, identify supporting details, and know the meaning of grade-level content words.

SMRE_IP_00079

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RI.2.5 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.

Students learn to identify the correct sequence of events.

SMRE_DI_00020

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RI.2.5 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.

Students learn to follow multistep instructions.

SMRE_DI_00027

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RI.2.5 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.

Students listen to or read the informational text, "How Frogs Grow." Students also answer literal questions, sequence events, identify supporting details, and know the meaning of grade-level content words.

SMRE_IP_00079

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RI.2.5 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.

Students listen to or read the informational text, "Snow Tag." Students follow multistep instructions, steps in a process, and draw conclusions.

SMRE_IP_00113

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Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

19

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Students draw valid conclusions. SMRE_IP_00190

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RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

Students learn to compare and contrast ideas in expository text.

SMRE_DI_00038

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RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

Students compare and contrast ideas in expository text. Students write the words from the word box under the correct heading and complete the Venn diagram for each set of words.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to draw valid conclusions.

SMRE_DI_00026

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to identify cause-and-effect relationships that are stated or implied in text.

SMRE_DI_00029

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to identify cause-and-effect relationships that are stated or implied in text (because, so).

SMRE_DI_00048

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "The Cleanup Crew." Students draw conclusions, sequence events, and summarize text.

SMRE_IP_00093

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Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

20

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "Time for a Picnic." Students recognize organizational patterns of text: cause and effect. Students also answer questions about synonyms and antonyms.

SMRE_IP_00117

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "The Relay Race." Students answer questions about main characters, setting, theme, and plot.

SMRE_IP_00161

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students identify cause-and-effect relationships that are stated or implied in text.

SMRE_IP_00185

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read two fiction passages: "Mouse to the Rescue" and "Ant Saves the Day." Students make comparisons across different versions of reading selections on the same topic.

SMRE_IP_00193

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "A Forest Full of Trees." Students identify cause-and-effect relationships that are stated or implied in text.

SMRE_IP_00197

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students identify cause-and-effect relationships that are stated or implied in text.

SMRE_IP_01217

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Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

21

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students recognize organizational patterns of text: cause and effect. Students write the cause and effect for each sentence.

SMRE_PP_00067

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students learn to connect themes in a story to specific life experiences.

SMRE_DI_00037

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students learn to make comparisons across different versions of reading selections on the same topic, such as analyzing culture, characters, or themes.

SMRE_DI_00045

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students listen to or read the literary text, "The Relay Race." Students answer questions about main characters, setting, theme, and plot.

SMRE_IP_00161

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students listen to or read the literary text, "Match the Theme." Students connect themes in a story to specific life experiences.

SMRE_IP_00162

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students listen to or read two fiction passages: "Mouse to the Rescue" and "Ant Saves the Day." Students make comparisons across different versions of reading selections on the same topic.

SMRE_IP_00193

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Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

22

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students connect themes in a story to specific life experiences. Students match the theme from the word box to the correct story.

SMRE_PP_00054

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students read two fables and compare and contrast the themes.

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RL.2.3 Describe how characters in a story respond to major events and challenges.

Students learn to draw valid conclusions.

SMRE_DI_00026

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students learn to draw valid conclusions.

SMRE_DI_00023

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students learn to draw valid conclusions.

SMRE_DI_00026

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students read the literary story, "Ashton and Chewy," and draw conclusions about what they have read.

SMRE_IP_00034

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Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

23

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students draw valid conclusions and make generalizations supported by text.

SMRE_IP_00068

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students listen to or read the literary text, "The Cleanup Crew." Students draw conclusions, sequence events, and summarize text.

SMRE_IP_00093

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students listen to or read the literary text, "A Day at the Races." Students draw conclusions and relate events to personal experiences.

SMRE_IP_00104

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students draw valid conclusions. Students look at the pictures and circle the answer that best describes it.

SMRE_PP_00038

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RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Students learn to make comparisons across different versions of reading selections on the same topic, such as analyzing culture, characters, or themes.

SMRE_DI_00045

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RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Students read two fables and compare and contrast the themes.

SMRE_PP_00458

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Comprehension Skills

Reading  Street®  Alignments  to  SM8  •  Grade  2

24

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students match grade-level content words to their meanings.

SMRE_IP_00041

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L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students match grade-level content words to their meanings.

SMRE_IP_00083

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L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students match grade-level content words to their meanings.

SMRE_IP_00169

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L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Students match grade-level content words to their meanings.

SMRE_IP_01219

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L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Students build words with inflectional endings and then use those words to complete sentences.

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L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Students match grade-level content words to their meanings.

SMRE_IP_01219

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students distinguish short and long vowel sounds by identifying pictures and building words to match the pictures.

SMRE_IP_00015

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students distinguish short and long vowel sounds by identifying pictures and building words to match the pictures.

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RF.2.3d Decode words with common prefixes and suffixes.

Students build words with inflectional endings and then use those words to complete sentences.

SMRE_IP_00025√ √ √ √ √

Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

25

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students identify sentences with errors and then correct those sentences with words that have silent consonant pairs.

SMRE_IP_00140

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "Penguins: Birds or Fish?" Students answer literal questions, including who, where, when, and what.

SMRE_IP_00027

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "Sara's Special Place: The Desert." Students identify the main idea of a passage and characters' feelings. Students also answer literal questions and draw conclusions.

SMRE_IP_00042

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Jackrabbit and Roadrunner." Students confirm predictions based on information from text and answer literal questions.

SMRE_IP_00048

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "Horses." Students also identify main ideas and supporting details.

SMRE_IP_00059

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "The Life Cycle of Snakes." Students summarize text and answer questions about sequence of events.

SMRE_IP_00062

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "Are Castles Real?" Students also identify main ideas and supporting details and know the meaning of grade-level content words.

SMRE_IP_00081

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary passage, "Hurricane Trackers." Students answer Right There and Think and Search questions.

SMRE_IP_00204

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Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

26

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Summer Storm." Students answer Text and You and On My Own questions.

SMRE_IP_00207

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to summarize text. SMRE_DI_00017

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "Penguins: Birds or Fish?" Students answer literal questions, including who, where, when, and what.

SMRE_IP_00027

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "Sara's Special Place: The Desert." Students identify the main idea of a passage and characters' feelings. Students also answer literal questions and draw conclusions.

SMRE_IP_00042

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "The Saguaro." Students also identify the main idea of a passage, summarize information, and know the meaning of grade-level content words.

SMRE_IP_00050

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the informational text, "The Life Cycle of Snakes." Students summarize text and answer questions about sequence of events.

SMRE_IP_00062

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Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

27

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students summarize text. Students also read a story and complete the questions.

SMRE_PP_00020

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students summarize text. Students use the words in the word bank to complete sentences about the water cycle.

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students learn to identify the main idea of a passage.

SMRE_DI_00016

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students learn to summarize text. SMRE_DI_00017

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students learn to identify explicit and implicit main ideas.

SMRE_DI_00021

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students listen to or read the informational text, "Sara's Special Place: The Desert." Students identify the main idea of a passage and characters' feelings. Students also answer literal questions and draw conclusions.

SMRE_IP_00042

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students listen to or read the informational text, "The Saguaro." Students also identify the main idea of a passage, summarize information, and know the meaning of grade-level content words.

SMRE_IP_00050

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Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

28

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students listen to or read the informational text, "Horses." Students also identify main ideas and supporting details.

SMRE_IP_00059

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students listen to or read the informational text, "The Life Cycle of Snakes." Students summarize text and answer questions about sequence of events.

SMRE_IP_00062

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students listen to or read the informational text, "Are Castles Real?" Students also identify main ideas and supporting details and know the meaning of grade-level content words.

SMRE_IP_00081

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students summarize text. Students also read a story and complete the questions.

SMRE_PP_00020

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students retell the main idea. Students also read each paragraph and write the main idea.

SMRE_PP_00023

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students summarize text. Students use the words in the word bank to complete sentences about the water cycle.

SMRE_PP_00024

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students retell the main idea of a passage. Students read each passage and underline the main idea. Students then summarize the main idea.

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Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

29

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Students listen to or read the informational text, "The Saguaro." Students also identify the main idea of a passage, summarize information, and know the meaning of grade-level content words.

SMRE_IP_00050

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RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Students listen to or read the informational text, "Are Castles Real?" Students also identify main ideas and supporting details and know the meaning of grade-level content words.

SMRE_IP_00081

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to answer literal questions, including who, where, when, and what.

SMRE_DI_00007

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to summarize text. SMRE_DI_00014

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to answer what-if, why, and how questions.

SMRE_DI_00025

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to use question-and-answer relationships (Right There; Think and Search) to improve comprehension of texts.

SMRE_DI_00054

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Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

30

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students learn to use question-and-answer relationships (Text and You; On My Own) to improve comprehension of text.

SMRE_DI_00055

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "Jackrabbit and Roadrunner." Students confirm predictions based on information from text and answer literal questions.

SMRE_IP_00048

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "Snow Day." Students answer what-if, why, and how questions and answer questions about main characters.

SMRE_IP_00102

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary passage, "Hurricane Trackers." Students answer Right There and Think and Search questions.

SMRE_IP_00204

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "Summer Storm." Students answer Text and You and On My Own questions.

SMRE_IP_00207

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students answer literal questions. Also, students circle the word that belongs in each sentence.

SMRE_PP_00010

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Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

31

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students practice writing and answering what-if, why, and how questions.

SMRE_PP_00037

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students use question-and-answer relationships (Right There; Think and Search). Students read a poster and answer the questions.

SMRE_PP_00074

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students read a passage about camping and answer Text and You and On My Own questions.

SMRE_PP_00456

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students learn to identify the explicit main idea.

SMRE_DI_00011

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students learn to summarize text. SMRE_DI_00014

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students learn to confirm predictions based on information from text.

SMRE_DI_00013

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Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

32

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students learn to use question-and-answer relationships (Text and You; On My Own) to improve comprehension of text.

SMRE_DI_00055

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students listen to or read the informational text, "Sara's Special Place: The Desert." Students identify the main idea of a passage and characters' feelings. Students also answer literal questions and draw conclusions.

SMRE_IP_00042

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students listen to or read the literary text, "Jackrabbit and Roadrunner." Students confirm predictions based on information from text and answer literal questions.

SMRE_IP_00048

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students listen to or read the literary text, "Summer Storm." Students answer Text and You and On My Own questions.

SMRE_IP_00207

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students make predictions. Students read the paragraph and choose the best prediction.

SMRE_PP_00019

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Comprehension Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

33

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Comprehension Strategies RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students read a passage about camping and answer Text and You and On My Own questions.

SMRE_PP_00456

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L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Review: Students read "Vinnie's New Toy." Students answer questions about silent consonant pairs, final consonant digraphs, contractions, and compound words.

SMRE_PP_00061

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L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_01220

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L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Review: Students read "Vinnie's New Toy." Students answer questions about silent consonant pairs, final consonant digraphs, contractions, and compound words.

SMRE_PP_00061

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00006

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00032

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00038

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Fluency Automaticity

Reading  Street®  Alignments  to  SM8  •  Grade  2

34

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00096

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00121

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00143

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00745

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_01220

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00032√ √ √ √

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00038√ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00032√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00038√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00096√ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00006√ √ √ √ √ √

Fluency Automaticity

Reading  Street®  Alignments  to  SM8  •  Grade  2

35

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00121√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00143√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00745√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00006√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students identify sentences with errors, then correct the sentences with grade-level content words.

SMRE_IP_00036√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students complete sentences using grade-level content words.

SMRE_IP_00055√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students read with phrasing. SMRE_IP_00747√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_01220√ √ √ √ √ √

RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00006

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RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00096

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RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00121

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Fluency Automaticity

Reading  Street®  Alignments  to  SM8  •  Grade  2

36

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Students are prompted to read one of two decodable texts: "Mrs. Jenkins" and "My Future." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00178

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RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Students are prompted to read one of two literary texts: "Twin Sisters" or "Hurricane Trackers." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_01272

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students identify sentences with errors, then correct the sentences with grade-level content words.

SMRE_IP_00036

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to read the informational text, "Penguins: Birds or Fish?" and the literary text, "Two Trails." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00039

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to read the literary text, "Mouse and Hound, and the informational text, "Alaska: The Land of White and Gold." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00040

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to read one of two literary texts, "Save Those Nuts," and "Jackrabbit and Roadrunner." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00134

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Fluency Automaticity

Reading  Street®  Alignments  to  SM8  •  Grade  2

37

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to read one of two decodable texts: "Mrs. Jenkins" and "My Future." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00178

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students complete sentences using grade-level content words.

SMRE_IP_01275

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students complete sentences using grade-level content words.

SMRE_IP_01275

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RI.2.10 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.

Students are prompted to read the literary text, "Mouse and Hound, and the informational text, "Alaska: The Land of White and Gold." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00040

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RI.2.10 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.

Students are prompted to read one of two literary texts, "Save Those Nuts," and "Jackrabbit and Roadrunner." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00134

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FluencyFluency Automaticity

Reading  Street®  Alignments  to  SM8  •  Grade  2

38

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Fluency Automaticity RI.2.10 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.

Students are prompted to read one of two decodable texts: "Mrs. Jenkins" and "My Future." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00178

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Review: Students read the paragraph and answer literal questions.

SMRE_PP_00016

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Review: Students read "A Day at the Park." Students answer questions about fantasy and realism, cause and effect, and comparing and contrasting.

SMRE_PP_00068

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RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students read the fiction passage, "Lunch with Aggie". Students distinguish fiction from nonfiction and draw conclusions.

SMRE_PP_00035

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RL.2.10 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.

Students are prompted to read the informational text, "Penguins: Birds or Fish?" and the literary text, "Two Trails." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_00039

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Reading  Street®  Alignments  to  SM8  •  Grade  2

39

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Automaticity RL.2.10 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.

Students are prompted to read one of two literary texts: "Twin Sisters" or "Hurricane Trackers." Readings are recorded and timed. Then students are prompted to save the best recording for teacher assessment.

SMRE_IP_01272

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L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students read "A Visit to the Red Sea". Students answer questions about idioms, alliteration, homographs and homophones, similes and metaphors.

SMRE_PP_00072

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L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00085

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L.2.6 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).

Students complete sentences using grade-level content words.

SMRE_IP_00084

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Fluency

Prosody

Reading  Street®  Alignments  to  SM8  •  Grade  2

40

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.6 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).

Students match grade-level content words to their meanings.

SMRE_IP_00210

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L.2.6 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).

Students match grade-level content words to their meanings.

SMRE_IP_00211

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00053

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00066

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00085

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00742

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00744

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Fluency Prosody

Reading  Street®  Alignments  to  SM8  •  Grade  2

41

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00748

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RF.2.3d Decode words with common prefixes and suffixes.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00748√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00053√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00066√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00742√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

SMRE_IP_00744√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read with phrasing. SMRE_IP_00749√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students identify sentences with errors and then correct the sentences with grade-level content words.

SMRE_IP_00051

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RF.2.4a Read on-level text with purpose and understanding.

Students are prompted to fluently read one of two literary texts: "The Three Little Gila Monsters" or "The Lost Lucky Shirt." Readings are recorded and students are prompted to save the best recording for teacher assessment.

SMRE_IP_00054

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RF.2.4a Read on-level text with purpose and understanding.

Students identify sentences with errors and then correct the sentences with grade-level content words.

SMRE_IP_00064

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Fluency Prosody

Reading  Street®  Alignments  to  SM8  •  Grade  2

42

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4a Read on-level text with purpose and understanding.

Students are prompted to fluently read one of two literary texts: "Sam's Stroll" or "The Missing Bike." Readings are recorded and students are prompted to save their best recording for teacher assessment.

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RF.2.4a Read on-level text with purpose and understanding.

Students are prompted to fluently read the informational text, "Polar Bears," or the literary text, "Treasure Garden." Readings are recorded and students are prompted to save the best recording for teacher assessment.

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RF.2.4a Read on-level text with purpose and understanding.

Students are prompted to fluently read the one of two literary texts: "Let's Play Ball" and "The Relay Race." Readings are recorded and students are prompted to save their best recording for teacher assessment.

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RF.2.4a Read on-level text with purpose and understanding.

Students are prompted to fluently read one of two informational texts: "A Forest Full of Trees" or "Speed." Readings are recorded and students are prompted to save the best recording for teacher assessment.

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RF.2.4a Read on-level text with purpose and understanding.

Students are prompted to fluently read one of two literary texts: "The Shopping List" or "The Pancake Signs." Readings are recorded and the students are prompted to save the best recording for teacher assessment.

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RF.2.4a Read on-level text with purpose and understanding.

Students are prompted to fluently read one of two literary texts: "A Day at the Races" or "A Good Egg." Readings are recorded and students are prompted to save the best recording for teacher assessment.

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Fluency Prosody

Reading  Street®  Alignments  to  SM8  •  Grade  2

43

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students identify sentences with errors and then correct the sentences with grade-level content words.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students identify sentences with errors and then correct the sentences with grade-level content words.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students complete sentences using grade-level content words.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to fluently read the informational text, "Polar Bears," or the literary text, "Treasure Garden." Readings are recorded and students are prompted to save the best recording for teacher assessment.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to fluently read the one of two literary texts: "Let's Play Ball" and "The Relay Race." Readings are recorded and students are prompted to save their best recording for teacher assessment.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to fluently read one of two informational texts: "A Forest Full of Trees" or "Speed." Readings are recorded and students are prompted to save the best recording for teacher assessment.

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Fluency Prosody

Reading  Street®  Alignments  to  SM8  •  Grade  2

44

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to fluently read one of two literary texts: "The Shopping List" or "The Pancake Signs." Readings are recorded and the students are prompted to save the best recording for teacher assessment.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students are prompted to fluently read one of two literary texts: "A Day at the Races" or "A Good Egg." Readings are recorded and students are prompted to save the best recording for teacher assessment.

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RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Review: Students read the informational text, "How to Plant a Garden." Students answer questions about tables, maps, sequence events, and main idea.

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RI.2.5 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.

Review: Students read "A Monsoon," use titles, table of contents, and chapter headings, and they answer questions about the main idea.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Review: Students read "The Lost Scarf." Students answer questions about dialogue and narration, r-controlled vowels, characteristics of a mystery, and drawing conclusions.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Review: Students read "Summer Vacation." Students answer questions about theme, comparing and contrasting, and problem and solution.

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Fluency Prosody

Reading  Street®  Alignments  to  SM8  •  Grade  2

45

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Prosody RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Review: Students read "Summer Storms," identify the main idea and elements of plot (beginning, middle, and end), make predictions, and summarize text.

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Skills RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Students follow multistep instructions to make a creepy, crawly critter.

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L.2.6 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).

Students match grade-level content words to their meanings.

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L.2.6 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).

Students match grade-level content words to their meanings.

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Fluency

Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

46

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.6 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).

Students match grade-level content words to their meanings.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.3d Decode words with common prefixes and suffixes.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.3d Decode words with common prefixes and suffixes.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

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Fluency Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

47

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read grade-level text with 95-100 percent accuracy.

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RF.2.4a Read on-level text with purpose and understanding.

Students identify sentences with errors, then correct the sentences with grade-level content words.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students identify sentences with errors, then correct the sentences with grade-level content words.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students complete sentences using grade-level content words.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students are prompted to listen to or read one of two literary texts: "Play Date" and "Scrub, Spray, Splash!" They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students are prompted to listen to or read one of two nonfiction passages: "Sarah's Special Place" or "Horses." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students are prompted to listen to or read one of two literary texts: "Play Date" and "Scrub, Spray, Splash!" They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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Fluency Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

48

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students are prompted to listen to or read one of two nonfiction passages: "Sarah's Special Place" or "Horses." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students retell the main idea. Students also read "Beth's Plan" and answer the questions.

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RI.2.5 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.

Review: Students read "Wasps and Bees," compare and contrast text features, draw conclusions, and summarize.

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RI.2.10 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.

Students are prompted to listen to or read one of two literary texts: "Play Date" and "Scrub, Spray, Splash!" They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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Fluency Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

49

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.10 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.

Students are prompted to listen to or read one of two nonfiction passages: "Sarah's Special Place" or "Horses." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students are prompted to listen to or read one of two decodable texts: "Herb Helps Out" or "Things to Do." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students are prompted to listen to or read one of two informational texts: "The Life Cycle of Snakes" and "Bears." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students read the fictional passage, "The Big Day." Students answer questions about setting and draw conclusions.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Review: Students read "Tim's Hidden Talent." Students answer questions about theme, character traits, affixes and base words.

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Fluency Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

50

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students are prompted to listen to or read one of two decodable texts: "Herb Helps Out" or "Things to Do." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students are prompted to listen to or read one of two informational texts: "The Life Cycle of Snakes" and "Bears." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Review: Students read "Tim's Hidden Talent." Students answer questions about theme, character traits, affixes and base words.

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RL.2.10 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.

Students are prompted to listen to or read one of two decodable texts: "Herb Helps Out" or "Things to Do." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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RL.2.10 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.

Students are prompted to listen to or read one of two informational texts: "The Life Cycle of Snakes" and "Bears." They record their retells of the passage. Each student is prompted to save the best recording for teacher assessment.

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Fluency Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

51

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Fluency Strategies L.2.6 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).

Students identify everyday print materials. Students also match the words in the word bank with the correct sign, then write a sentence telling what the sign means.

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L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will learn about adjectives. SMRE_DI_02303

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L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will complete sentences by choosing the correct adjective.

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L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will read the literary passage "Mayflower Babysitters" and identify characters' actions, motives, emotions, traits, and feelings; identify cause-and-effect relationships; draw conclusions; and identify adjectives and articles.

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L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will read sentences and underline the adjectives.

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RL.2.3 Describe how characters in a story respond to major events and challenges.

Students will read the literary passage "Mayflower Babysitters" and identify characters' actions, motives, emotions, traits, and feelings; identify cause-and-effect relationships; draw conclusions; and identify adjectives and articles.

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Grammar Adjectives

Reading  Street®  Alignments  to  SM8  •  Grade  2

52

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Students will read the literary passage "Mayflower Babysitters" and identify characters' actions, motives, emotions, traits, and feelings; identify cause-and-effect relationships; draw conclusions; and identify adjectives and articles.

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RL.2.10 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.

Students will read the literary passage "Mayflower Babysitters" and identify characters' actions, motives, emotions, traits, and feelings; identify cause-and-effect relationships; draw conclusions; and identify adjectives and articles.

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L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will learn about adverbs. SMRE_DI_02304

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L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will complete sentences by choosing the correct adverb.

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L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will read the informational text "Becoming a Butterfly" and answer Right There questions, make inferences, identify the correct sequence of events, summarize text, and identify adverbs.

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L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Students will read sentences and then underline the adverbs. Students will also determine if the adverb tells where, when, or how.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students will read the informational text "Becoming a Butterfly" and answer Right There questions, make inferences, identify the correct sequence of events, summarize text, and identify adverbs.

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Grammar Adjectives

Adverbs

Reading  Street®  Alignments  to  SM8  •  Grade  2

53

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students will read the informational text "Becoming a Butterfly" and answer Right There questions, make inferences, identify the correct sequence of events, summarize text, and identify adverbs.

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RI.2.10 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.

Students will read the informational text "Becoming a Butterfly" and answer Right There questions, make inferences, identify the correct sequence of events, summarize text, and identify adverbs.

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L.2.1a Use collective nouns (e.g., group).

Students will read sentences and underline common nouns and circle proper nouns.

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L.2.1a Use collective nouns (e.g., group).

Students will sort common and proper nouns into categories.

SMRE_IP_02300 √L.2.1a Use collective nouns (e.g.,

group).Students will learn about common and proper nouns.

SMRE_DI_02300 √L.2.1b Form and use frequently

occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Students will read the informational text "The Highest Court" and answer Right There questions, make inferences, summarize text, determine the author's purpose, and identify common and proper nouns.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students will read the informational text "The Highest Court" and answer Right There questions, make inferences, summarize text, determine the author's purpose, and identify common and proper nouns.

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Grammar Adverbs

Nouns

Reading  Street®  Alignments  to  SM8  •  Grade  2

54

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Nouns RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Students will read the informational text "The Highest Court" and answer Right There questions, make inferences, summarize text, determine the author's purpose, and identify common and proper nouns.

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RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Students will read the literary passage "More Important than Mud" and distinguish fact from opinion; identify characters' actions, motives, emotions, traits, and feelings; identify cause-and-effect relationships; summarize text; and identify prepositions and prepositional phrases.

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RI.2.5 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.

Students will read the literary passage "More Important than Mud" and distinguish fact from opinion; identify characters' actions, motives, emotions, traits, and feelings; identify cause-and-effect relationships; summarize text; and identify prepositions and prepositional phrases.

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Prepositions

Grammar

Reading  Street®  Alignments  to  SM8  •  Grade  2

55

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Prepositions RI.2.10 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.

Students will read the literary passage "More Important than Mud" and distinguish fact from opinion; identify characters' actions, motives, emotions, traits, and feelings; identify cause-and-effect relationships; summarize text; and identify prepositions and prepositional phrases.

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L.2.1c Use reflexive pronouns (e.g., myself, ourselves).

Students will learn about different types of pronouns: regular, singular, and plural.

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L.2.1c Use reflexive pronouns (e.g., myself, ourselves).

Students will match pronouns to correct sentences.

SMRE_IP_02301 √L.2.1c Use reflexive pronouns

(e.g., myself, ourselves).Students will read the literary passage "Elena's Vote" and answer Right There questions and questions about theme; identify characters' actions, motives, emotions, traits, and feelings; summarize text; and identify pronouns.

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L.2.1c Use reflexive pronouns (e.g., myself, ourselves).

Students will choose the correct pronoun to complete each sentence.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students will read the literary passage "Elena's Vote" and answer Right There questions and questions about theme; identify characters' actions, motives, emotions, traits, and feelings; summarize text; and identify pronouns.

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Grammar

Pronouns

Reading  Street®  Alignments  to  SM8  •  Grade  2

56

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Students will read the literary passage "Elena's Vote" and answer Right There questions and questions about theme; identify characters' actions, motives, emotions, traits, and feelings; summarize text; and identify pronouns.

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RL.2.3 Describe how characters in a story respond to major events and challenges.

Students will read the literary passage "Elena's Vote" and answer Right There questions and questions about theme; identify characters' actions, motives, emotions, traits, and feelings; summarize text; and identify pronouns.

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RL.2.10 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.

Students will read the literary passage "Elena's Vote" and answer Right There questions and questions about theme; identify characters' actions, motives, emotions, traits, and feelings; summarize text; and identify pronouns.

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Sentences L.2.1f 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).

Students will learn about declarative and interrogative sentences.

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Grammar Pronouns

Reading  Street®  Alignments  to  SM8  •  Grade  2

57

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.1f 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).

Students will learn about simple subjects and simple predicates in sentences.

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L.2.1f 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).

Students will identify declarative and interrogative sentences.

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L.2.1f 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).

Students will match subjects to predicates to form complete sentences.

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L.2.1f 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).

Students will read the informational text "Ansel Adams: A Life in Pictures" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify subjects and predicates in sentences.

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Grammar Sentences

Reading  Street®  Alignments  to  SM8  •  Grade  2

58

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.1f 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).

Students will read sentences to determine if they are interrogative sentences or declarative sentences.

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L.2.1f 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).

Students will read sentences and then underline the simple subject and circle the simple predicate.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students will read the informational text "Amazing Magnets" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and identify declarative and interrogative sentences.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students will read the informational text "Ansel Adams: A Life in Pictures" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify subjects and predicates in sentences.

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students will read the informational text "Amazing Magnets" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and identify declarative and interrogative sentences.

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Grammar Sentences

Reading  Street®  Alignments  to  SM8  •  Grade  2

59

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students will read the informational text "Ansel Adams: A Life in Pictures" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify subjects and predicates in sentences.

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RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Students will read the informational text "Ansel Adams: A Life in Pictures" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify subjects and predicates in sentences.

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RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Students will read the informational text "Ansel Adams: A Life in Pictures" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify subjects and predicates in sentences.

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RI.2.10 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.

Students will read the informational text "Amazing Magnets" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and identify declarative and interrogative sentences.

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Grammar Sentences

Reading  Street®  Alignments  to  SM8  •  Grade  2

60

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Sentences RI.2.10 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.

Students will read the informational text "Ansel Adams: A Life in Pictures" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify subjects and predicates in sentences.

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L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Students will learn about action and linking verbs.

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L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Students will sort action and linking verbs into categories.

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L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Students will read the informational text "Olfaction: Your Sense of Smell" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify action and linking verbs.

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L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Students will read sentences and underline action verbs and circle linking verbs.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students will read the informational text "Olfaction: Your Sense of Smell" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify action and linking verbs.

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Grammar

Verbs

Reading  Street®  Alignments  to  SM8  •  Grade  2

61

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students will read the informational text "Olfaction: Your Sense of Smell" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify action and linking verbs.

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RI.2.8 Describe how reasons support specific points the author makes in a text.

Students will read the informational text "Olfaction: Your Sense of Smell" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify action and linking verbs.

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RI.2.10 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.

Students will read the informational text "Olfaction: Your Sense of Smell" and answer Right There questions, identify the correct sequence of events, determine the author's purpose, summarize text, and identify action and linking verbs.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students learn to read that begin with three-letter consonant blends.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students label a picture with the correct word. Correct answers focus on words with three-letter consonant blends.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students complete sentences using words with three-letter consonant blends.

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Grammar Verbs

Phonics Consonant Blends

Reading  Street®  Alignments  to  SM8  •  Grade  2

62

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students listen to or read the decodable text, "Scrub, Spray, Splash!" Students answer literal questions and questions that ask why and how. Students also read and identify words that begin with three-letter consonant blends.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students practice reading words with the three-letter consonant blends by cutting out word parts, making words, and writing the words.

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RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the decodable text, "Scrub, Spray, Splash!" Students answer literal questions and questions that ask why and how. Students also read and identify words that begin with three-letter consonant blends.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students learn to read words with consonant digraphs: sh, th, wh, ch, tch.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students build words with the consonant digraphs sh, the, wh, ch, and tch. Students will then use the words to complete sentences.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students listen to or read the literary text, "Two Trails." Students identify words with the consonant digraphs ch, sh, wh, and th.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students use initial digraphs (sh, th, ph, wh, ch) to fill in the blanks and read the words in context.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students learn to read words with consonant digraphs: sh, th, wh, ch, tch.

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Phonics Consonant Blends

Consonant Digraphs

Reading  Street®  Alignments  to  SM8  •  Grade  2

63

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Review: Students read words with long vowel patterns, vowel digraphs, and initial consonant digraphs.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students listen to or read the literary text, "Two Trails." Students identify words with the consonant digraphs ch, sh, wh, and th.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students use initial digraphs (sh, th, ph, wh, ch) to fill in the blanks and read the words in context.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students learn to read words with silent consonant pairs: kn, wr, gn, and mb.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students read silent consonant pairs (gn, wr, mb, kn). Students find the words with the same beginning sounds.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students learn to read words with silent consonant pairs: kn, wr, gn, and mb.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students label a picture with the correct word. Correct answers focus on silent consonant pairs kn, wr, gn, and mb.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students listen to or read the literary text, "Treasure Garden." Students read words with the silent consonant pairs kn, wr, gn, and mb.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read silent consonant pairs (gn, wr, mb, kn). Students find the words with the same beginning sounds.

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Treasure Garden." Students read words with the silent consonant pairs kn, wr, gn, and mb.

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Phonics Consonant Digraphs

Consonant Pairs

Reading  Street®  Alignments  to  SM8  •  Grade  2

64

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students learn to read CVCe words. SMRE_DI_00001

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students practice reading words with the long vowel patterns e, ee, ea, and y.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students practice reading and writing words with the long vowel patterns o, oa, and ow.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students practice reading and writing words using the prefixes un-, re-, pre-, and dis-.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read the decodable text, "Sam's Stroll." Students read and identify words with the long vowel patterns o, oa, and ow.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students practice reading and writing words with the long vowel patterns o, oa, and ow.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students read the decodable text, "Sam's Stroll." Students read and identify words with the long vowel patterns o, oa, and ow.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students practice reading words with the long vowel patterns e, ee, ea, and y.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students practice reading and writing words with the long vowel patterns o, oa, and ow.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students practice reading and writing words with the long vowel patterns a, ai, and ay.

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Phonics Vowels, Long, Phonograms, Word Families, Onsets, Rimes

Reading  Street®  Alignments  to  SM8  •  Grade  2

65

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students learn to read words with long vowel patterns: i, ie, igh, and y.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students learn to read words with long vowel patterns: e, ea, ee, and y.

SMRE_DI_00010

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students learn to read words with long vowel patterns: a, ai, and ay.

SMRE_DI_00040

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students learn to read words with long vowel patterns: o, oa, and ow.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students listen to or read the literary text, "Play Date." Students read words with long vowel patterns (VCe words) and answer literal questions.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students identify pictures that have the long i sound.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students listen to or read the decodable text, "Rose Flies Home." Students read and identify words with the long vowel patterns i, ie, igh, and y.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students identify sentences with errors and then correct the sentences with words that have the long vowel patterns a, ai, and ay.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students complete sentences using words with the long vowel patterns o, oa, and ow.

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Phonics Vowels, Long, Phonograms, Word Families, Onsets, Rimes

Reading  Street®  Alignments  to  SM8  •  Grade  2

66

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students practice reading VCe words.

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students use the correct vowels to complete words that have the CVCe or the CVVC pattern. Vowel patterns: long a, e, i, o (CVCe, ai, ee, ea, oa)

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students practice reading words with the long vowel patterns oo, ew, ue, and ui.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students learn to read words with long vowel patterns: i, ie, igh, and y.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students learn to read words with long vowel patterns: oo, ew, ue, and ui.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students learn to read words with long vowel patterns: o, oa, and ow.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students identify pictures that have the long i sound.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students listen to or read the decodable text, "Rose Flies Home." Students read and identify words with the long vowel patterns i, ie, igh, and y.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students complete sentences using words with the long vowel patterns oo, ew, ue, and ui.

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Phonics Vowels, Long, Phonograms, Word Families, Onsets, Rimes

Reading  Street®  Alignments  to  SM8  •  Grade  2

67

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students listen to or read the decodable text, "Is It True?" Students read and identify words with the long vowel patterns oo, ew, ue, and ui.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students identify pictures that have the long e sound.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students listen to or read the decodable text, "Stay Away, Bugs!" Students read and identify words with the long vowel patterns a, ai, and ay.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students complete sentences using words with the long vowel patterns o, oa, and ow.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students practice reading words with the long vowel patterns oo, ew, ue, and ui.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students learn to read words with long vowel patterns: i, ie, igh, and y.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students learn to read words with long vowel patterns: oo, ew, ue, and ui.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students learn to read words with long vowel patterns: o, oa, and ow.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students listen to or read the literary text, "Play Date." Students read words with long vowel patterns (VCe words) and answer literal questions.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students label a picture with the correct word. Correct answers focus on VCe words.

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Phonics Vowels, Long, Phonograms, Word Families, Onsets, Rimes

Reading  Street®  Alignments  to  SM8  •  Grade  2

68

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students identify pictures that have the long i sound.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students listen to or read the decodable text, "Rose Flies Home." Students read and identify words with the long vowel patterns i, ie, igh, and y.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students complete sentences using words with the long vowel patterns oo, ew, ue, and ui.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students listen to or read the decodable text, "Is It True?" Students read and identify words with the long vowel patterns oo, ew, ue, and ui.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students identify pictures that have the long e sound.

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students identify sentences with errors and then correct the sentences with words that have the long vowel patterns a, ai, and ay.

SMRE_IP_00142

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students listen to or read the decodable text, "Stay Away, Bugs!" Students read and identify words with the long vowel patterns a, ai, and ay.

SMRE_IP_00166

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students complete sentences using words with the long vowel patterns o, oa, and ow.

SMRE_IP_01162√ √ √ √

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students practice reading VCe words.

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Phonics Vowels, Long, Phonograms, Word Families, Onsets, Rimes

Reading  Street®  Alignments  to  SM8  •  Grade  2

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1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students use the correct vowels to complete words that have the CVCe or the CVVC pattern. Vowel patterns: long a, e, i, o (CVCe, ai, ee, ea, oa)

SMRE_pp_00003

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students practice reading words with the long vowel patterns oo, ew, ue, and ui.

SMRE_PP_00006√ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students learn to read words with long vowel patterns: a, ai, and ay.

SMRE_DI_00040√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Play Date." Students read words with long vowel patterns (VCe words) and answer literal questions.

SMRE_IP_00001

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RF.2.4a Read on-level text with purpose and understanding.

Students complete sentences using words with the long vowel patterns oo, ew, ue, and ui.

SMRE_IP_00013√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Mouse and Hound." Students read words with the long vowel patterns e, ea, ee, and y.

SMRE_IP_00035

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RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students listen to or read the literary text, "Mouse and Hound." Students read words with the long vowel patterns e, ea, ee, and y.

SMRE_IP_00035

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students read the decodable text, "Herb Helps Out." Students recognize the sounds and spellings of r-controlled vowels (er, ir, and ur).

SMRE_ITR_02374

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students recognize the sounds and spellings of r-controlled vowels. Students circle words with r-controlled vowels. Students then cut and paste the picture below the matching sentence.

SMRE_pp_00045

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Phonics Vowels, Long, Phonograms, Word Families, Onsets, Rimes

Reading  Street®  Alignments  to  SM8  •  Grade  2

70

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students practice reading r-controlled vowels (er, ir, ur) by circling the correct word for each picture.

SMRE_pp_02374

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L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Students listen to or read the literary text, "The Missing Spider." Students also recognize the sounds and spellings of r-controlled vowels (ar, or, ore).

SMRE_IP_00148

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students learn to recognize the sounds and spellings of r-controlled vowels: ar, or, and ore.

SMRE_DI_00030

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students learn to recognize the sounds and spellings of r-controlled vowels.

SMRE_DI_02374

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students sort words with the r-controlled vowels ar, or, and ore.

SMRE_IP_00137

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students listen to or read the literary text, "The Missing Spider." Students also recognize the sounds and spellings of r-controlled vowels (ar, or, ore).

SMRE_IP_00148

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students complete sentences using words with the r-controlled vowels er, ir, and ur.

SMRE_IP_02374

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L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Students learn about changing y to i to make plural words.

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L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Students build plural words by changing y to i. Students then use the words to complete sentences.

SMRE_IP_02367

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Phonics

Word Analysis

Vowels, r-Controlled, r-Influenced

Reading  Street®  Alignments  to  SM8  •  Grade  2

71

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Students read the decodable text, "Things to Do." Students also identify regular plural words and plural words that change y to i.

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L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Students practice reading and writing words that change the y to i before adding -s or -es.

SMRE_pp_02367

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L.2.1c Use reflexive pronouns (e.g., myself, ourselves).

Students listen to or read the literary text, "The Missing Bike." Students identify the two words that make up a compound word.

SMRE_IP_00168

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L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Students learn to identify the two words that make up a contraction (not, is/has, will, are/were).

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L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Students listen to or read the literary text, "Where'd It Go?" Students identify contractions using not, is/has, will, are/were).

SMRE_IP_00167

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L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Students make contractions and match the word pair to the correct contraction (not, is, us, are, have). Then students use the contractions to complete sentences.

SMRE_PP_00059

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L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

Students read the literary text that contains contractions of words combined from is and not, circle all contractions, identify the two words that make up the contractions, and write the contractions.

SMRE_PP_00420

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L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Students learn to use base words and suffixes (-ly, -ful, -er, -or, -ish) to identify the meaning of words.

SMRE_DI_00043

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Phonics Word Analysis

Reading  Street®  Alignments  to  SM8  •  Grade  2

72

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Students build words using base words and the suffixes -ly, -ful, -er, -or, and -ish. Students then use the words to complete sentences.

SMRE_IP_00181

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L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Students read the decodable text, "Restful Hobbies." Students use base words and suffixes (-ly, -ful, -er, -or, -ish) to determine the meaning of words.

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L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Students learn to read words with the final syllables -tion, -ture, and -ion.

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L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Students learn to use base words and suffixes (-ness, -less, -able, -ible) to identify the meaning of words.

SMRE_DI_02372

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L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Students read the decodable text, "Restful Hobbies." Students use base words and suffixes (-ly, -ful, -er, -or, -ish) to determine the meaning of words.

SMRE_itr_02309

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L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Students learn to identify the two words that make up a compound word.

SMRE_DI_00042

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Phonics Word Analysis

Reading  Street®  Alignments  to  SM8  •  Grade  2

73

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Students build compound words and then use the words to complete sentences.

SMRE_IP_00147

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L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Students listen to or read the literary text, "The Missing Bike." Students identify the two words that make up a compound word.

SMRE_IP_00168

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L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Students recognize compound words and match the words in the word boxes to make compound words.

SMRE_PP_00060

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students learn to use prefixes (un-, re-, pre-, dis-) and base words to identify the meaning of words.

SMRE_DI_02375

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RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Students build words using base words and the prefixes un-, re-, pre-, and dis-. Students then use the words to complete sentences.

SMRE_IP_02375

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students learn to read words using VC/CV and VCC/V syllable patterns.

SMRE_DI_00009 √ √ √ √

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students learn to read multisyllabic words ending in -le.

SMRE_DI_02369√ √ √ √

Phonics Word Analysis

Reading  Street®  Alignments  to  SM8  •  Grade  2

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1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students listen to or read the informational text, "Outer Space." Students read multisyllabic words, count the number of syllables in a word, and then divide the syllables into sounds.

SMRE_IP_00031

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students practice dividing VC/CV and VCC/V words into syllables.

SMRE_IP_01161√ √ √ √

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students practice reading multisyllabic words that end in -le.

SMRE_IP_02369√ √ √ √

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students read the decodable text, "The Lunch Table." Students read multisyllabic words and divide words into syllables.

SMRE_itr_02369

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RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students practice reading and writing words that end with the final syllable -le.

SMRE_pp_02369√ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students will learn about doubling consonants before adding inflected endings to words.

SMRE_DI_00004√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students learn to use base words and suffixes (-ly, -ful, -er, -or, -ish) to identify the meaning of words.

SMRE_DI_00043√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students learn about words that end in -er and -est.

SMRE_DI_02368√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students learn to use prefixes (mis-, mid-, micro-, non-) and base words to identify the meaning of words.

SMRE_DI_02373√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students listen to or read the decodable text, "Lifting." Students read and identify words with inflectional endings, including words that double the consonant before the ending.

SMRE_IP_00012

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Phonics Word Analysis

Reading  Street®  Alignments  to  SM8  •  Grade  2

75

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3d Decode words with common prefixes and suffixes.

Students build words using base words and the suffixes -ly, -ful, -er, -or, and -ish. Students then use the words to complete sentences.

SMRE_IP_00181

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RF.2.3d Decode words with common prefixes and suffixes.

Students build words with comparative endings and then use the words to complete sentences.

SMRE_IP_02368√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students identify sentences with errors and then correct the sentences with words that have the prefixes mis-, mid-, micro-, and non-.

SMRE_IP_02373

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RF.2.3d Decode words with common prefixes and suffixes.

Students read the decodable text, "Restful Hobbies." Students use base words and suffixes (-ly, -ful, -er, -or, -ish) to determine the meaning of words.

SMRE_itr_02309

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RF.2.3d Decode words with common prefixes and suffixes.

Students listen to or read the decodable text, "Faster, Colder, Brighter." Students read and identify words that end in -er and -est.

SMRE_itr_02368

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RF.2.3d Decode words with common prefixes and suffixes.

Students listen to or read the decodable text, "My Future," and identify words with the final syllables -tion, -ture, and -ion.

SMRE_itr_02371

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RF.2.3d Decode words with common prefixes and suffixes.

Students listen to or read the decodable text, "Helpless Randy." Students use base words and suffixes (-ness, -less, -able, and -ible) to determine the meanings of words.

SMRE_itr_02372

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RF.2.3d Decode words with common prefixes and suffixes.

Students listen to or read the decodable text, "Hiking the Hard Way." Students use prefixes (mis-, mid-, micro-, non-) and base words to identify the meanings of words.

SMRE_itr_02373

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Phonics Word Analysis

Reading  Street®  Alignments  to  SM8  •  Grade  2

76

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3d Decode words with common prefixes and suffixes.

Students listen to or read the decodable text, "In the Woods." Students use prefixes (un-, re-, pre-, dis-) and base words to determine the meanings of words.

SMRE_itr_02375

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RF.2.3d Decode words with common prefixes and suffixes.

Students will complete sentences using words with the suffixes -ly, -ful, -er, -or, and -ish.

SMRE_PP_00062√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students practice reading and writing words with comparative endings.

SMRE_pp_02368√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students complete sentences using words that end with -tion, -ture, and -ion.

SMRE_pp_02371√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students practice reading and writing words with the suffixes -ness, -less, -ible, and -able.

SMRE_pp_02372√ √ √ √ √

RF.2.3d Decode words with common prefixes and suffixes.

Students learn to use prefixes (mis-, mid-, micro-, non-) and base words to identify the meaning of words.

SMRE_pp_02373√ √ √ √ √

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students practice dividing VC/CV and VCC/V words into syllables.

SMRE_IP_01161

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students practice reading multisyllabic words that end in -le.

SMRE_IP_02369

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students practice doubling the consonant before adding the inflectional endings -ed and -ing to words.

SMRE_PP_00005

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students will learn about doubling consonants before adding inflected endings to words.

SMRE_DI_00004√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students learn to identify the two words that make up a contraction (not, is/has, will, are/were).

SMRE_DI_00041√ √ √ √ √ √

Phonics Word Analysis

Reading  Street®  Alignments  to  SM8  •  Grade  2

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1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students learn to identify the two words that make up a compound word.

SMRE_DI_00042√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students learn to recognize the abbreviations of words.

SMRE_DI_02370√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students identify sentences with errors and then correct the sentences with words that have inflectional endings. The word choices include words that double the consonant before the inflectional ending.

SMRE_IP_00011

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students listen to or read the decodable text, "Lifting." Students read and identify words with inflectional endings, including words that double the consonant before the ending.

SMRE_IP_00012

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students identify the two words that make up a contraction (not, is/has, will, are/were).

SMRE_IP_00145√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students build compound words and then use the words to complete sentences.

SMRE_IP_00147√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students listen to or read the literary text, "The Missing Bike." Students identify the two words that make up a compound word.

SMRE_IP_00168

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students build plural words by changing y to i. Students then use the words to complete sentences.

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students match words to the correct abbreviation.

SMRE_IP_02370√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students read the decodable text, "Things to Do." Students also identify regular plural words and plural words that change y to i.

SMRE_itr_02367

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Phonics Word Analysis

Reading  Street®  Alignments  to  SM8  •  Grade  2

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1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students listen to or read the decodable text, "Mrs. Jenkins," and identify abbreviations.

SMRE_itr_02370√ √ √ √ √ √

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students make contractions and match the word pair to the correct contraction (not, is, us, are, have). Then students use the contractions to complete sentences.

SMRE_PP_00059

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RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Students match abbreviations to the correct word and practice writing abbreviations correctly.

SMRE_pp_02370√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the informational text, "Outer Space." Students read multisyllabic words, count the number of syllables in a word, and then divide the syllables into sounds.

SMRE_IP_00031

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "The Missing Bike." Students identify the two words that make up a compound word.

SMRE_IP_00168

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L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Students complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

SMRE_IP_02311

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L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Students read the informational text "The Seasons" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

SMRE_ITR_02311

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Phonics Word Analysis

Spelling Consonant Patterns

Reading  Street®  Alignments  to  SM8  •  Grade  2

79

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students learn how to spell words with the consonant patterns ph, gh, ck, and ng.

SMRE_DI_02311

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students learn how to spell words with the consonant patterns ph, gh, ck, and ng.

SMRE_DI_02311

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

SMRE_IP_02311

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

SMRE_IP_02311

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students read the informational text "The Seasons" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

SMRE_ITR_02311

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students read the informational text "The Seasons" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

SMRE_ITR_02311

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students sort words with the consonant patterns ph, gh, ck, and ng into categories.

SMRE_PP_02311

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students sort words with the consonant patterns ph, gh, ck, and ng into categories.

SMRE_PP_02311

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Spelling Consonant Patterns

Reading  Street®  Alignments  to  SM8  •  Grade  2

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1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Consonant Patterns

RF.2.4a Read on-level text with purpose and understanding.

Students complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

SMRE_IP_02311√ √ √ √ √ √

RF.2.4a Read on-level text with purpose and understanding.

Students read the informational text "The Seasons" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students read the informational text "The Seasons" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students read the informational text "The Seasons" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the consonant patterns ph, gh, ck, and ng.

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Homophones RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students will match homophones to the correct sentence.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students learn to spell words with the vowel diphthongs ou, ow, oi, and oy.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students learn to spell words with the vowel diphthongs ou, ow, oi, and oy.

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Spelling

Vowel Diphthongs

Reading  Street®  Alignments  to  SM8  •  Grade  2

81

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students read the informational text "What is a Swamp?" and answer Right There questions, make inferences, summarize text, determine the author's purpose, and complete sentences by spelling words with the vowel diphthongs ou, ow, oi, and oy.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students sort words with the vowel diphthongs ou, ow, oi, and oy into categories.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students sort words with the vowel diphthongs ou, ow, oi, and oy into categories.

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RF.2.4a Read on-level text with purpose and understanding.

Students complete sentences by spelling words with the vowel diphthongs ou, ow, oi, and oy.

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RF.2.4a Read on-level text with purpose and understanding.

Students read the informational text "What is a Swamp?" and answer Right There questions, make inferences, summarize text, determine the author's purpose, and complete sentences by spelling words with the vowel diphthongs ou, ow, oi, and oy.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students read the informational text "What is a Swamp?" and answer Right There questions, make inferences, summarize text, determine the author's purpose, and complete sentences by spelling words with the vowel diphthongs ou, ow, oi, and oy.

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Spelling Vowel Diphthongs

Reading  Street®  Alignments  to  SM8  •  Grade  2

82

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Vowel Diphthongs

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Students read the informational text "What is a Swamp?" and answer Right There questions, make inferences, summarize text, determine the author's purpose, and complete sentences by spelling words with the vowel diphthongs ou, ow, oi, and oy.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students learn how to spell words with the vowel patterns a, au, augh, and aw.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

Students read the informational text "Speed" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students read the informational text "Speed" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

Students sort words with the vowel patterns a, au, augh, and aw into categories.

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Spelling

Vowel Patterns

Reading  Street®  Alignments  to  SM8  •  Grade  2

83

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

RF.2.4a Read on-level text with purpose and understanding.

Students complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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RF.2.4a Read on-level text with purpose and understanding.

Students read the informational text "Speed" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students read the informational text "Speed" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Students read the informational text "Speed" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Students read the informational text "Speed" and answer Right There questions, make inferences, determine the author's purpose, summarize text, and complete sentences by spelling words with the vowel patterns a, au, augh, and aw.

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Vocabulary Concept Development

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students learn to determine the meaning of multiple-meaning words: homonyms.

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Spelling Vowel Patterns

Reading  Street®  Alignments  to  SM8  •  Grade  2

84

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students label a picture with the correct word. Correct answers focus on homophones.

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L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students understand the meaning of multiple-meaning words: homophones and homographs. Students circle the word that best completes each sentence.

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "The Shopping List." Students determine the meaning of multiple-meaning words: homophones.

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Word Analysis RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Students read multisyllabic words. Students write the words in the word bank under the correct heading, then use the words to complete the sentences.

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RF.2.4a Read on-level text with purpose and understanding.

Students relate unfamiliar words to prior knowledge.

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RF.2.4a Read on-level text with purpose and understanding.

Students listen to or read the literary text, "Lost and Found at the Airport." Students relate unfamiliar words to prior knowledge and answer literal questions.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students learn to relate unfamiliar words to prior knowledge.

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RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students relate unfamiliar words to prior knowledge.

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Vocabulary Concept Development

Word Learning Strategies

Reading  Street®  Alignments  to  SM8  •  Grade  2

85

1 2 3 4 5 6Reading  Street  Unit            Strand Concept CCSS  ID CCSS  Standard  Text Item  Description Item  ID

Vocabulary Word Learning Strategies

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students listen to or read the literary text, "Lost and Found at the Airport." Students relate unfamiliar words to prior knowledge and answer literal questions.

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