GRADE 2
Portfolio / Writing Program
Rochester City School District Rochester, New York
BL-60 (8/14/09)
BL-60 (8/14/09)
TABLE OF CONTENTS
Page Introduction ...........................................................................................i-v Writing Program.................................................................................... 1-8 Portfolio Components Cover Sheet....................................................................................9 Teacher Descriptors ................................................................... 10-11 Emergent Literacy Survey.......................................................... 12-18 H.M. High Frequency Words...................................................... 19 - 20 Skills Assessment....................................................................... 21-82 Graphic Organizers for Grade 2.................................................. 83-94 Recording and Summary Forms ................................................. 95-97
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Mary Thomas School # 17 Mark Mathews School # 17
Deborah Lazio School # 7
Barbara Lamendola Reading Department
Debbie Godsen School # 2
Committee
Richard Stear Director of English and Writing
ROCHESTER CITY SCHOOL DISTRICT
PRIMARY LEVEL Portfolio/Writing Program
Patricia Brockler Director of Literacy PreK-5
ROCHESTER CITY SCHOOL DISTRICT GRADES K-2
PORTFOLIO/WRITING PROGRAM
The Department of Curriculum Development and Support formed a committee to develop a District writing program that would support teachers in their efforts to help students meet the writing expectations of New York State and the Rochester City School District. These expectations have been defined in the NYS Learning Standards for English Language Arts (1996) and are assessed by the NYS Grade 4 and Grade 8 ELA examinations. It became evident that the current portfolio would have to be redesigned in order to align with the writing program. The task soon became twofold—to design a District writing program and to align the District student portfolio. Portfolio Development As the writing program and portfolio were being developed, certain guidelines were consistently adhered to in both content and format. The guidelines are as follows. The writing program and student portfolio should: give a clear picture of a student’s literacy progress and needs. be instructional as students interact with text, write, draw and use new
knowledge to solve problems. be consistent with classroom instruction. prepare students to meet the expectations of the New York State
Grade 4 and Grade 8 ELA examinations. be teacher-friendly, which to the Committee meant that all materials
should either be provided for or readily accessible to teachers.
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Portfolio Uses to reflect and demonstrate student progress and accomplishments in
literacy learning toward a benchmark
as an assessment tool to provide teachers with information about student achievement and needs in literacy learning
to drive instruction
as a basis for flexible skill groups
as a resource for parent conferences and professional communication
Portfolio Components are aligned with the NYS Learning Standards.
are integrally connected to the RCSD literacy program and the RCSD ELA Aligned Curriculum.
are scaffolded throughout the grade levels.
use materials accessible to all RCSD teachers.
are teacher-friendly.
The Rochester City School District portfolio requirements are aligned with the NYS Learning Standards for English Language Arts, the RCSD English Language Arts Curriculum, and the RCSD literacy program. The NYS Learning Standards for English Language Arts collectively state that students will read, write, listen and speak for:
information and understanding
literary response and expression
critical analysis and evaluation
social interaction
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Writing* / Portfolio Directions Grades K-2
Share expectations with students for writing pieces using the rubric criteria. Introduce and model each form of writing before students write their own pieces. The portfolio writing pieces should reflect a student’s independent work without
teacher or peer editing. Correct each student’s writing piece and assign a rubric score using the grade level
rubric included in the teacher materials. Student exemplars are included for portfolio pieces.
Record rubric score (3, 2, 1, 0) in Writing Performance box on student Cover Sheet for October, February and June.
Place the corrected, dated writing piece for October, February and June in student portfolio (graphic organizers may also be included in portfolio).
STUDENTS WITH DISABILITIES Implementation of portfolios for students with disabilities is required for all students who have an I.E.P. and are using general education curriculum. Portfolios in conjunction with the I.E.P. and report card will be used for
implementation of a student’s educational program and assessment of progress Portfolio and I.E.P. conferences will be coordinated Portfolios are to be used in the development of the I.E.P., long-term plans, thematic
units and daily lesson plans. Portfolios, along with the I.E.P. and report card, are to be an integral part of any
conferences/meetings with parents and CSE process. Students who have an I.E.P. should have: the same outcomes as general education students. age-appropriate grade level expectations and materials. the same report card and grading system as general education. instructional adaptation strategies as specified on their I.E.P.s. Students who have an I.E.P. may: use below-level materials, if indicated on I.E.P. have instructional modifications as specified on their I.E.P.s. Students who have Functional I.E.P.s are not expected to participate in the general education portfolio system. *It is expected that writing will happen on a daily basis in the classroom.
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Disposition of Student Portfolio Components at End of School Year
Kindergarten Retain in portfolio (send to next teacher or school): Cover Sheet completed and stapled to writing pieces for October, February and June Recording Forms 1, 2, 3 and Summary Form(s) stapled together Send home: Completed graphic organizers Any remaining items not retained _______________________________________________________ Grade 1 Retain in portfolio (send to next teacher or school): Cover Sheet completed and stapled to writing pieces for October, February and June Recording Forms 1, 2, 3 and Summary Form(s) stapled together Send home: Completed graphic organizers Any remaining items not retained _______________________________________________________ Grade 2 Retain in portfolio (send to next teacher or school): Cover Sheet completed and stapled to writing pieces for October, February and June Recording Forms 1, 2, 3 and Summary Form(s) stapled together Send home: Completed graphic organizers Completed Skills Assessments Any remaining items not retained *For students identified as limited English proficient/English language learners (LEP/ELL), check the appropriate box on the Cover Sheet.
WRITING PROGRAM GRADE 2
October * Story Summary in Sequence Using a story map (see Graphic Organizers) for planning, write a narrative summary in sequence of one of the grade-level stories read this school year.
Be sure to include the: title of the story. characters. setting.
main events (in order). ending.
December Expository: Summary from Notes
As you listen to a non-fiction selection take notes on the facts presented in the selection. Write a summary based on the notes you have taken. Be sure to include: the title of the selection. the main idea. some important facts.
February* Narrative: Compare your personal experience or feelings to
those of a character in a story read this year. Complete a Venn diagram (see Graphic Organizers) or similar graphic organizer to compare your personal experience or feelings to those of a character in a story read this year. Based on the graphic organizer, write a brief narrative to compare a personal experience or personal feelings to those of a character in the story. Be sure to include: the title of the story. the name of the character in the story. the character’s experience or feelings. how your personal experience or feelings compare to those of the
character. Use rubrics attached to score writing pieces. *Place in student portfolio.
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April Expository: Main Idea/Supporting Details/Summary
Use a graphic organizer such as the non-fiction map (see Graphic Organizers) to identify the main idea and supporting details of an expository (non-fiction) selection you have read this year. Based on the graphic organizer, write a summary of the selection. Be sure to include: the title of the selection. the main idea. details which support the main idea.
June* Compare/Contrast Complete a graphic organizer (see Graphic Organizers—Dual Story Map) to compare/contrast two stories read this school year. Based on the graphic organizer, write a brief narrative comparing the two stories. Be sure to include in your narrative: the titles of the stories. at least one way in which the stories are different; explain. at least one way in which the stories are similar; explain.
Use rubrics attached to score writing pieces. Student exemplars are included for portfolio pieces (October, February, June). *Place in student portfolio.
Writing Rubrics/Exemplars
Grade 2
October: Story Summary in sequence
Sample Answer Sample Answer
Score Criteria Score Criteria 3
Strong
Establishes and maintains a clearly focused response. The written response is fully developed and indicates an excellent understanding. Gives accurate, relevant details and information. Includes title and addresses portfolio task requirements. *The writing demonstrates control of the conventions of written English. There are few, if any, errors and none that interfere with comprehension.
2 Developing
Generally focused. Response is partial and indicates a fairly good understanding. Gives some details and information. May or may not include title. Addresses some portfolio task requirements. *The writing demonstrates partial control of the conventions of written English. It contains errors but they do not substantially interfere with comprehension.
*Conventions of written English indicate the extent to which the response exhibits grade-level conventional spelling, punctuation, capitalization, grammar and usage.
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Writing Rubrics/Exemplars
Grade 2
October: Story Summary in sequence
Sample Answer Sample Answer
Score Criteria Score Criteria
1 Emerging
Lacks focus. Response is incomplete and indicates a minimal understanding. Some information may be inaccurate or unrelated. May or may not include title. Fails to address portfolio task requirements. *The writing demonstrates minimal control of the conventions of written English. There may be many errors that interfere with readability and comprehension.
0
Not Evident
There is little or no response. May include inaccurate and irrelevant details. Indicates serious misunderstanding. *The writing demonstrates a lack of control of the conventions of written English. The errors make the writing incomprehensible.
*Conventions of written English indicate the extent to which the response exhibits grade-level conventional spelling, punctuation, capitalization, grammar and usage.
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Writing Rubrics/Exemplars
Grade 2
February Narrative: Compare a personal experience or feelings to those of a character in a story read this year.
Sample Answer Sample Answer
Score Criteria Score Criteria 3
Strong
Establishes and maintains a clearly focused response. The written response is fully developed and indicates an excellent understanding. Gives accurate, relevant details and information. Includes title and addresses portfolio task requirements. *The writing demonstrates control of the conventions of written English. There are few, if any, errors and none that interfere with comprehension.
2 Developing
Generally focused. Response is partial and indicates a fairly good understanding. Gives some details and information. May or may not include title. Addresses some portfolio task requirements. *The writing demonstrates partial control of the conventions of written English. It contains errors but they do not substantially interfere with comprehension.
*Conventions of written English indicate the extent to which the response exhibits grade-level conventional spelling, punctuation, capitalization, grammar and usage. BL-60 (8/14/09) Page 5
Writing Rubrics/Exemplars
Grade 2
February Narrative: Compare a personal experience or feelings to those of a character in a story read this year.
Sample Answer Sample Answer
Score Criteria Score Criteria
1 Emerging
Lacks focus. Response is incomplete and indicates a minimal understanding. Some information may be inaccurate or unrelated. May or may not include title. Fails to address portfolio task requirements. *The writing demonstrates minimal control of the conventions of written English. There may be many errors that interfere with readability and comprehension.
0
Not Evident
There is little or no response. May include inaccurate and irrelevant details. Indicates serious misunderstanding. *The writing demonstrates a lack of control of the conventions of written English. The errors make the writing incomprehensible.
*Conventions of written English indicate the extent to which the response exhibits grade-level conventional spelling, punctuation, capitalization, grammar and usage.
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Writing Rubrics/Exemplars
Grade 2 June: Compare/Contrast
Sample Answer Sample Answer
Score Criteria Score Criteria 3
Strong
Establishes and maintains a clearly focused response. The written response is fully developed and indicates an excellent understanding. Gives accurate, relevant details and information. Includes title and addresses portfolio task requirements. *The writing demonstrates control of the conventions of written English. There are few, if any, errors and none that interfere with comprehension.
2 Developing
Generally focused. Response is partial and indicates a fairly good understanding. Gives some details and information. May or may not include title. Addresses some portfolio task requirements. *The writing demonstrates partial control of the conventions of written English. It contains errors but they do not substantially interfere with comprehension.
*Conventions of written English indicate the extent to which the response exhibits grade-level conventional spelling, punctuation, capitalization, grammar and usage.
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Writing Rubrics/Exemplars Grade 2
June: Compare/Contrast
Sample Answer Sample Answer
Score Criteria Score Criteria
1 Emerging
Lacks focus. Response is incomplete and indicates a minimal understanding. Some information may be inaccurate or unrelated. May or may not include title. Fails to address portfolio task requirements. *The writing demonstrates minimal control of the conventions of written English. There may be many errors that interfere with readability and comprehension.
0
Not Evident
There is little or no response. May include inaccurate and irrelevant details. Indicates serious misunderstanding. *The writing demonstrates a lack of control of the conventions of written English. The errors make the writing incomprehensible.
*Conventions of written English indicate the extent to which the response exhibits grade-level conventional spelling, punctuation, capitalization, grammar and usage.
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PORTFOLIO COVER SHEET Grade 2
Student: Teacher:
School: Date:
NYS Learning Standards for English Language Arts:
Students will read, write, listen and speak for:
information and understanding (Standard 1) literary response and expression (Standard 2) critical analysis and evaluation (Standard 3) social interaction (Standard 4) Aligned with these standards, the required portfolio components at the Grade 2 level are: Write date when activity is completed. Date Completed
Beg. Mid. End of Year
Word Recognition
Sentence Dictation
Skills Assessment
Writing Response (October)
Writing Response (February)
Writing Response (June)
Writing Performance (Check one box for each month listed.)
Rubric Score
3 2 1 0
Oct.
Feb.
June
CHECK BELOW IF APPROPRIATE
G Material attached reflects the work of a limited English proficient/English language learner (LEP/ELL).
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Teacher Descriptors Grade 2
Portfolio Requirements Word Recognition (3x per year: beg./middle/end)
Materials: HM Emergent Lit. Survey, pp. 14-16
Sentence Dictation (3x per year: beg./middle/end) Materials: HM Emergent Lit. Survey, pp. 19-20
Skills Assessment – (3x per year: beg./mid/end) Beginning Teacher Copy – pp. 23-32; Student Copy – pp. 53-62 Middle Teacher Copy – pp. 33-42; Student Copy – pp. 63-72 End Teacher Copy – pp. 43-52; Student Copy – pp. 73-82 Writing Response to grade appropriate literature (3x per year)
The portfolio writing pieces should reflect a student’s independent work without teacher or peer editing.
October (Story Summary in Sequence)
Using a story map (see Graphic Organizers) for planning, write a narrative summary in sequence, of one of the grade level stories read this school year. Be sure to include: title of the story. characters. setting. main events (in order). the ending.
February (Narrative: Compare your personal experience or feelings to
those of a character in a story read this year.) Complete a Venn diagram (see Graphic Organizers) or similar graphic organizer to compare your personal experience or feelings to those of a character in a story read this year. Based on the graphic organizer, write a brief narrative to compare a personal experience or personal feelings to those of a character in the story.
Be sure to include: the title of the story. the name of the character in the story. the character’s experience or feelings. how your personal experience or feelings compare to those of the character.
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Teachers Descriptors — Grade 2 — Portfolio Requirements (continued) June (Compare/Contrast)
Complete a graphic organizer (see Graphic Organizers -Dual Story Map) to compare/contrast two stories read this school year. Based on the graphic organizer, write a brief narrative comparing the two stories. Be sure to include in your narrative: the titles of the two stories. at least one way in which the stories are different. at least one way in which the stories are similar.
Use rubrics to score writing pieces.
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Emergent Literacy Survey/K-2 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
John J. Pikulski
Overview The Emergent Literacy Survey can be used to assess quickly and efficiently several areas that are highly related to success in beginning reading. It can be used by classroom teachers or reading specialists.
Purposes of the Emergent Literacy Survey
To obtain baseline data: The Survey can be used to document the emerging literacy skills that children bring with them to kindergarten, to first grade, or to an intervention or remediation program.
To chart progress: The Survey can be re-administered to assess growth in those areas it measures.
To identify areas of strength and needs: The Survey can aid in determining children’s strengths to be developed and in uncovering areas where children show limited development and might profit from instruction that would build a foundation for reading and writing skills.
To identify children needing early intervention: Along with teacher observations, the Survey can assist in identifying children who will need the support of an early intervention program.
General Guidelines for Administering the Survey
Individual or Group Administration
The Word Recognition test should be administered to one child at a time. The Sentence Dictation task and Skills Assessment, however, can be administered to groups of children. Directions should be followed, as given, if the results of the Survey are to be shared with other teachers or professionals. Misinterpretations of the results can occur if a child is given an unusual amount of instruction and support – either more or less than indicated in Directions.
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TEACHER DIRECTIONS
WORD RECOGNITION*
Master 5 the that
of is
and he
to are
in as
you with
for his
it they
was at
on this
Master 6
from
have
by
one
had
bat
ten
pig
hop
mud
Directions (Show Master 5 – Word Recognition 1 Student Copy. Do not provide any help with these items or tell the child if answers are wrong or right.)
Recording On Recording Form 3, indicate correct responses with . If a child gives an incorrect word, record the word given. Write 0 if a child does not respond.
Assessment Items 1. Try to read these words for me. What is this
word? Note: Move down the columns of words. If a child cannot read most of the words, you may wish to ask for the sound the word begins with. Do this only for words beginning with consonants.
2. (Show Master 6 – Word Recognition 2. Student Copy) Now, try to read these words. What is this word?
Scoring One point is awarded for each word that is correctly identified. Record total on Master 10 Summary Form.
Interpretation The first ten words on the list are among the most frequently used words in the English language; the last five words represent phonetically regular words following consonant-vowel-consonant patterns and containing short vowel sounds. Fifteen additional high-frequency words are included on the list (items 11-25). Thus, the list offers an opportunity to assess both high-frequency vocabulary and phonetically regular vocabulary. Note: This is not a timed task; however, if after approximately ten seconds, a child makes no response, say “Please make a try. What do you think this word might be?” If there is still no response, move to the next item.
*The Word Recognition list represents a minimum number of words students should know. Attention and ongoing assessment should also be given to the attached list of Houghton Mifflin High Frequency Words.
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WORD RECOGNITION 1
STUDENT COPY
the of and to in you for it was on
that is he are as with his they at this
Copyright © Houghton Mifflin Company Master 5 – Word Recognition 1
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WORD RECOGNITION 2
STUDENT COPY (continued)
from have by one had bat ten pig hop mud
Copyright © Houghton Mifflin Company Master 6 – Word Recognition 2
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TEACHER DIRECTIONS
SENTENCE DICTATION Directions (For Sentence Dictation, use the unmarked side of unlined paper.) Recording The child will, in effect, record the responses; however, it is very
important, when a child makes very incomplete or variable responses, that you note what the child is trying to write.
Assessment Items I want you to try to write a sentence for me. I will tell
you the sentence and then repeat it one word at a time. If you are not sure about how to write a word, write any letters that you know for the sounds you hear in the word. Try to write this sentence. (Say the complete sentence and then say each of the words of the sentence slowly, but do not artificially stretch out the pronunciation of individual words.)
1. The cat is on Jill’s bed. Note: If needed, the following prompt may be used up to two times per
sentence. “Think about the sounds in the word _______. Write the letters for any sounds you hear in __________.”
2. Pam can’t find her sock. 3. My sister and her best friend went to lunch today. Scoring A child may score up to 67 points on this measure. Some phonemic
boundaries are difficult to determine and somewhat arbitrary, therefore, for sake of reliability and consistency, the number of phonemes in the sentences are as follows:
/Th/e/ /c/a/t/ i/s/ /o/n/ /J/i/ll/’s/ /b/e/d/. (Total = 16) /P/a/m/ /c/a/n/’t/ /f/i/n/d/ /h/er/ /s/o/ck/. (Total = 16) /M/y/ /s/i/s/t/er/ /a/n/d/ /h/er/ /b/e/s/t/ /f/r/ie/n/d/ /w/e/n/t/ /t/o/ /l/u/n/ch/ /t/o/d/ay/. (Total = 35) Record Total (out of 67) on Master 10 Summary Form Criterion Score: 60 out of 67 correct
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SENTENCE DICTATION (continued) A child receives one point for each phoneme that is represented. It is often necessary for the examiner to make some notes on the page to indicate which phonemes from the dictated words are being represented. It would be impossible to score the productions of children who are just beginning to write without such notes. Credit as correct any letter that could represent the sounds heard in these words, for example, k for c in cat; z for s in is; or u for a in was, G for J in Jill’s. Credit a child for representing the er in her or sister if the child writes er or just r. Interpretation This is an excellent way of measuring children’s growing
awareness of sounds, ability to write letters, and ability to associate letters and sounds. An average score for end-of-kindergarten children on the first two sentences has been found to be 8 out of the 32 points. Some first grade children may achieve perfect or near-perfect scores on the first two sentences.
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HIGH FREQUENCY WORDS Level 2.1
Theme 1 – Pet Show Today The Cats of Tiffany Street end family fair left quietly street Authur’s Pet Business care night thank these watch well Julius better hour pick stay told Theme 2 – Be A Nature Detective Animal Tracks animal another been car drink once Nature Spy bird close eye green size small What Lives in a Shell does goes grow most open Where Does the Trail Lead? brown island lead sea smell
Theme 3 – Good Friends My First American Friend didn’t fly girl last myself soon Watch Out, Ronald Morgan best blue don’t round still What Kind of Babysitter is This? boy heard miss through while wish Ruby the Copycat black both pretty ever write
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HIGH FREQUENCY WORDS Level 2.2
Theme 4 – Family Photos Clean Your Room, Harvey Moon clean done few notice should shout today A Chair for My Mother brought buy fall four full world Now One Foot, Now the Other carried mean picture warm word year Too Many Tamales laugh light nearly second white Theme 5 – That’s Incredible! The Day Jimmy’s Boa Ate the Wash class egg far finally hurry sound What Happened to Patrick’s Dinosaurs? cold guess later leave often An Octopus is Amazing also between draw eight seven
Theme 6 – Tell Me a Tale Bringing the Rain to Kapiti Plain change cloud happen heavy rain stood wild Two of Everything enough excited person poor pull quickly The Legend of the Indian Paintbrush ago different earth shall slowly those
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GRADE 2
SKILLS ASSESSMENTS
STUDENT AND TEACHER COPIES
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GRADE 2
SKILLS ASSESSMENT
The Skills Assessments measure student’s understanding of discrete reading and language skills taught in Houghton Mifflin Invitations to Literacy. The Skills Assessments are designed to help teachers evaluate the student’s understanding of these skills and plan instruction accordingly.
Teacher Copy Student Copy
Beginning of Year Pages 23-32 53-62
Midyear Pages 33-42 63-72
End of Year Pages 43-52 73-82
TEACHER COPY
SKILLS ASSESSMENT
CONSONANT CLUSTER (gl, gr, sn, sp, st) Read the following sentences and think about what word might go in the blank. Then fill in the circle next to the best answer. 1. “Look at my new pet, Mom,” said Sami. “It has a
shell. My pet is a __________.” a. smile b. dress c. sail d. snail 2. “That’s a funny pet,” said Mom. “I don’t know if it
should ________ inside.”
a. stay b. street c. say d. sky 3. “Please, Mom,” Sami said. “He has dots on his shell,
so I can name him ________.” a. Snip b. Swim c. Step
GO ON d. Spot
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4. “Your pet can’t live in our house, Sami. His shell is his house. I think your pet would be happier in the ________.”
a. gas b. grass c. glass d. class 5. “You’re right, Mom,” said Sami. “I’ll let him go. He’ll
be _______ I did.” a. gray b. glad c. gate d. clay
ST0P
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CONSONANT DIGRAPHS: sh, ch, ck Read each sentence and think about what word might go in the blank. Fill in the circle next to the best answer. 1. “I’d like to have a pet,” said Chris. “That would be
fun. The kind of pet I want won’t ________ cars.” a. case b. chase c. clash d. inch 2. “A pet needs care _______ day,” said Grandpa.
“Would you feed it? Would you clean up after it? Would you give it a bath?”
a. each b. cheap c. beak d. leash 3. “I would feed it, Grandpa,” said Chris.” I would clean
its home. But you don’t have to ________ the kind of pet I want.”
a. chin b. was c. wash
GO ON d. shawl
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4. “Well then, you must want a ________,” said Grandpa.
a. shin b. fish c. fleck d. shape 5. “Let’s go down to the pet shop and you can _______
one out,” said Grandpa. a. patch b. polish c. chick d. pick
ST0P
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CONSONANT DIGRAPHS: th, wh Read each sentence and think about what word might go in the blank. Then fill in the circle next to the best answer. 1. I wanted to ________ my uncle for Benny, the puppy
he gave me. a. tank b. other c. with d. thank 2. “I _______ Uncle Rolando would like to see you,” I
told Benny. a. both b. think c. trick d. time 3. “________ will you be back?” asked Mother. a. Hen b. Chop c. When d. Thin
GO ON
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4. “When we get _______, I’ll call you and let you know,” I told her.
a. bath b. there c. tall d. which 5. Benny was so happy to see Uncle Rolando that he
didn’t know ________ to do. a. both b. that c. what d. how
ST0P
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SHORT VOWELS: a, i, u (CVC) Read this selection. Look at the underlined words. Then read each question and fill in the circle next to the best answer.
What animal likes water but is not a fish? What animal can’t run but can jump? It’s a frog!
Frogs use their strong back legs to jump, By
jumping, they can get away fast. If you try to pick up a frog, it will jump. Have fun with frogs just by looking at them. 1. Which word has the same vowel sound you hear in
the word fish?
a. win b. fine c. night d. date 2. Which word has the same vowel sound you hear in
the word jump? a. cube b. dot c. puppy d. jam
GO ON
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3. Which word has the same vowel sound you hear in the word back?
a. bake b. been c. brave d. pad 4. Which word has the same vowel sound you hear in
the word fast?
a. sick b. fake c. dust d. pass 5. Which word has the same vowel sound you hear in
the word pick?
a. thin b. pine c. run d. time
ST0P
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SHORT VOWELS: e, o (CVC) Read this selection. Look at the underlined words. Then read each question and fill in the circle next to the best answer.
When baby birds are a few weeks old, many leave the nest. The mother bird will send them out to find food. The baby birds fly in the air. They also hop along the ground. Then the baby birds rest.
The birds might take a long trip. Sometimes a flock
of birds goes far away for the winter.
1. Which word has the same vowel sound you hear in
the word nest?
a. need b. mean c. left d. me 2. Which word has the same vowel sound you hear in
the word send?
a. see b. sea c. Pete d. net
GO ON
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3. Which word has the same vowel sound you hear in the word hop?
a. not b. hook c. coat d. joke 4. Which word has the same vowel sound you hear in
the word rest?
a. ride b. bed c. weed d. she 5. Which word has the same vowel sound you hear in
the word flock?
a. stop b. foot c. load d. woke
ST0P
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LONG VOWELS: CVCe Read the story. Look at the underlined words. Then read each question and fill in the circle next to the best answer.
“Wake up, Luke,” said Jake. “It’s time to hike.” “Is this a joke?” asked Luke. “The sun isn’t up!” Then Jake sang a little tune. “Up with the sun, and
you’ll have fun. See what you can see! A bird flies in the sky. Another animal runs by. Come and hike with me.”
“I’m up,” said Luke. “Let’s race to the woods.” 1. Which word has the same vowel sound you hear in
the word wake?
a. mad b. made c. dive d. wet 2. Which word has the same vowel sound you hear in
the word hike?
a. bite b. hat c. sea d. hit
GO ON
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3. Which word has the same vowel sound you hear in the word joke?
a. not b. book c. soon d. note 4. Which word has the same vowel sound you hear in
the word tune?
a. cute b. up c. tip d. time 5. Which word has the same vowel sound you hear in
the word race?
a. ripe b. cube c. take d. flat
ST0P
TEACHER COPY
VOWEL PAIRS (ai, ay) Read the sentences. Think about what word might go in the blank. Fill in the circle next to the right answer. 1. Donald, Maria and Michael were good friends. They
would __________ together all the time.
a. plus b. play c. last d. tray 2. Then Maria moved________ . Donald and Michael
missed her. They had a present to send her.
a. made b. very c. ray d. away 3. “Should we run away with the present? We could
ride the ________,” said Michael.
a. train b. bait c. trim d. tan
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 35
4. “Don’t be silly, Michael,” said Donald. “Use your ________.”
a. pad b. bran c. brain d. rain 5. “I guess you are right,” said Michael. “We should
send it in the _______.”
a. mall b. rain c. may d. mail
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 36
VOWEL PAIRS Read the sentences. Think about what word might go in the blank. Then fill in the circle next to the right answer. 1. “Come on, Cara!” said Grandfather. “Get into the
car.” Cara ran to the car. She slid onto the __________.
a. set b. wheat c. seat d. sat 2. “Don’t forget that we________ to pick up Josh,
Grandfather. You said I could take a friend to the store with us,” said Cara.
a. need b. thread c. bead d. Ned
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 37
3. “We’re on our way,” said Grandfather. “I’m going to get each of you a ________ at the store.”
a. head b. read c. trade d. treat 4. Josh jumped into the car. “Grandfather says we can
get something _______ at the store,” Cara told Josh.
a. weed b. sweet c. read d. head 5. “You can only have _______ and butter,” Grandfather
joked. “Oh, Grandfather!” said Cara.
a. braid b. thread c. bread d. head
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 38
VOWEL PAIRS Read the sentences. Think about what word might go in the blank. Fill in the circle next to the right answer. 1. “What can we play?” asked Dolores. “I know!” said
Reva. “Let’s make a ________ with a big sail!”
a. glow b. bit c. croak d. boat 2. “We have no wood,” said Dolores. “And we can’t go
to ________ to get any. What will we make it from?”
a. town b. frown c. tone d. yellow 3. “________ me,” said Reva as she went into the
house. She asked her mom for a stick. Then she asked Dolores to cut out a sail.
a. Hollow b. Fall c. Follow d. Goat
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 39
BL-60 (8/14/09) Skills Tests, Level 2 Page 40
4. Reva put the sail on the stick. Then she pushed the stick into a bar of ________.”
a. owl b. soap c. gown d. soup 5. The girls wanted to test what they had made.
Dolores put it into water in the bathtub. “Look at it ______!” the friends cried.
a. flat b. coat c. float d. growl
ST0P
TEACHER COPY
VOWEL PAIRS Read each sentence and think about what word might go in the blank. Then fill in the circle next to the best answer. 1. Ali and her dad planted a tree. The tree
to be tall.
a. blow b. grew c. green d. grow
2. One day Ali and her dad sat in the shade
under the tree.
a. call b. set c. coal d. cool
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 41
3. All at once a and white bird came out of the tree.
a. blue b. blink c. beep d. blow
4. “That bird has baby birds,” said Dad. “She will find for them.”
a. left b. for c. food d. soft
5. Ali went inside and a picture of the bird
in the tree.
a. spot b. drew c. net d. drank
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 42
r- AND L-CONTROLLED VOWELS Read the following sentences and think about what word might go in the blank. Then fill in the circle next to the best answer. 1. Sam and Li went to the to play in the
snow.
a. pork b. pet c. park d. poke 2. It was very cold out. “I wish I had like a
dog,” said Li.
a. fur b. for c. far d. tall 3. “Those kids are making a snowman,” said Sam.
“Let’s them.”
a. heap b. here c. help d. hour
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 43
BL-60 (8/14/09) Skills Tests, Level 2 Page 44
4. Sam and Li made a big of snow.”
a. bake b. ball c. take d. back 5. “This is hard work!” said Sam. “My arms
.”
a. hit b. hall c. hut d. hurt
ST0P
TEACHER COPY
VOWEL PAIRS: ow, ou Read the selection. Look at the underlined words. Then read each question and fill in the circle next to the best answer. There are many surprising kinds of fish. There are brown fish and blue fish. There are round fish and flat fish. The blowfish blows itself up like a balloon. Some small fish can even glow in the dark. It is fun to find out more about fish. 1. Which word has the same sound as the ow in
brown?
a. grow b. show c. now d. slow 2. Which word has the same sound as the ou in round?
a. sound b. could c. snow d. pillow
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 45
3. Which word has the same sound as the ow in blows?
a. cow b. know c. group d. howl 4. Which word has the same sound as the ou in
out?
a. grown b. should c. shout d. you 5. Which word has the same sound as the ow in
glow?
a. down b. house c. would d. show
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 46
SUFFIXES: -ful, -ness, -ous, -ly, -y WORDS WITH aw, al Read each sentence and think about the word that might go in the blank. Then fill in the circle next to the best answer. 1. All dogs like to be treated with .
a. kindly b. kindful c. kindy d. kindness 2. Most dogs are very .
a. friendful b. friendness c. friendly d. friendnous 3. Dogs can be very to the people they live
with.
a. helpful b. helpness c. helpous d. helply
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 47
BL-60 (8/14/09) Skills Tests, Level 2 Page 48
4. People who cannot see let dogs show them where to .
a. will b. walk c. well d. how 5. Dogs are some of the best animals on four
.
a. pick b. pets c. paws d. plows
ST0P
TEACHER COPY
VOWEL PAIRS Read the story. Look at the underlined words. Then read each question. Fill in the circle next to your answer. “What is that noise?” asked Tomás. Scott said, “That’s my new toy. It is a bank. Each time you put something in, it makes a different sound. Sometimes it sounds like a car, and sometimes it sounds like thunder.” “Oh boy!” said Tomás. “May I put in a coin?” “Sure,” said Scott. “Put in all the coins you want. That’s the part that is a real joy!” 1. Which word has the same vowel sound you hear in
the word noise?
a. boil b. name c. bake d. sound 2. Which word has the same vowel sound you hear in
the word toy?
a. top b. soil
c. tray d. sand
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 49
TEACHER COPY
BL-60 (8/14/09) Skills Tests, Level 2 Page 50
3. Which word has the same vowel sound you hear in the word boy?
a. chance b. oil c. chose d. jump 4. Which word has the same vowel sound you hear in
the word coin?
a. join b. jam c. corn d. cart 5. Which word has the same vowel sound you hear in
the word joy?
a. job b. jump c. broke d. spoil
ST0P
TEACHER COPY
Read the sentences. Think about what word might go in the blank. Fill in the circle next to your answer. 1. Jack was the fastest of all the in the West.
a. bunnys b. bunnes c. bunnis d. bunnies 2. One day the wind to get Jack to race him.
Jack finally said yes.
a. trys b. tried c. tryed d. tryer 3. The faster they ran, the the wind grew.
a. noisier b. noiser c. noisyer d. noises
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 51
TEACHER COPY
BL-60 (8/14/09) Skills Tests, Level 2 Page 52
4. No matter how much the wind , he was no match for Jack.
a. hurryed b. hurrier c. hurryied d. hurried 5. As Jack left the wind far behind, he shouted, “I am
the bunny in the land, for I am faster than the wind!”
a. happyer b. happyest c. happiest d. happied
ST0P
Student: ___________________________________ Date: __________
SKILLS ASSESSMENT Read the following sentences and think about what word might go in the blank. Then fill in the circle next to the best answer. 1. “Look at my new pet, Mom,” said Sami. “It has a
shell. My pet is a __________.” a. smile b. dress c. sail d. snail 2. “That’s a funny pet,” said Mom. “I don’t know if it
should ________ inside.” a. stay b. street c. say d. sky 3. “Please, Mom,” Sami said. “He has dots on his shell,
so I can name him ________.” a. Snip b. Swim c. Step
GO ON d. Spot
BL-60 (8/14/09) Skills Tests, Level 2 Page 53
Student: ___________________________________ Date: __________
4. “Your pet can’t live in our house, Sami. His shell is his house. I think your pet would be happier in the ________.”
a. gas b. grass c. glass d. class 5. “You’re right, Mom,” said Sami. “I’ll let him go. He’ll
be _______ I did.” a. gray b. glad c. gate d. clay
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 54
Student: ___________________________________ Date: __________
Read each sentence and think about what word might go in the blank. Fill in the circle next to the best answer. 1. “I’d like to have a pet,” said Chris. “That would be
fun. The kind of pet I want won’t ________ cars.” a. case b. chase c. clash d. inch 2. “A pet needs care _______ day,” said Grandpa.
“Would you feed it? Would you clean up after it? Would you give it a bath?”
a. each b. cheap c. beak d. leash 3. “I would feed it, Grandpa,” said Chris.” I would clean
its home. But you don’t have to ________ the kind of pet I want.”
a. chin b. was c. wash d. shawl
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 55
Student: ___________________________________ Date: __________
4. “Well then, you must want a ________,” said Grandpa.
a. shin b. fish c. fleck d. shape 5. “Let’s go down to the pet shop and you can _______
one out,” said Grandpa. a. patch b. polish c. chick d. pick
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 56
Student: ___________________________________ Date: __________
Read each sentence and think about what word might go in the blank. Then fill in the circle next to the best answer. 1. I wanted to ________ my uncle for Benny, the puppy
he gave me. a. tank b. other c. with d. thank 2. “I _______ Uncle Rolando would like to see you,” I
told Benny. a. both b. think c. trick d. time 3. “________ will you be back?” asked Mother. a. Hen b. Chop c. When d. Thin
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 57
Student: ___________________________________ Date: __________
4. “When we get _______, I’ll call you and let you know,” I told her.
a. bath b. there c. tall d. which 5. Benny was so happy to see Uncle Rolando that he
didn’t know ________ to do. a. both b. that c. what d. how
Number Correct: /5
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ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 58
Student: ___________________________________ Date: __________
Read this selection. Look at the underlined words. Then read each question and fill in the circle next to the best answer.
What animal likes water but is not a fish? What animal can’t run but can jump? It’s a frog!
Frogs use their strong back legs to jump, By
jumping, they can get away fast. If you try to pick up a frog, it will jump. Have fun with frogs just by looking at them. 1. Which word has the same vowel sound you hear in
the word fish? a. win b. fine c. night d. date 2. Which word has the same vowel sound you hear in
the word jump? a. cube b. dot c. puppy d. jam
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 59
Student: ___________________________________ Date: __________
3. Which word has the same vowel sound you hear in the word back?
a. bake b. been c. brave d. pad 4. Which word has the same vowel sound you hear in
the word fast?
a. sick b. fake c. dust d. pass 5. Which word has the same vowel sound you hear in
the word pick?
a. thin b. pine c. run d. time
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 60
Student: ___________________________________ Date: __________
Read this selection. Look at the underlined words. Then read each question and fill in the circle next to the best answer.
When baby birds are a few weeks old, many leave the nest. The mother bird will send them out to find food. The baby birds fly in the air. They also hop along the ground. Then the baby birds rest.
The birds might take a long trip. Sometimes a flock
of birds goes far away for the winter.
1. Which word has the same vowel sound you hear in
the word nest?
a. need b. mean c. left d. me 2. Which word has the same vowel sound you hear in
the word send?
a. see b. sea c. Pete d. net
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 61
Student: ___________________________________ Date: __________
3. Which word has the same vowel sound you hear in the word hop?
a. not b. hook c. coat d. joke 4. Which word has the same vowel sound you hear in
the word rest?
a. ride b. bed c. weed d. she 5. Which word has the same vowel sound you hear in
the word flock?
a. stop b. foot c. load d. woke
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 62
Student: ___________________________________ Date: __________
Read the story. Look at the underlined words. Then read each question and fill in the circle next to the best answer.
“Wake up, Luke,” said Jake. “It’s time to hike.” “Is this a joke?” asked Luke. “The sun isn’t up!” Then Jake sang a little tune. “Up with the sun, and
you’ll have fun. See what you can see! A bird flies in the sky. Another animal runs by. Come and hike with me.”
“I’m up,” said Luke. “Let’s race to the woods.” 1. Which word has the same vowel sound you hear in
the word wake?
a. mad b. made c. dive d. wet 2. Which word has the same vowel sound you hear in
the word hike?
a. bite b. hat c. sea d. hit
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 63
Student: ___________________________________ Date: __________
BL-60 (8/14/09) Skills Tests, Level 2 Page 64
3. Which word has the same vowel sound you hear in the word joke?
a. not b. book c. soon d. note 4. Which word has the same vowel sound you hear in
the word tune?
a. cute b. up c. tip d. time 5. Which word has the same vowel sound you hear in
the word race?
a. ripe b. cube c. take d. flat
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
Student: ___________________________________ Date: __________
Read the sentences. Think about what word might go in the blank. Fill in the circle next to the right answer. 1. Donald, Maria and Michael were good friends. They
would __________ together all the time.
a. plus b. play c. last d. tray 2. Then Maria moved________ . Donald and Michael
missed her. They had a present to send her.
a. made b. very c. ray d. away 3. “Should we run away with the present? We could
ride the ________,” said Michael.
a. train b. bait c. trim d. tan
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 65
Student: ___________________________________ Date: __________
4. “Don’t be silly, Michael,” said Donald. “Use your ________.”
a. pad b. bran c. brain d. rain 5. “I guess you are right,” said Michael. “We should
send it in the _______.”
a. mall b. rain c. may d. mail
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 66
Student: ___________________________________ Date: __________
Read the sentences. Think about what word might go in the blank. Then fill in the circle next to the right answer. 1. “Come on, Cara!” said Grandfather. “Get into the
car.” Cara ran to the car. She slid onto the __________.
a. set b. wheat c. seat d. sat 2. “Don’t forget that we________ to pick up Josh,
Grandfather. You said I could take a friend to the store with us,” said Cara.
a. need b. thread c. bead d. Ned
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 67
Student: ___________________________________ Date: __________
3. “We’re on our way,” said Grandfather. “I’m going to get each of you a ________ at the store.”
a. head b. read c. trade d. treat 4. Josh jumped into the car. “Grandfather says we can
get something _______ at the store,” Cara told Josh.
a. weed b. sweet c. read d. head 5. “You can only have _______ and butter,” Grandfather
joked. “Oh, Grandfather!” said Cara.
a. braid b. thread c. bread d. head
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 68
Student: ___________________________________ Date: __________
Read the sentences. Think about what word might go in the blank. Fill in the circle next to the right answer. 1. “What can we play?” asked Dolores. “I know!” said
Reva. “Let’s make a ________ with a big sail!”
a. glow b. bit c. croak d. boat 2. “We have no wood,” said Dolores. “And we can’t go
to ________ to get any. What will we make it from?”
a. town b. frown c. tone d. yellow 3. “________ me,” said Reva as she went into the
house. She asked her mom for a stick. Then she asked Dolores to cut out a sail.
a. Hollow b. Fall c. Follow d. Goat
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 69
Student: ___________________________________ Date: __________
BL-60 (8/14/09) Skills Tests, Level 2 Page 70
4. Reva put the sail on the stick. Then she pushed the stick into a bar of ________.”
a. owl b. soap c. gown d. soup 5. The girls wanted to test what they had made.
Dolores put it into water in the bathtub. “Look at it ______!” the friends cried.
a. flat b. coat c. float d. growl
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
Student: ___________________________________ Date: __________
Read each sentence and think about what word might go in the blank. Then fill in the circle next to the best answer. 1. Ali and her dad planted a tree. The tree
to be tall.
a. blow b. grew c. green d. grow
2. One day Ali and her dad sat in the shade
under the tree.
a. call b. set c. coal d. cool
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 71
Student: ___________________________________ Date: __________
3. All at once a and white bird came out of the tree.
a. blue b. blink c. beep d. blow
4. “That bird has baby birds,” said Dad. “She will find for them.”
a. left b. for c. food d. soft
5. Ali went inside and a picture of the bird
in the tree.
a. spot b. drew c. net d. drank
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 72
Student: ___________________________________ Date: __________
Read the following sentences and think about what word might go in the blank. Then fill in the circle next to the best answer. 1. Sam and Li went to the to play in the
snow.
a. pork b. pet c. park d. poke 2. It was very cold out. “I wish I had like a
dog,” said Li.
a. fur b. for c. far d. tall 3. “Those kids are making a snowman,” said Sam.
“Let’s them.”
a. heap b. here c. help d. hour
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 73
Student: ___________________________________ Date: __________
BL-60 (8/14/09) Skills Tests, Level 2 Page 74
4. Sam and Li made a big of snow.”
a. bake b. ball c. take d. back 5. “This is hard work!” said Sam. “My arms
.”
a. hit b. hall c. hut d. hurt
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
Student: ___________________________________ Date: __________
Read the selection. Look at the underlined words. Then read each question and fill in the circle next to the best answer. There are many surprising kinds of fish. There are brown fish and blue fish. There are round fish and flat fish. The blowfish blows itself up like a balloon. Some small fish can even glow in the dark. It is fun to find out more about fish. 1. Which word has the same sound as the ow in
brown?
a. grow b. show c. now d. slow 2. Which word has the same sound as the ou in round?
a. sound b. could c. snow d. pillow
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 75
Student: ___________________________________ Date: __________
3. Which word has the same sound as the ow in blows?
a. cow b. know c. group d. howl 4. Which word has the same sound as the ou in
out?
a. grown b. should c. shout d. you 5. Which word has the same sound as the ow in
glow?
a. down b. house c. would d. show
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
BL-60 (8/14/09) Skills Tests, Level 2 Page 76
Student: ___________________________________ Date: __________
Read each sentence and think about the word that might go in the blank. Then fill in the circle next to the best answer. 1. All dogs like to be treated with .
a. kindly b. kindful c. kindy d. kindness 2. Most dogs are very .
a. friendful b. friendness c. friendly d. friendnous 3. Dogs can be very to the people they live
with.
a. helpful b. helpness c. helpous d. helply
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 77
Student: ___________________________________ Date: __________
BL-60 (8/14/09) Skills Tests, Level 2 Page 78
4. People who cannot see let dogs show them where to .
a. will b. walk c. well d. how 5. Dogs are some of the best animals on four
.
a. pick b. pets c. paws d. plows
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
Student: ___________________________________ Date: __________
Read the story. Look at the underlined words. Then read each question. Fill in the circle next to your answer. “What is that noise?” asked Tomás. Scott said, “That’s my new toy. It is a bank. Each time you put something in, it makes a different sound. Sometimes it sounds like a car, and sometimes it sounds like thunder.” “Oh boy!” said Tomás. “May I put in a coin?” “Sure,” said Scott. “Put in all the coins you want. That’s the part that is a real joy!” 1. Which word has the same vowel sound you hear in
the word noise?
a. boil b. name c. bake d. sound 2. Which word has the same vowel sound you hear in
the word toy?
a. top b. soil
c. tray d. sand
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 79
Student: ___________________________________ Date: __________
BL-60 (8/14/09) Skills Tests, Level 2 Page 80
3. Which word has the same vowel sound you hear in the word boy?
a. chance b. oil c. chose d. jump 4. Which word has the same vowel sound you hear in
the word coin?
a. join b. jam c. corn d. cart 5. Which word has the same vowel sound you hear in
the word joy?
a. job b. jump c. broke d. spoil
Number Correct: /5
Write student score on Master 10 Summary Form
ST0P
Student: __________________________________ Date: ___________
Read the sentences. Think about what word might go in the blank. Fill in the circle next to your answer. 1. Jack was the fastest of all the in the West.
a. bunnys b. bunnes c. bunnis d. bunnies 2. One day the wind to get Jack to race him.
Jack finally said yes.
a. trys b. tried c. tryed d. tryer 3. The faster they ran, the the wind grew.
a. noisier b. noiser c. noisyer d. noises
GO ON
BL-60 (8/14/09) Skills Tests, Level 2 Page 81
Student: __________________________________ Date: ___________
BL-60 (8/14/09) Skills Tests, Level 2 Page 82
4. No matter how much the wind , he was no match for Jack.
a. hurryed b. hurrier c. hurryied d. hurried 5. As Jack left the wind far behind, he shouted, “I am
the bunny in the land, for I am faster than the wind!”
a. happyer b. happyest c. happiest d. happied
Number Correct: /5
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ST0P
GRAPHIC ORGANIZERS
FOR
GRADE 2
BL-60 (8/14/09) Page 83
Name: ____________________________________________
STORY SEQUENCE MAP
Where the Story Takes Place: Characters: Story beginning: Event: Event: Event
Story Ending:
BL-60 (8/14/09) Page 84
Name: ____________________________________________
STORY MAP
Author/Title: _____________________
Character(s)
Setting
Problem/Goal
Solution/End
BL-60 (8/14/09) Page 85
SEQUENCE OF EVENTS
Story Title: __________________________________________
1
2 ____________________ ______________________
3 ____________________ ______________________
4 ____________________ ______________________
5 ____________________ ______________________
6 ____________________ ______________________
Student: __________________________________ Date: _____________ School: ___________________________________ Grade: ____________
BL-60 (8/14/09) Page 86
Name: ___________________________________________________
STORY MAP
Story Map for _____________________________ Who? Where?
Beginning What is the problem? Middle What happens? Ending How is the problem solved?
BL-60 (8/14/09) Page 87
BL-60 (8/14/09) Page 88
Name: _____________________________________________
CIRCULAR STORY Story Title ___________________________ Write or draw the story events in the order that they happened.
CIRCLESTORY
MAP
FINISH START
Venn Diagram
_____________________________________________
_____________________ _____________________________ _________________________________ ___________________________________ _________________________________ BOTH ____________________________ _______________________________ ____________ _____________________________ _______________________________ _______________ _______________________________ ________________________________ ________________ _______________________________ _______________________________ ________________ _______________________________ _______________________________ ______________ ______________________________ _______________________________ __________ ______________________________ ______________________________ _____ _______________________________ ____________________________ ____________________________
BL-60 (8/14/09) Page 89
Name: ___________________________
NONFICTION MAP Subject Setting
Main Idea Supporting Details Conclusion
BL-60 (8/14/09) Page 90
TREE MAP
BL-60 (8/14/09) Page 91
BL-60 (8/14/09) Page 92
TOPIC / MAIN IDEA / DETAILS CHART
Topic Main Idea Supporting Details
Name: _______________________________________ Date: ______________ Period: _______ Sequence Chain For
BL-60 (8/14/09) Page 93
DUAL STORY MAP Comparing Two Stories
ELEMENTS STORY A STORY B Characters
Setting
Problem/ Goal
Solution/ End
Mood
Using this story map, write a paragraph comparing the two stories you read.
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RECORDING
AND
SUMMARY FORMS
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Child’s Name: ____________________ Child’s Date of Birth: __________ Examiner: _______________________ Grade: _____________________
WORD RECOGNITION Scoring One point is awarded for each word that is correctly identified. Beg. of
Year Mid Year
End of Year
Beg. of Year
Mid Year
End of Year
Date Date
1. the 16. with
2. of 17. his
3. and 18. they
4. to 19. at
5. in 20. this
6. you 21. from
7. for 22. have
8. it 23. by
9. was 24. one
10. on 25. had
11. that 26. bat
12. is 27. ten
13. he 28. pig
14. are 29. hop
15. as 30. mud
Score: /30 /30 /30
Criterion Score: 27 out of 30 correct. Copyright © Houghton Mifflin Company Recording Form 3 Record Totals on Master 10 Summary Form.
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BL-60 (8/14/09) Page 98
EMERGENT LITERACY SURVEY/SKILLS ASSESSMENT Summary Form
Grade 2
Child’s Name Date of Birth_____________ School
Skills Assessment Beg. Year
Date ________ Midyear Date ________
End of Year Date ________
Criterion Score
Student Score
Criterion Score
Student Score
Criterion Score
Student Score
clusters; gl, gr, sn, sp, st 4 /5 digraps: sh, ch, ck 4 /5 digraphs; th, wh 4 /5 short vowels: a, i, u (CVC) 4 /5 short vowels: e, o (CVC) 4 /5 long vowels: (CVC) e 4 /5 vowel pairs: ai, ay 4 /5 vowel pairs: ea, ee 4 /5 vowel pairs: oa, ow 4 /5 vowel pairs: oo, ew, ue 4 /5 controlled vowels: r, l 4 /5
vowel pairs: ow, ou 4 /5
suffixes: ful, ness, ous,ly, y words with aw, al
4 /5
vowels pairs: oi, oy 4 /5
base words endings: es, ed, er, est
4 /5
TOTALS 20/25 /25 20/25 /25 20/25 /25 Beginning Reading & Writing
Word Recognition 27/ 30 /30
27/ 30 /30
27/ 30 /30
Sentence Dictation 60/ 67 /67
60/ 67 /67
60/ 67 /67
Comments
Copyright © Houghton Mifflin Company Master 10 Summary Form