Scott Foresman Reading Street - Pearson Educationassets.pearsonschool.com/correlations/MR15.pdf · My Sidewalks on Reading Street is a research-based, intensive reading intervention

A Correlation of

to the

Idaho Content Standards

Language Arts Grades 1-5

M/R-15

Introduction

This document is designed to show how Pearson Scott Foresman’s intensive reading intervention program, My Sidewalks on Reading Street, aligns to the Idaho Content Standards Language Arts. Correlation page references are to the Teacher’s Guides. My Sidewalks on Reading Street is a research-based, intensive reading intervention program. It is designed for students who are unable to read and comprehend grade-level material and who are unable to benefit adequately from the strategic intervention that supports their core classroom reading instruction. My Sidewalks should be used along with a scientifically research-based comprehensive classroom reading program.

INSTRUCTIONAL EMPHASIS—Emphasizing the essential elements of reading affects outcomes. SPECIFICITY—Highly specified instruction accomplishes more than less specific instruction. INTENSITY—Fast-paced instruction should be delivered to small groups of two to five students for at least 30 minutes a day in addition to their core instruction. PROGRESS MONITORING—Frequent progress monitoring keeps learning on track.

Hallmarks of My Sidewalks on Reading Street

• An acceleration plan prioritizes skills so you teach less, more thoroughly.

• An abundance of student reading material-four selections each week—allows students to spend half their small-group time engaged in reading.

• An emphasis on oral language, vocabulary, and concept development is central to

the instruction. Lessons develop deep meaning of concepts and vocabulary and elicit extended language from children. My Sidewalks on Reading Street addresses the fact that comprehension is tied to vocabulary knowledge.

• A focus on word-reading strategies for multisyllabic words at Levels C-E helps teach

students to decode the words they struggle with the most.

• Alignment with Scott Foresman Reading Street offers consistent instructional routines and terminology. In addition, the oral language, vocabulary, and concepts developed in My Sidewalks on Reading Street parallel those in Reading Street.

Table of Contents Grade One ___________________________________________________________1 Grade Two ___________________________________________________________7 Grade Three _________________________________________________________13 Grade Four __________________________________________________________19 Grade Five __________________________________________________________25

Scott Foresman My Sidewalks on Reading Street to the

Idaho Content Standards—Language Arts

Grade One

Standard 1: Reading Process Students decode regularly spelled two-syllable words fluently by applying their knowledge of basic phonic concepts. Students blend and segment phonemes and identify the number of syllables in a word. Students use decoding skills to acquire and apply new vocabulary in all grade-level content areas. This knowledge is applied to achieve fluent oral reading of high frequency words and connected text. Goal 1.1: Acquire Concepts About Print By the end of Grade 1, the student will be able to: 1.LA.1.1.1 Match oral words to printed words (e.g., pointing to print as one reads).

Vol. 1: 12, 14, 27, 30, 43, 46, 59, 62, 75, 78, 91, 108, 110, 123, 126, 139, 142, 155, 158, 168, 174, 178, 181, 182, 184, 190 Vol. 2: 11, 14, 27, 30, 43, 46, 59, 62, 72, 78, 88, 94, 104, 117, 120, 152, 168, 184, 216, 232, 248, 264, 280

1.LA.1.1.2 Locate information using alphabetical order to the first letter.

My Sidewalks is built on instruction in priority skills. My Sidewalks provides instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension skills and strategies. This language arts standard is not typically addressed in a reading intervention program.

Goal 1.2: Acquire Concepts About Text By the end of Grade 1, the student will be able to: 1.LA.1.2.1 Practice reading environmental print with assistance (e.g. signs, symbols). (680.05.b)

My Sidewalks on Reading Street focuses on priority skills children need in order to succeed at learning to read – phonemic awareness, phonics, fluency, vocabulary, and text comprehension. This language arts standard is not typically addressed in a reading intervention program.

1.LA.1.2.2 Locate and identify the title, author, and illustrator and table of contents of a book or reading selection. (680.04.a)

Vol. 1: 4, 20, 36, 52, 68, 84, 100, 116, 132, 148, 164, 180 Vol. 2: 4, 20, 36, 52, 68, 84, 100, 116, 132, 148, 164, 180, 196, 212, 228, 244, 260

1 Grade One

Scott Foresman My Sidewalks on Reading Street Idaho Content Standards for Language Arts

1.LA.1.2.3 Read simple graphs, charts, and diagrams.

Vol. 2: 23, 76 Goal 1.3: Acquire Phonological Awareness Skills By the end of Grade 1, the student will be able to: 1.LA.1.3.1 Identify, first, middle, and last sound in a word.

Vol. 1: 2, 5, 9, 12, 18, 24, 27, 34, 38, 40, 43, 50, 54, 56, 59, 66, 69, 70, 72, 73, 75, 82, 86, 88, 89, 91, 104, 105, 108, 114, 118, 121, 123, 130, 134, 136, 137, 139, 146, 150, 155, 178, 181, 182, 187 Vol. 2: 2, 5, 11, 18, 21, 24, 27, 34, 37, 40, 43, 50, 59, 66, 69, 72, 75, 89, 91, 97, 98, 102, 104, 105, 107, 108, 114, 117, 120, 155, 178, 209, 210, 213, 216, 219, 229, 232, 235, 258, 264, 267, 275

1.LA.1.3.2 Add, delete, or change initial sounds to make words. (680.01.j)

Vol. 1: 178, 181, 182, 184 Vol. 2: 25, 117, 118, 120

1.LA.1.3.3 Blend two to four phonemes into recognizable words. (680.01.i)

Vol. 1: 9, 24, 38, 40, 50, 54, 66, 72, 82, 86, 88, 98, 102, 104, 114, 118, 120, 130, 134, 136, 146, 150, 155, 181, 182 Vol. 2: 2, 5, 8, 18, 21, 24, 27, 34, 37, 40, 50, 66, 68, 98, 102, 107, 114, 146, 149, 162, 165, 197, 210, 213, 229, 245, 258, 251, 261, 277

1.LA.1.3.4 Count the number of syllables in a spoken word.

Vol. 2: 85, 88, 91, 261, 264, 267, 277, 280, 283 Goal 1.4: Acquire Decoding Skills Using Word Parts By the end of Grade 1, the student will be able to: 1.LA.1.4.1 Match vowel and consonant sounds to all letters. (670.01.f)

Vol. 1: 2, 5, 9, 12, 18, 24, 27, 34, 38, 40, 43, 50, 54, 56, 59, 66, 69, 70, 72, 73, 75, 82, 86, 88, 89, 91, 104, 105, 108, 114, 118, 121, 123, 130, 134, 136, 137, 139, 146, 150, 155, 178, 181, 182, 187 Vol. 2: 2, 5, 11, 18, 21, 24, 27, 34, 37, 40, 43, 50, 59, 66, 69, 72, 75, 89, 91, 97, 98, 102, 104, 105, 107, 108, 114, 117, 120, 155, 178, 209, 210, 213, 216, 219, 229, 232, 235, 258, 264, 267, 275

2 Grade One


1.LA.1.4.2 Read abbreviations appropriate to grade level.


Goal 1.5: Acquire Decoding Skills Using Syllabication By the end of Grade 1, the student will be able to: 1.LA.1.5.1 Apply knowledge of common onsets, rimes and word patterns to decode and generate new words.

Vol. 1: 178, 181, 182, 184 Vol. 2: 25, 117, 118, 120

Goal 1.6: Acquire Decoding Skills Using Context By the end of Grade 1, the student will be able to: 1.LA.1.6.1 Use context clues and pictures to aid in decoding of new words.

Vol. 1: 3, 4, 10, 13, 14, 19, 20, 25, 28, 30, 35, 36, 41, 44, 46, 51, 52, 57, 60, 62, 67, 68, 73, 76, 78, 83, 84, 89, 92, 94, 99, 100, 105, 109, 110, 115, 116, 121, 124, 126, 131, 132, 137, 140, 142, 147, 148, 153, 156, 158, 163, 164, 169, 172, 174, 185, 188, 190 Vol. 2: 3, 4, 9, 12, 14, 19, 20, 25, 30, 35, 36, 41, 44, 46, 51, 52, 57, 60, 62, 67, 68, 73, 76, 78, 83, 84, 89, 92, 94, 99, 100, 105, 108, 110, 115, 116, 121, 124, 126, 131, 132, 137, 140, 142, 147, 148, 153, 156, 158, 163, 164, 170, 172, 174, 179, 180, 185, 188, 190, 195, 196, 201, 204, 206, 211, 212, 217, 220, 222, 227, 228, 233, 236, 238, 243, 244, 249, 252, 254, 259, 260, 265, 268, 270, 275, 281, 284, 286

Goal 1.7: Acquire Fluency By the end of Grade 1, the student will be able to: 1.LA.1.7.1 Read at least 150 regular and irregular sight words fluently. (680.01.n)

Vol. 1: 4, 6, 10, 11, 14, 20, 23, 26, 30, 36, 39, 42, 46, 52, 55, 58, 62, 68, 70, 71, 74, 78, 84, 87, 90, 94, 100, 103, 106, 110, 116, 119, 122, 126, 132, 135, 138, 142, 148, 151, 154, 158, 164, 167, 170, 174, 180, 183, 186, 190 Vol. 2: 4, 6, 10, 11, 14, 20, 23, 26, 30, 36, 39, 42, 46, 52, 55, 58, 62, 68, 70, 71, 74, 78, 84, 87, 90, 94, 100, 103, 106, 110, 116, 119, 122, 126, 132, 135, 138, 142, 148, 151, 154, 158, 164, 167, 170, 174, 180, 183, 186, 190, 196, 198, 199, 202, 206, 212, 215, 218, 222, 228, 231, 234, 236, 244, 246, 247, 250, 254, 260, 262, 263, 266, 270, 276, 278, 279, 282, 286

3 Grade One


1.LA.1.7.2 Read aloud Grade 1 text fluently with at least 54 correct words per minute (see Idaho Reading Indicator fall to spring benchmarks).

Vol. 1: 5, 8, 11, 21, 24, 27, 37, 40, 43, 53, 56, 59, 69, 72, 75, 85, 88, 91, 101, 104, 108, 117, 120, 123, 133, 136, 139, 149, 152, 155, 165, 168, 171, 181, 184, 187 Vol. 2: 5, 8, 11, 21, 24, 27, 37, 40, 43, 53, 56, 59, 69, 72, 75, 85, 88, 91, 101, 104, 108, 117, 120, 123, 133, 136, 139, 149, 152, 155, 165, 168, 171, 181, 184, 187, 197, 200, 203, 213, 216, 219, 229, 232, 235, 245, 251, 261, 264, 267, 277, 280, 283

Goal 1.8: Vocabulary and Concept Development By the end of Grade 1, the student will be able to: 1.LA.1.8.1 Identify the meaning of words by using common inflectional endings (e.g. s, ed, ing).

Vol. 1: 162, 166, 168, 171 Vol. 2: 82, 88, 123, 136, 155, 165, 168, 203, 242, 248, 280

1.LA.1.8.2 Identify common antonyms, synonyms, and homonyms. My Sidewalks on Reading Street focuses on priority skills children need in order to succeed at learning to read – phonemic awareness, phonics, fluency, vocabulary, and text comprehension. This language arts standard is not typically addressed in a reading intervention program.

1.LA.1.8.3 Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 1 content area text.

Vol. 1: 20, 28, 36, 44, 55, 60, 84, 108, 116, 119, 124, 132, 135, 148, 151, 156, 164, 170, 183, 186, 188 Vol. 2: 6, 8, 10, 20, 22, 28, 36, 52, 55, 58, 60, 84, 86, 92, 116, 122, 124, 130, 132, 134, 138, 139, 148, 151, 164, 170, 180, 198, 214, 220, 228, 230, 246, 252, 260, 262, 278

1.LA.1.8.4 Use personal and picture dictionaries to confirm and determine meanings of unfamiliar words.


4 Grade One


Standard 2: Comprehension/Interpretation Students begin to read and analyze a variety of grade-level-appropriate literary and expository texts. Students identify topics of text heard or read and answer questions. Students identify plot and describe characters in stories heard or read and sequence a series of events from the story. Students apply their knowledge of the purpose and structures of expository and literary text to understand content. Students determine if a literary selection is reality or fantasy. Goal 2.1: Acquire Strategies and Skills for Comprehending Text By the end of Grade 1, the student will be able to: 1.LA.2.1.1 Tell the purpose for reading text.

Vol. 1: 4, 20, 36, 52, 68, 84, 100, 116, 132, 148, 164, 180 Vol. 2: 4, 20, 36, 52, 68, 84, 100, 116, 132, 148, 164, 180, 196, 212, 228, 244, 260

1.LA.2.1.2 Participate in connecting the information and events in texts to self and to the world.

Vol. 1: 7, 13, 15, 23, 29, 31, 39, 47, 55, 61, 63, 71, 77, 79, 87, 93, 95, 103, 109, 111, 119, 125, 126, 135, 141, 143, 151, 157, 159, 167, 173, 175, 183, 189, 191 Vol. 2: 7, 13, 15, 23, 29, 31, 39, 47, 55, 61, 63, 71, 77, 79, 87, 93, 95, 103, 109, 111, 119, 125, 126, 135, 141, 143, 151, 157, 159, 167, 173, 175, 183, 189, 191, 199, 204, 207, 215, 221, 223, 231, 237, 239, 247, 253, 2455, 263, 269, 271, 279, 285, 287

1.LA.2.1.3 Participate in drawing conclusions based on information gathered from pictures and print.

Drawing conclusions is introduced in My Sidewalks at Level B. Goal 2.2: Acquire Skills to Comprehend Expository Text By the end of Grade 1, the student will be able to: 1.LA.2.2.1 Participate in identifying the topic of expository text that is heard or read.

Vol. 1: 4, 20, 36, 52, 68, 84, 100, 116, 132, 148, 164, 180 Vol. 2: 4, 20, 36, 52, 68, 84, 100, 116, 132, 148, 164, 180, 196, 212, 228, 244, 260

5 Grade One


6 Grade One

1.LA.2.2.2 Answer questions (who, what, when, where, why, how) about expository text, heard or read. (680.01.p; 680.03.c; 680.03.d)

Vol. 1: 4, 6, 10, 11, 14, 20, 23, 26, 30, 36, 39, 42, 46, 52, 55, 58, 62, 68, 70, 71, 74, 78, 84, 87, 90, 94, 100, 103, 106, 110, 116, 119, 122, 126, 132, 135, 138, 142, 148, 151, 154, 158, 164, 167, 170, 174, 180, 183, 186, 190 Vol. 2: 4, 6, 10, 11, 14, 20, 23, 26, 30, 36, 39, 42, 46, 52, 55, 58, 62, 68, 70, 71, 74, 78, 84, 87, 90, 94, 100, 103, 106, 110, 116, 119, 122, 126, 132, 135, 138, 142, 148, 151, 154, 158, 164, 167, 170, 174, 180, 183, 186, 190, 196, 198, 199, 202, 206, 212, 215, 218, 222, 228, 231, 234, 236, 244, 246, 247, 250, 254, 260, 262, 263, 266, 270, 276, 278, 279, 282, 286

1.LA.2.2.3 Identify facts and sequence important information from expository text into correct order using pictures clues.

Vol. 2: 58, 63, 74, 79, 186, 191, 202, 207, 218, 223 1.LA.2.2.4 Follow one-step written directions.


Goal 2.3: Acquire Skills for Comprehending Literary Text By the end of Grade 1, the student will be able to: 1.LA.2.3.1 Explain whether a literary selection, heard or read, is fiction or nonfiction. (680.03.a)

This language arts standard is not typically addressed in a reading intervention program. Notice, however, that students read both fiction and nonfiction throughout the My Sidewalks on Reading Street program.

1.LA.2.3.2 Orally identify and describe the characters in a story that is read aloud. (680.02.a)

Vol. 1: 10, 15, 26, 31, 106, 111, 121, 122, 126, 127 Vol. 2: 31, 42, 154

1.LA.2.3.3 Identify the setting in a story heard or read aloud.

Vol. 1: 42, 95, 106, 138, 170, 175 1.LA.2.3.4 Sequence and retell a story that is heard or read, into a beginning, middle and end. (680.03.b)

Vol. 1: 74, 154, 159, 186, 191 Vol. 2: 58, 63, 74, 79, 119, 186, 191, 202, 207, 218, 223



Grade Two Standard 1: Reading Process Students decode regular two and three-syllable words and identify and use regular plural words. Students understand and explain common synonyms and antonyms, simple multiple-meaning words, and apply the meanings of common prefixes and suffixes to decode and determine the meaning of unknown words. This knowledge is applied to achieve fluent oral reading of high frequency words and connected text. Goal 1.1: Acquire Concepts About Print By the end of Grade 2, the student will be able to: 2.LA.1.1.1 Identify purpose for print conventions such as end-sentence punctuation, paragraphing, bold print, and dialogue.

Vol. 1: 14, 30, 33, 49, 62, 65, 78, 81, 129, 145, 161, 177, 193, 209 Vol. 2: 17, 33, 49, 65, 81, 97, 113, 129, 145, 161, 193, 209, 225, 241

2.LA.1.1.2 Locate information using alphabetical order to the second letter.


Goal 1.2: Acquire Concepts About Text By the end of Grade 2, the student will be able to: 2.LA.1.2.1 Identify different kinds of texts types.


7 Grade Two


2.LA.1.2.2 Identify titles, tables of contents, and chapter headings to locate information.

Vol. 1: 6, 22, 38, 54, 70, 86, 102, 118, 134, 150, 166, 182, 198, 214, 230 Vol. 2: 6, 22, 38, 54, 70, 86, 102, 118, 134, 150, 166, 182, 198, 214, 230

2.LA.1.2.3 Use information from simple graphs, charts and diagrams.

Vol. 1: 78, 174 Vol. 2: 142, 174

Goal 1.3: Acquire Phonological Awareness Skills No objectives at this grade level. Goal 1.4: Acquire Decoding Skills Using Word Parts By the end of Grade 2, the student will be able to: 2.LA.1.4.1 Use word patterns and/or word families to decode words in isolation and in context. (698.01.a)

Vol. 1: 13, 29, 39, 52, 61, 68, 72, 77, 84, 93, 116, 120, 122, 125, 132, 141, 148, 157, 173, 196, 200, 205, 216, 237 Vol. 2: 4, 8, 10, 20, 24, 29, 40, 52, 56, 58, 61, 72, 100, 106, 109, 116, 122, 132, 138, 148, 154, 157, 164, 180, 189, 200, 205, 212, 228



Goal 1.5: Acquire Decoding Skills Using Syllabication By the end of Grade 2, the student will be able to: 2.LA.1.5.1 Identify chunks or small words to decode two and three syllable written words. (689.01.c)

Vol. 1: 56, 58, 88, 90, 100, 104, 106, 109, 136, 138, 184, 189 Vol. 2: 36, 45, 120, 141, 216, 218, 221, 232, 234

8 Grade Two


Goal 1.6: Acquire Decoding Skills Using Context By the end of Grade 2, the student will be able to: 2.LA.1.6.1 Use context clues and pictures to aid in decoding of new words.

Vol. 1: 5, 14, 16, 21, 27, 30, 32, 37, 43, 46, 48, 53, 59, 64, 69, 75, 78, 80, 85, 91, 94, 96, 101, 107, 110, 112, 117, 123, 126, 133, 139, 144, 149, 155, 160, 165, 171, 176, 181, 187, 190, 197, 203, 206, 208, 213, 219, 222, 224, 229, 235, 238 Vol. 2: 5, 16, 21, 27, 32, 37, 43, 48, 53, 59, 64, 69, 75, 78, 80, 85, 91, 96, 101, 107, 112, 117, 123, 133, 139, 144, 149, 155, 160, 165, 171, 174, 176, 181, 187, 190, 197, 203, 208, 213, 219, 224, 229, 235, 240

Goal 1.7: Acquire Fluency By the end of Grade 2, the student will be able to: 2.LA.1.7.1 Read at least 300 regular and irregular sight words fluently. (689.01f)

Vol. 1: 6, 9, 12, 22, 25, 28, 38, 41, 44, 54, 57, 60, 70, 73, 76, 86, 89, 92, 102, 105, 108, 118, 121, 124, 134, 137, 140, 150, 153, 156, 166, 169, 172, 182, 185, 188, 198, 201, 204, 214, 217, 220, 230, 233, 236 Vol. 2: 6, 9, 12, 22, 25, 28, 38, 41, 44, 54, 57, 60, 70, 73, 76, 86, 89, 92, 102, 105, 108, 118, 121, 124, 134, 137, 140, 150, 153, 156, 166, 169, 172, 182, 185, 188, 198, 201, 204, 214, 217, 220, 230, 233, 236

2.LA.1.7.2 Read aloud Grade 2 text fluently with at least 94 correct words per minute (see Idaho Reading Indicator fall to spring benchmarks).

Vol. 1: 7, 13, 23, 29, 39, 45, 55, 61, 71, 77, 87, 93, 103, 109, 119, 125, 135, 141, 151, 157, 167, 173, 183, 189, 199, 205, 215, 221, 231, 237 Vol. 2: 7, 13, 23, 29, 39, 45, 55, 61, 71, 77, 87, 93, 103, 109, 119, 125, 135, 141, 151, 157, 167, 173, 183, 189, 199, 205, 215, 221, 231, 237

Goal 1.8: Vocabulary and Concept Development By the end of Grade 2, the student will be able to: 2.LA.1.8.1 Identify simple prefixes, and contractions suffixes to determine the meaning of unknown words. (689.01.e)

Vol. 1: 168, 170, 228, 234 Vol. 2: 13, 93, 120, 122, 125, 136, 138, 141, 168, 170, 184, 186, 196, 202, 216, 218, 221, 232, 234

9 Grade Two


2.LA.1.8.2 Identify common antonyms, synonyms, and homonyms to determine meaning of words.



Vol. 1: 6, 9, 22, 25, 28, 30, 38, 41, 54, 57, 70, 86, 89, 94, 102, 110, 118, 121, 126, 134, 137, 140, 142, 150, 153, 158, 182, 188, 198, 217, 230 Vol. 2: 9, 12, 14, 22, 25, 28, 38, 41, 70, 73, 86, 105, 118, 121, 134, 137, 140, 142, 150, 153, 158, 169, 182, 188, 190, 214, 217, 230

2.LA.1.8.4 Use a grade-level appropriate dictionary and glossary to define and confirm meaning of unknown words. (689.04.a)


Standard 2: Comprehension/Interpretation Students read and respond to a variety of grade-level-appropriate expository and literary texts, and are able to state the purpose for reading. Students use a variety of comprehension strategies to understand material that may be used to answer specific questions or gather information. Students identify and describe literary elements and author’s purpose. Students identify words that the author selects to create a rich auditory and/or visual experience. Students identify differences between fiction and nonfiction. Goal 2.1: Acquire Strategies and Skills for Comprehending Text By the end of Grade 2, the student will be able to: 2.LA.2.1.1 Tell the purpose for reading different kinds of text, including paragraphs. (689.02.a; 689.03.f)

Vol. 1: 6, 22, 38, 54, 70, 86, 102, 118, 134, 150, 166, 182, 198, 214, 230 Vol. 2: 6, 22, 38, 54, 70, 86, 102, 118, 134, 150, 166, 182, 198, 214, 230

10 Grade Two


2.LA.2.1.2 Participate in connecting the information and events in texts to self, to the world, and to other texts.

Vol. 1: 9, 15, 17, 25, 31, 33, 41, 47, 49, 57, 63, 65, 73, 79, 81, 95, 97, 105, 111, 113, 121, 127, 137, 143, 145, 153, 159, 161, 169, 175, 177, 185, 191, 193, 201, 207, 209, 217, 223, 225, 233, 239, 241 Vol. 2: 9, 15, 17, 25, 31, 33, 41, 47, 49, 57, 63, 65, 73, 79, 81, 95, 97, 105, 111, 113, 121, 127, 137, 143, 145, 153, 159, 161, 169, 175, 177, 185, 191, 193, 201, 207, 209, 217, 223, 225, 233, 239, 241

2.LA.2.1.3 Participate in drawing conclusions based on information gathered from pictures and print.

Vol. 1: 76, 81, 156, 161, 172, 177, 188, 193 Vol. 2: 124, 129, 140, 145, 204, 209

Goal 2.2: Acquire Skills to Comprehend Expository Text By the end of Grade 2, the student will be able to: 2.LA.2.2.1 Identify the main idea, problem and solutions in expository text to support comprehension.

Vol. 1: 28, 33, 44, 49, 60, 65, 140, 145, 204, 209 Vol. 2: 60, 65, 92, 97, 236, 241

2.LA.2.2.2 Answer questions (who, what, when, where, why, how) about expository text, heard or read. (689.03.d)

Vol. 1: 6, 9, 22, 25, 38, 41, 54, 57, 70, 73, 86, 89, 102, 105, 118, 121, 134, 137, 150, 153, 166, 169, 185, 201, 214, 217, 230, 233 Vol. 2: 6, 9, 22, 25, 38, 41, 54, 57, 70, 73, 86, 89, 102, 105, 118, 121, 134, 137, 150, 153, 166, 169, 185, 201, 214, 217, 230, 233

2.LA.2.2.3 Identify facts and sequence important information from expository text into a logical order to retell facts.

Vol. 1: 12, 17, 46, 92, 97, 108, 113, 124, 129, 220, 225, 236, 241 Vol. 2: 62, 108, 113, 188, 193

11 Grade Two


12 Grade Two

2.LA.2.2.4 Follow two-step written directions. My Sidewalks on Reading Street focuses on priority skills children need in order to succeed at learning to read – phonemic awareness, phonics, fluency, vocabulary, and text comprehension. This language arts standard is not typically addressed in a reading intervention program.

Goal 2.3: Acquire Skills for Comprehending Literary Text By the end of Grade 2, the student will be able to: 2.LA.2.3.1 Identify differences in fiction or non fiction. (689.03.f)


2.LA.2.3.2 Orally identify and describe the characters in a story that is read aloud. (689.03.b)

Vol. 1: 9, 33, 76, 92, 105, 108, 124, 188, 217 Vol. 2: 28, 54, 76, 124, 140

2.LA.2.3.3 Identify the setting in a story heard or read aloud. (689.03.b)

Vol. 1: 38, 54, 60, 92 Vol. 2: 28, 60

2.LA.2.3.4 Retell basic plots of literary text. (689.02.a)

Vol. 1: 92, 108, 217, 220, 236 Vol. 2: 44, 140

Scott Foresman My Sidewalks on Reading Street

to the Idaho Content Standards—Language Arts

Grade Three

Students are expected to know content and apply skills from previous grades. Standard 1: Reading Process Students read words containing complex word patterns and word families in isolation and in context. Students apply knowledge of syllable types, word parts, words with multiple meanings, and context clues to decode unknown words. Students read irregular sight words, compound words, contractions, and abbreviations. Students fluently read high frequency words and longer chapter books and text. Goal 1.1: Acquire Concepts About Print By the end of the Grade 3, the student will be able to: 3.LA.1.1.1 Use print conventions such as end-sentence punctuation, paragraphing, bold print, and dialogue. (698.05.c)

Vol. 1: 13, 26, 27, 54, 68, 138, 208 Vol. 2: 26, 40, 54, 68, 96, 110, 124, 167, 180, 181

3.LA.1.1.2 Locate information using alphabetical order past the second letter. (698.01.i)

This standard is applied on these pages where students use glossaries and dictionaries. Vol. 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 Vol. 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200

Goal 1.2: Acquire Concepts About Text By the end of the Grade 3, the student will be able to: 3.LA.1.2.1 Identify text types and formats of various kinds of text.

Vol. 1: 20, 22, 25, 27, 36, 39, 41, 50, 53, 55, 69, 92, 95, 97, 120, 123, 125, 148, 151, 153, 207, 209 Vol. 2: 8, 11, 22, 25, 27, 50, 53, 55, 78, 81, 83, 106, 109, 162, 165, 167, 176, 179, 181

13 Grade Three


3.LA.1.2.2 Identify purpose for print conventions such as end-sentence punctuation, paragraphing, bold print, and dialogue.

Vol. 1: 13, 26, 27, 54, 68, 138, 208 Vol. 2: 26, 40, 54, 68, 96, 110, 124, 167, 180, 181

3.LA.1.2.3 Use graphics, graphs, tables, diagrams, parenthesis, italics and bold print to understand text. (698.05.b)

Vol. 1: 41, 66, 107, 111, 160, 163, 195, 209 Vol. 2: 37, 111, 149, 153, 188, 209

Goal 1.3: Acquire Phonological Awareness Skills No objectives at this grade level. Goal 1.4: Acquire Decoding Skills Using Word Parts By the end of the Grade 3, the student will be able to: 3.LA.1.4.1 Use knowledge of vowel digraphs, diphthongs, and r-controlled letter-sound association to read new words. (689.01.d)

Vol. 1: 75, 77, 80, 91, 94, 96, 133, 136, 138, 145, 150, 159, 164, 175, 178, 180, 201, 206 Vol. 2: 5, 10, 26, 19, 24, 47, 52, 54, 68



Goal 1.5: Acquire Decoding Skills Using Syllabication By the end of the Grade 3, the student will be able to: 3.LA.1.5.1 Decode using syllable types and syllable patterns to decode words with 2-4 syllables. (698.01.a)

Vol. 1: 4, 18, 32, 46, 60, 61, 63, 66, 82, 88, 91, 94, 102, 116, 130, 131, 136, 138, 144, 158, 172, 186, 187, 189, 194 Vol. 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 131, 133, 136, 144, 158, 159, 161, 164, 166, 172, 173, 178, 180, 186, 200, 208

14 Grade Three


Goal 1.6: Acquire Decoding Skills Using Context By the end of the Grade 3, the student will be able to: 3.LA.1.6.1 Use context clues to aid in decoding of new words. (698.01.e)

Vol. 1: 9, 23, 37, 51, 65, 79, 93, 107, 121, 149, 163, 177, 191, 205 Vol. 2: 9, 23, 37, 51, 65, 79, 95, 107, 149, 163, 177, 191, 205

Goal 1.7: Acquire Fluency By the end of the Grade 3, the student will be able to: 3.LA.1.7.1 Fluently read at least 450 regular and irregular sight words.

Vol. 1: 6, 7, 9, 10, 11, 12, 13, 15, 20, 21, 24, 25, 26, 27, 29, 34, 35, 37, 38, 39, 40, 41, 43, 48, 49, 51, 52, 53, 54, 55, 57, 62, 63, 65, 66, 68, 69, 71, 76, 77, 79, 80, 81, 82, 83, 85, 90, 91, 93, 94, 95, 96, 97, 99, 104, 105, 107, 108, 109, 110, 111, 113, 118, 119, 121, 122, 123, 124, 125, 127, 132, 135, 136, 137, 138, 139, 141, 146, 147, 149, 150, 151, 152, 153, 155, 160, 161, 163, 164, 165, 166, 167, 169, 174, 175, 178, 179, 180, 181, 183, 188, 189, 191, 192, 193, 194, 195, 197, 202, 203, 205, 206, 207, 208, 209, 211 Vol. 2: 6, 7, 9, 10, 11, 12, 13, 15, 20, 21, 23, 24, 25, 26, 27, 29, 34, 35, 37, 38, 39, 40, 41, 43, 48, 49, 51, 52, 53, 54, 55, 57, 62, 63, 65, 66, 68, 69, 71, 76, 77, 79, 80, 81, 82, 83, 85, 90, 91, 93, 94, 95, 96, 97, 99, 104, 105, 107, 108, 109, 110, 111, 113, 116, 117, 121, 122, 123, 124, 125, 127, 132, 133, 135, 136, 137, 138, 139, 141, 146, 147, 149, 150, 151, 152, 153, 155, 160, 161, 163, 164, 165, 166, 167, 169, 174, 175, 177, 178, 179, 180, 181, 183, 188, 189, 191, 192, 193, 194, 195, 197, 202, 203, 205, 206, 207, 208, 209, 211

3.LA.1.7.2 Read aloud Grade 3 text fluently from at least 120 correct words per minute. (see Idaho Reading Indicator fall to spring benchmarks).

Vol. 1: 6, 7, 9, 10, 11, 12, 13, 20, 21, 24, 25, 26, 27, 34, 35, 37, 38, 39, 40, 41, 48, 49, 51, 52, 53, 54, 55, 62, 63, 65, 66, 68, 69, 76, 77, 79, 80, 81, 82, 83, 90, 91, 93, 94, 95, 96, 97, 104, 105, 107, 108, 109, 110, 111, 118, 119, 121, 122, 123, 124, 125, 132, 135, 136, 137, 138, 139, 146, 147, 149, 150, 151, 152, 153, 160, 161, 163, 164, 165, 166, 167, 174, 175, 178, 179, 180, 181, 188, 189, 191, 192, 193, 194, 195, 202, 203, 205, 206, 207, 208, 209 Vol. 1: 6, 7, 9, 10, 11, 12, 13, 20, 21, 24, 25, 26, 27, 34, 35, 37, 38, 39, 40, 41, 48, 49, 51, 52, 53, 54, 55, 62, 63, 65, 66, 68, 69, 76, 77, 79, 80, 81, 82, 83, 90, 91, 93, 94, 95, 96, 97, 104, 105, 107, 108, 109, 110, 111, 118, 119, 121, 122, 123, 124, 125, 132, 135, 136, 137, 138, 139, 146, 147, 149, 150, 151, 152, 153, 160, 161, 163, 164, 165, 166, 167, 174, 175, 178, 179, 180, 181, 188, 189, 191, 192, 193, 194, 195, 202, 203, 205, 206, 207, 208, 209

15 Grade Three


Goal 1.8: Vocabulary and Concept Development By the end of the Grade 3, the student will be able to: 3.LA.1.8.1 Use knowledge of base words, common prefixes and suffixes to determine meaning of unknown words in isolation and in context. (698.01.i)

Vol. 1: 33, 35, 38, 47, 49, 52, 54, 59, 103, 110, 117, 122, 203, 208 Vol. 2: 7, 49, 63, 91, 119, 145, 147, 187, 189

3.LA.1.8.2 Identify synonyms, antonyms, homophones, and homographs to determine the meaning of words in context. (698.01.h)

Vol. 1: 26, 124 Vol. 2: 110, 124


Vol. 1: 6, 9, 11, 13, 21, 23, 27, 34, 37, 41, 48, 51, 55, 62, 65, 76, 79, 83, 93, 104, 107, 109, 118, 121, 132, 135, 139, 146, 149, 153, 160, 163, 165, 174, 177, 179, 181, 188, 191, 195, 202, 205, 207, 209 Vol. 2: 9, 23, 48, 51, 65, 67, 69, 76, 79, 81, 83, 90, 97, 104, 107, 111, 118, 121, 125, 132, 135, 137, 139, 146, 149, 151, 153, 160, 167, 177, 179, 181, 188, 191, 193, 195, 202, 205


Vol. 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 Vol. 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200

Standard 2: Comprehension/Interpretation Students read and respond to a variety of grade-level-appropriate expository and literary texts. Students use a variety of comprehension strategies, such as asking and responding to questions and drawing inferences and conclusions from several sources to understand Grade 3 material. Students identify and discuss story elements from a variety of genre. Goal 2.1: Acquire Strategies and Skills for Comprehending Text By the end of the Grade 3, the student will be able to: 3.LA.2.1.1 Tell the purpose for reading various kinds of text (e.g., textbooks, newspapers, instructional manuals, novels, essays).

Vol. 1: 6, 20, 34, 48, 62, 76, 90, 104, 118, 132, 146, 160, 174, 188, 202 Vol. 2: 6, 20, 34, 48, 62, 76, 90, 104, 118, 132, 146, 160, 174, 188, 202

16 Grade Three


3.LA.2.1.2 Connect the information and events in texts to self, to the world, and to other texts.

Vol. 1: 6, 9, 11, 13, 20, 23, 25, 27, 37, 39, 41, 48, 51, 53, 55, 67, 69, 74, 76, 81, 83, 90, 93, 95, 104, 107, 109, 118, 121, 123, 132, 135, 137, 146, 149, 160, 163, 165, 174, 177, 179, 181, 188, 191, 193, 195, 202, 205, 207, 209 Vol. 2: 6, 9, 11, 13, 20, 23, 25, 27, 34, 41, 48, 51, 53, 55, 62, 65, 67, 69, 76, 79, 81, 83, 90, 93, 95, 97, 104, 107, 109, 111, 121, 123, 125, 132, 135, 137, 139, 141, 146, 149, 153, 160, 163, 167, 174, 177, 179, 181, 188, 191, 193, 195, 197, 202, 205, 209

3.LA.2.1.3 Draw simple conclusions based on information gathered from text. (698.01.n)

Vol. 1: 64, 67, 134, 137, 139, 176, 179, 190, 191, 193, 195 Vol. 2: 36, 39, 92, 95, 120, 123, 125, 204, 207, 209

Goal 2.2: Acquire Skills to Comprehend Expository Text By the end of the Grade 3, the student will be able to: 3.LA.2.2.1 Identify cause-effect, compare-contrast, and descriptions that support comprehension.

Vol. 1: 8, 11, 13, 50, 53, 55, 92, 95, 97, 188, 191, 195, 204, 207, 209 Vol. 2: 22, 25, 27, 50, 53, 55, 78, 81, 83, 176, 179, 181

3.LA.2.2.2 Generate how, why, and what-if questions for interpreting expository texts. (698.04.b)

Vol. 1: 9, 11, 23, 25, 37, 39, 51, 53, 65, 67, 79, 81, 93, 95, 107, 109, 121, 123, 135, 137, 149, 151, 163, 165, 177, 179, 191, 193, 205, 207 Vol. 2: 9, 11, 23, 25, 37, 39, 51, 53, 65, 67, 79, 81, 93, 95, 107, 109, 121, 123, 135, 137, 149, 151, 163, 165, 177, 179, 191, 193, 205, 207

3.LA.2.2.3 Identify facts and relevant details to sequence important information from expository text into a logical order to retell facts. (698.01.p)

Vol. 1: 22, 25, 27, 36, 41, 120, 123, 125, 148, 151, 153 Vol. 2: 8, 11, 106, 109, 162, 165, 167

3.LA.2.2.4 Follow simple multi-step written directions.


17 Grade Three


18 Grade Three

Goal 2.3: Acquire Skills for Comprehending Literary Text By the end of the Grade 3, the student will be able to: 3.LA.2.3.1 Identify different genres of literature (e.g., fables, fairy tales, poetry, folktales). (698.02.a)

Vol. 1: 13, 40, 160, 167, 177, 181, 209 Vol. 2: 51, 65, 181

3.LA.2.3.2 Describe characters (e.g., traits, roles, similarities/differences) within a literary selection, heard or read. (698.03.b)

Vol. 1: 39, 53, 67, 97, 127, 137, 179, 193 Vol. 2: 11, 25, 37, 39, 81, 95, 109, 123, 165, 179, 207

3.LA.2.3.3 Identify all aspects of the setting (e.g., time of day, place, year). (698.03.b)

Vol. 1: 132, 135, 149 Vol. 2: 97, 123, 132, 135, 139, 165

3.LA.2.3.4 Identify plots in literary text. (698.03.b)

Vol. 1: 53, 95, 118, 123 Vol. 2: 25, 109

3.LA.2.3.5 Orally identify narrator (point of view) of a story.


3.LA.2.3.6 Identify the lesson of a fable or folktale (theme).

Vol. 1: 167 3.LA.2.3.7 Identify common idioms.


Scott Foresman My Sidewalks on Reading Street

to the Idaho Content Standards—Language Arts

Grade Four

Students are expected to know content and apply skills from previous grades. Standard 1: Reading Process Students apply skills to learn common roots and word parts derived from Greek and Latin to decode and analyze the meaning of complex words. Students apply knowledge of syllable types, syllable patterns, and context clues to decode and determine the meaning of unknown words in a passage. Students in are expected to read longer expository and literary text independently with fluency. Goal 1.1: Acquire Concepts About Print No objectives at this grade level. Goal 1.2: Acquire Concepts About Text By the end of Grade 4, the student will be able to: 4.LA.1.2.1 Apply knowledge of text types and formats of various kinds of text. (716.05.c)

Vol. 1: 6, 8, 10, 12, 20, 24, 30, 32, 34, 36, 42, 44, 46, 48, 54, 66, 68, 70, 72, 102, 104, 106, 108, 126, 128, 130, 132, 162, 164, 168, 174 Vol. 2: 6, 8, 10, 12, 18, 20, 22, 24, 30, 32, 34, 36, 66, 68, 72, 70, 78, 80, 82, 84, 90, 92, 94, 126, 128, 130, 132, 174, 178, 180

4.LA.1.2.2 Use text features (e.g., heading, captions) to comprehend various print formats (e.g., news papers, reference text).

Vol. 1: 8, 15, 17, 29, 32, 41, 44, 53, 56, 65, 68, 77, 80, 89, 91, 92, 101, 104, 113, 125, 128, 137, 140, 149, 152, 161, 164, 173, 176 Vol. 2: 5, 17, 20, 29, 32, 41, 44, 53, 56, 65, 68, 77, 89, 101, 104, 113, 125, 128, 137, 140, 149, 152, 161, 173

4.LA.1.2.3 Identify and use graphic features that support text meaning (e.g., diagrams, maps, charts, illustrations). (707.05.b)

Vol. 1: 28, 40, 41, 52, 64, 76, 88, 100, 112, 124, 136, 148, 160, 172 Vol. 2: 4, 16, 28, 36, 40, 52, 64, 76, 88, 100, 112, 124, 136, 148, 160, 172

19 Grade Four


Goal 1.3: Acquire Phonological Awareness Skills No objectives at this grade level. Goal 1.4: Acquire Decoding Skills Using Word Parts By the end of Grade 4, the student will be able to: 4.LA.1.4.1 Identify common root words, prefixes and suffixes, including Greek and Latin derivatives to decode unknown words. (707.01.e)

Vol. 1: 22, 34, 54, 56, 58, 70, 82, 94, 114, 116, 117, 130, 154, 166, 174, 176, 178 Vol. 2: 10, 22, 34, 54, 56, 58, 82, 106, 114, 116, 142



Goal 1.5: Acquire Decoding Skills Using Syllabication By the end of Grade 4, the student will be able to: 4.LA.1.5.1 Use knowledge of syllable types and syllable patterns to decode multisyllabic words. (707.01.b)

Vol. 1: 6, 8, 16, 18, 20, 28, 40, 52, 64, 66, 68, 76, 88, 100, 102, 104, 105, 112, 124, 136, 148, 160, 172 Vol. 2: 4, 16, 28, 30, 32, 40, 78, 52, 64, 76, 80, 88, 100, 112, 124, 136, 148, 160, 162, 164, 172

Goal 1.6: Acquire Decoding Skills Using Context By the end of Grade 4, the student will be able to: 4.LA.1.6.1 Use context clues to aid in decoding of new words. (707.01.f)

Vol. 1: 107, 141, 153, 177 Vol. 2: 93, 119, 141, 177

20 Grade Four


Goal 1.7: Acquire Fluency By the end of Grade 4, the student will be able to: 4.LA.1.7.1 Read aloud grade-level-appropriate test with fluency and accuracy from at least 140 correct words per minute (Hasbrouck & Tindal).

Vol. 1: 5, 7, 9, 11, 17, 19, 21, 29, 31, 33, 41, 43, 45, 53, 55, 57, 65, 67, 69, 71, 77, 79, 81, 83, 89, 91, 93, 95, 101, 103, 105, 107, 113, 115, 117, 119, 125, 127, 129, 131, 137, 139, 141, 143, 149, 151, 153, 155, 161, 163, 165, 167, 173, 175, 177, 179 Vol. 2: 5, 7, 9, 17, 19, 21, 23, 29, 31, 33, 35, 41, 43, 45, 47, 53, 55, 57, 59, 65, 67, 69, 71, 77, 79, 81, 83, 89, 91, 93, 95, 101, 103, 105, 107, 113, 115, 117, 119, 125, 127, 129, 131, 137, 139, 141, 143, 149, 151, 153, 155, 161, 163, 165, 167, 173, 175, 177, 179

Goal 1.8: Vocabulary and Concept Development By the end of Grade 4, the student will be able to: 4.LA.1.8.1 Identify common root words, prefixes and suffixes, derived from Greek and Latin to determine the meaning of unknown words. (707.01.e)

Vol. 2: 70, 118, 130 4.LA.1.8.2 Use context, synonyms, antonyms, homophones and homographs to develop an understanding of new words. (707.01.d)

Vol. 1: 107, 141, 153, 165, 177 Vol. 2: 46, 61, 70, 93, 94, 118, 119, 130, 141, 177


Vol. 1: 7, 9, 12, 33, 41, 47, 48, 53, 59, 60, 67, 69, 103, 105, 113, 115, 117, 120, 126, 127, 129, 132, 139, 141, 144, 151, 153, 156, 161, 163, 165, 168, 173, 175, 179 Vol. 2: 17, 19, 24, 36, 43, 45, 47, 53, 67, 69, 72, 77, 79, 81, 84, 89, 96, 101, 107, 113, 125, 129, 137, 144, 149, 156, 161, 163, 165, 167, 168, 173


Vol. 1: 4, 16, 28, 40, 52, 64, 76, 88, 100, 112, 124, 136, 148, 160, 172 Vol. 2: 4, 16, 28, 40, 52, 64, 76, 88, 100, 112, 124, 136, 148, 160, 172

21 Grade Four


Standard 2: Comprehension/Interpretation Students read and respond to a variety of grade-level-appropriate expository and literary texts. Students use a variety of comprehension strategies to draw inference, and conclusions from text. Students use text structure to locate information. Students identify and discuss story elements and determine literary devices in a variety of literature. Goal 2.1: Acquire Strategies and Skills for Comprehending Text By the end of Grade 4, the student will be able to: 4.LA.2.1.1 State author’s main purpose for writing various texts. (707.03.a)

Vol. 1: 24, 132 Vol. 2: 60

4.LA.2.1.2 Identify cause and effect relationships in text by responding to “why”, “how”, and “what if” questions.

Vol. 1: 127, 141, 149, 151 Vol. 2: 33, 79, 113, 120

4.LA.2.1.3 Draw conclusions based on information gathered from text. (707.01.o)

Vol. 1: 18, 22, 23, 78, 79, 80, 82, 84, 90, 92, 93, 94, 96, 138, 150, 152, 154, 156, 166 Vol. 2: 54, 56, 58, 60, 114, 118, 120, 138, 140, 142, 144, 150, 152, 154, 156

Goal 2.2: Acquire Skills to Comprehend Expository Text By the end of Grade 4, the student will be able to: 4.LA.2.2.1 Distinguish between facts and opinions in expository text to support comprehension.

My Sidewalks provides explicit and systematic instruction on the comprehension skills and strategies researchers have identified as being the most critical for developing reading success: Drawing Conclusions, Compare/Contrast, Sequence, Main Idea and Supporting Details. This language arts standard is not typically addressed in a reading intervention program.

4.LA.2.2.2 Generate how, why, and what-if questions for interpreting expository texts

Vol. 1: 5, 10, 17, 22, 29, 34, 41, 46, 53, 58, 65, 70, 77, 82, 89, 94, 101, 106, 113, 118, 125, 130, 137, 142, 149, 154, 161, 166, 173, 178 Vol. 2: 5, 10, 17, 22, 29, 34, 41, 46, 53, 58, 65, 70, 77, 82, 89, 94, 101, 106, 113, 118, 125, 130, 137, 142, 149, 154, 161, 166, 173, 178

22 Grade Four


4.LA.2.2.3 Identify main ideas and signal words to summarize information from expository text. (707.01.h)

Vol. 1: 56, 58, 60, 114, 116, 118, 120, 140, 142, 144, 156, 176 Vol. 2: 42, 44, 46, 48, 102, 104, 106, 108, 116, 162, 164, 166, 168

4.LA.2.2.4 Follow multi-step written directions.


Goal 2.3: Acquire Skills for Comprehending Literary Text By the end of Grade 4, the student will be able to: 4.LA.2.3.1 Identify defining characteristics of literature genres, including poetry. (707.02.a)

Vol. 1: 10, 15, 17, 22, 24, 29, 34, 41, 46, 53, 58, 65, 70, 77, 82, 89, 91, 94, 95, 101, 106, 113, 118, 125, 130, 132, 137, 142, 149, 154, 160, 161, 166, 173, 178 Vol. 2: 5, 10, 17, 22, 23, 29, 34, 41, 46, 53, 58, 65, 70, 77, 82, 89, 94, 101, 106, 108, 113, 115, 118, 125, 130, 132, 137, 142, 149, 154, 161, 166, 173, 178

4.LA.2.3.2 Describe characters (e.g., traits, roles, similarities/differences) within a literary selection, heard or read. (707.02.a)

Vol. 1: 23, 35, 46, 47, 71, 82, 83, 95, 106, 107, 154 Vol. 2: 22, 34, 58, 70, 82, 118, 143, 154, 178

4.LA.2.3.3 Describe the setting and tell how it supports the story. (707.03.b)

Vol. 1: 35, 46, 48, 95, 106, 155 Vol. 2: 11, 34, 35, 70, 143, 178

4.LA.2.3.4 Explain the main problem, conflict, and resolution of a story plot. (707.03.b)

Vol. 1: 23, 71, 95, 131, 155 Vol. 2: 32, 35, 71, 95, 131, 143

4.LA.2.3.5 Identify the narrator of a story (point of view).

Vol. 1: 11, 71, 132, 155, 167 Vol. 2: 35, 143

4.LA.2.3.6 Identify the moral of literary selection (e.g., fables, folktales, legends).


23 Grade Four


24 Grade Four

4.LA.2.3.7 Identify common similes and idioms. My Sidewalks on Reading Street focuses on priority skills children need in order to succeed at learning to read – phonemic awareness, phonics, fluency, vocabulary, and text comprehension. This language arts standard is not typically addressed in a reading intervention program.



Grade Five

Students are expected to know content and apply skills from previous grades. Standard 1: Reading Process Students apply skills to comprehend a variety of expository and literary text. Students use less common roots, word parts, and word origins derived from Greek and Latin to decode and analyze the meaning of complex words. Students explain words with multiple meanings as well as use figurative language. Students use a variety of spelling and syllabication rules, and context clues to aid in decoding and determining the meaning of unknown words in passages, across all content areas. Students independently read grade-level-appropriate text with fluency for different purposes and audiences. Goal 1.1: Acquire Concepts About Print No objectives at this grade level. Goal 1.2: Acquire Concepts About Text By the end of Grade 5, the student will be able to: 5.LA.1.2.1 Identify the structural features of popular media.


5.LA.1.2.2 Explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs. (716.01.i)

Vol. 1: 12, 20, 24, 32, 44, 56, 68, 80, 92, 116, 128, 140, 152, 164, 176 Vol. 2: 8, 20, 32, 44, 56, 68, 80, 92, 104, 128, 140, 152, 164, 166, 176

5.LA.1.2.3 Use the features of texts, such as formats, graphics diagrams, illustrations, charts, maps, and organization to find information and support understanding. (716.05.b; 716.05.c)

Vol. 1: 6, 8, 10, 12, 30, 32, 34, 36, 41, 42, 44, 46, 48, 66, 70, 72, 90, 92, 94, 96, 104, 116, 120, 126, 128, 130, 132, 174, 178, 180 Vol. 2: 18, 20, 22, 24, 30, 32, 34, 36, 78, 80, 82, 84, 102, 104, 106, 108, 150, 152, 154, 156, 174, 176, 178, 180

25 Grade Five


Goal 1.3: Acquire Phonological Awareness Skills No objectives at this grade level. Goal 1.4: Acquire Decoding Skills Using Word Parts By the end of Grade 5, the student will be able to: 5.LA.1.4.1 Apply common root words, prefixes and suffixes, including Greek and Latin derivatives to decode words. (716.01.b)

Vol. 1: 10, 22, 30, 32, 33, 34, 42, 44, 45, 46, 54, 56, 57, 58, 70, 82, 90, 92, 94, 114, 116, 117, 130, 142, 154, 176, 177, 178 Vol. 2: 10, 22, 34, 46, 54, 56, 57, 58, 70, 78, 80, 81, 82, 94, 106, 114, 116, 117, 118, 126, 128, 130, 142, 154, 166, 178



Goal 1.5: Acquire Decoding Skills Using Syllabication By the end of Grade 5, the student will be able to: 5.LA.1.5.1 Apply spelling and syllabication rules that aide in decoding and word recognition.

Vol. 1: 4, 6, 8, 9, 16, 18, 20, 21, 28, 40, 52, 64, 76, 88, 90, 92, 100, 102, 104, 105, 112, 165, 177 Vol. 2: 4, 16, 21, 28, 30, 32, 33, 40, 52, 64, 76, 88, 90, 93, 100, 109, 112, 124, 136, 148, 160, 162, 164, 172

Goal 1.6: Acquire Decoding Skills Using Context By the end of Grade 5, the student will be able to: 5.LA.1.6.1 Use context clues to aid in decoding of new words.

Vol. 1: 4, 6, 8, 10, 12, 16, 18, 20, 24, 28, 30, 32, 34, 36, 40, 42, 46, 48, 52, 54, 56, 60, 64, 66, 86, 70, 72, 76, 78, 82, 84, 88, 90, 92, 94, 96, 100, 102, 104, 106, 108, 112, 114, 116, 118, 120, 124, 126, 128, 130, 132, 136, 138, 142, 144, 148, 152, 154, 156, 160, 162, 164, 166, 168, 172, 174, 176, 178, 180 Vol. 2: 4, 6, 8, 10, 12, 16, 18, 20, 24, 28, 30, 32, 34, 36, 40, 42, 46, 48, 52, 54, 56, 60, 64, 66, 86, 70, 72, 76, 78, 82, 84, 88, 90, 92, 94, 96, 100, 102, 104, 106, 108, 112, 114, 116, 118, 120, 124, 126, 128, 130, 132, 136, 138, 142, 144, 148, 152, 154, 156, 160, 162, 164, 166, 168, 172, 174, 176, 178, 180

26 Grade Five


Goal 1.7: Acquire Fluency By the end of Grade 5, the student will be able to: 5.LA.1.7.1 Read grade-level-appropriate text with fluency and accuracy from at least 150 correct words per minute (Hasbrouck & Tindal).

Vol. 1: 5, 7, 9, 11, 17, 19, 21, 23, 29, 31, 33, 35, 41, 43, 45, 47, 53, 55, 57, 59, 65, 67, 69, 71, 77, 79, 81, 83, 89, 91, 93, 95, 101, 103, 105, 107, 113, 115, 117, 119, 125, 127, 129, 131, 137, 139, 141, 143, 149, 151, 153, 155, 161, 163, 165, 167, 173, 175, 177, 179 Vol. 2: 5, 7, 9, 11, 17, 19, 21, 23, 29, 31, 33, 35, 41, 43, 45, 47, 53, 55, 57, 59, 65, 67, 69, 71, 77, 79, 81, 83, 89, 91, 93, 95, 101, 103, 105, 107, 113, 115, 117, 119, 125, 127, 129, 131, 137, 139, 141, 143, 149, 151, 153, 155, 161, 163, 165, 167, 173, 175, 177, 179

Goal 1.8: Vocabulary and Concept Development By the end of Grade 5, the student will be able to: 5.LA.1.8.1 Apply root words, prefixes and suffixes, derived from Greek and Latin to determine meaning of complex words (autograph, autobiography, biography, biology). (716.01.d)

Vol. 1: 130, 178 Vol. 2: 22, 34, 46, 58, 142

5.LA.1.8.2 Use context to identify the meaning of unfamiliar words and identify the intended meaning of words with multiple meanings. (716.01.d)



Vol. 1: 5, 7, 13, 17, 19, 23, 24, 25, 29, 30, 35, 36, 37, 43, 47, 48, 49, 65, 67, 71, 73, 77, 79, 83, 84, 85, 89, 91, 95, 96, 97, 101, 103, 107, 109, 113, 115, 119, 120, 121, 125, 127, 149, 153, 155, 156, 157, 161, 163, 167, 169 Vol. 2: 5, 7, 11, 12, 13, 17, 19, 21, 23, 24, 25, 31, 35, 37, 47, 49, 53, 54, 59, 60, 65, 67, 71, 72, 73, 77, 79, 83, 84, 85, 89, 91, 95, 97, 101, 102, 103, 108, 109, 113, 115, 119, 120, 121, 125, 129, 131, 132, 133, 137, 139, 143, 143, 144, 145, 151, 155, 156, 157, 161, 167, 168, 169, 173, 175, 179, 180, 181

5.LA.1.8.4 Use a grade-level appropriate dictionary, thesaurus, and, glossary to find or confirm word meanings. (716.05.a) Vol. 1: 4, 16, 28, 40, 52, 64, 74, 76, 88, 100, 112, 124, 136, 148, 160, 172 Vol. 2: 4, 16, 28, 40, 52, 64, 74, 76, 88, 100, 112, 124, 136, 148, 160, 172

27 Grade Five


Standard 2: Comprehension/Interpretation Students read and respond to a variety of grade-level-appropriate narrative and expository texts. Students use their knowledge of text structure, organization, and purpose to understand text. Students analyze and discuss story elements and literary devices to comprehend literary text. Students use multiple sources to locate information relevant to research. Goal 2.1: Acquire Strategies and Skills for Comprehending Text By the end of Grade 5, the student will be able to: 5.LA.2.1.1 State author’s purpose for writing various texts.

Vol. 1: 12, 21 Vol. 2: 144

5.LA.2.1.2 Apply cause and effect relationships to gain meaning from text. (716.03.c)

My Sidewalks provides explicit and systematic instruction on the comprehension skills and strategies researchers have identified as being the most critical for developing reading success: Drawing Conclusions, Compare/Contrast, Sequence, Main Idea and Supporting Details

5.LA.2.1.3 Draw valid conclusions based on information gathered from text and cite evidence to support the conclusion. (716.03.c)

Vol. 1: 18, 20, 22, 24, 56, 102, 103, 104, 106, 108, 150, 152, 154, 156, 162 Vol. 2: 6, 8, 10, 12, 42, 54, 56, 58, 60, 66, 67, 68, 70, 72, 90, 92, 94, 96, 126, 128, 130, 132

Goal 2.2: Acquire Skills to Comprehend Expository Text By the end of Grade 5, the student will be able to: 5.LA.2.2.1 Interpret details from a variety of expository texts to support comprehension.

Vol. 1: 54, 60, 78, 80, 82, 84, 118, 138, 140, 142, 144, 164, 166, 168 Vol. 2: 44, 46, 48, 114, 116, 118, 120, 138, 140, 142, 144, 162, 164, 166, 168

5.LA.2.2.2 Generate how, why, and what-if questions for interpreting expository texts

Vol. 1: 5, 10, 17, 22, 29, 34, 41, 46, 53, 58, 65, 70, 77, 82, 89, 94, 101, 106, 113, 118, 125, 130, 137, 142, 149, 154, 161, 166, 173, 178 Vol. 2: 5, 10, 17, 22, 29, 34, 41, 46, 53, 58, 65, 70, 77, 82, 89, 94, 101, 106, 113, 118, 125, 130, 137, 142, 149, 154, 161, 166, 173, 178

28 Grade Five


5.LA.2.2.3 Apply central ideas and signal words to summarize information from expository text.

Vol. 1: 7, 12, 19, 24, 31, 36, 43, 48, 55, 60, 67, 72, 79, 84, 91, 96, 103, 108, 115, 120, 127, 132, 139, 144, 151, 156, 163, 168, 175, 180 Vol. 2: 7, 12, 19, 24, 31, 36, 43, 48, 55, 60, 67, 72, 79, 84, 91, 96, 103, 108, 115, 120, 127, 132, 139, 144, 151, 156, 163, 168, 175, 180

5.LA.2.2.4 Follow multi-step written directions.


Goal 2.3: Acquire Skills for Comprehending Literary Text By the end of Grade 5, the student will be able to: 5.LA.2.3.1 Identify various genres of fiction and kinds of poetry based on their characteristics. (716.02.a)

Vol. 1: 10, 22, 34, 41, 46, 70, 94, 106, 108, 118, 130, 144, 154, 178 Vol. 2: 10, 22, 34, 58, 70, 82, 94, 96, 106, 130, 132, 154, 178

5.LA.2.3.2 Analyze how a character’s traits influence that character’s actions. (716.03.b)

Vol. 1: 10, 22, 23, 34, 35, 47, 70, 71, 72, 94, 106, 107, 118, 119, 131, 154, 155, 175 Vol. 2: 10, 19, 23, 35, 36, 59, 70, 71, 96, 107, 116, 131, 132, 154, 155

5.LA.2.3.3 Describe the setting and tell how it supports the story. (716.03.b)

Vol. 1: 10, 23, 35, 46, 47 Vol. 2: 35

5.LA.2.3.4 Analyze the main problem or conflict of a plot and explain how it was resolved. (716.03.b)

Vol. 1: 23, 34, 47, 71, 95, 131 Vol. 2: 21, 35, 83

5.LA.2.3.5 Identify the speaker of a story and recognize the difference between first-person and third-person. (716.03.b)


29 Grade Five


30 Grade Five

5.LA.2.3.6 Identify the moral of literary selections (e.g., fables, folktales, legends).


5.LA.2.3.7 Analyze metaphors and idioms to increase comprehension. (716.01.n)


Documents

Scott Foresman Reading Street - Pearson Educationassets.pearsonschool.com/correlations/MR15.pdf · My Sidewalks on Reading Street is a research-based, intensive reading intervention