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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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Grade 2

October: Story Summary in sequence


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.


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Grade 2

February Narrative: Compare a personal experience or feelings to those of a character in a story read this year.



Strong


2 Developing


*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


Grade 2

February Narrative: Compare a personal experience or feelings to those of a character in a story read this year.



1 Emerging


0

Not Evident



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Grade 2 June: Compare/Contrast



Strong


2 Developing



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Writing Rubrics/Exemplars Grade 2

June: Compare/Contrast



1 Emerging


0

Not Evident



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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


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


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


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


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


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


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


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


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


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



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


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


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


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


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



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


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


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



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


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


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



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


TEACHER COPY


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


TEACHER COPY


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


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


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


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


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. 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


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


ST0P


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


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


ST0P


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


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


ST0P


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


Student: ___________________________________ Date: __________


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


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


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


ST0P


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


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


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. “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


Student: ___________________________________ Date: __________


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


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


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


ST0P


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


Student: ___________________________________ Date: __________


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


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


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


ST0P


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


Student: ___________________________________ Date: __________


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


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


Student: ___________________________________ Date: __________


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


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


Student: __________________________________ Date: ___________


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


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.

BL-60 (8/14/09) Page 95

RECORDING

AND

SUMMARY FORMS

BL-60 (8/14/09) Page 96

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.

BL-60 (8/14/09) Page 97

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

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