Christine DuganTe EW a Era Practice, Assess, Diagnose: 180 Days of Math Grades K-6 Each book provides teachers and parents with 180 daily practice pages to build and gauge students’ mathematical fluency. Each problem is tied to a specific mathematical concept. Students gain regular practice through these quick, diagnostic-based activities. Data-driven assessment tips are provided, and the Teacher Resource CD includes assessment analysis resources. This resource is correlated to the Common Core State Standards, is aligned to core content from the Partnership for 2Ist Century Skills, and supports core concepts of STEM instruction. 208pp. Practice, Assess, Diagnose: 180 Days of Math Level tem Level Item Kindergarten FCS0803 Fourth Grade IFC50807 Fist Grade IFcs0804 Fifth Grade IFC50808 Second Grade IFC50805, Sinth Grade 1FC50802 Third Grade 1F50806 & SHELL EDUCATION floes 1012Author Christine Dugan, M.A.Ed. gs SHELL EDUCATIONPublishing Credits Dona Herweck Rice, Editor-in-Chief; Robin Erickson, Production Director; Lee Aucoin, Creative Director; Timothy J. Bradley, Ilustration Manager; Conni Medina, M.Ed, Editorial Director; Sara Johnson, MSE, Senior Editor, Aubrie Nielsen, MS Ed, Editor; Grace Alba, Designer; Maple Lam, ilustrator; ‘Stephanie Reid, Photo Editor; Corinne Burton, MEd, Publisher Image Credits Cover, Maple Lam: p, 96 Newscom;p. 144 NASA: p. 216 Getty mages; all other images Shutterstock Standards (© 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) (© 2007 Board of Regents of the University of Wisconsin System, World-Class Instructional Design and Assessment (WIDA). For more information on using the WIDA ELP Standards, please visit the WIDA website at www.wida.us. (© 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS) Shell Education 5301 Oceanus Drive Huntington Beach, CA 92649-1030 htpy/wwwshelleducation.com ISBN 978-1-4258-0923-2 .©2013 Shell Education Publishing, Inc. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited, No part of this publication may be transmitted, stored, or recorded inany form without written permission from the publisher. #50923—180 Days of Reading for Second Grade © Shell EducationTABLE OF CONTENTS Introduction and Research ........2- 0060200000003 How to Use This Book . . a4 Standards Correlations...........2-+000e0000e20014 Daily Practice Pages ........... Answer Key. References Cited .............065 Contents of the Digital Resource CD... INTRODUCTION AND RESEARCH The Need for Practice In order to be successful in today’s reading classroom, students must deeply understand both concepts and procedures so that they can discuss and demonstrate their understanding. Demonstrating understanding is a process that must be continually practiced in order for students to be successful. According to Marzano, “practice has always been, and always will be, a necessary ingredient to learning procedural knowledge at a level at which students execute it independently” (2010, 83). Practice is especially important to help students apply reading comprehension strategies and word-study skills. Understanding Assessment In addition to providing opportunities for frequent practice, teachers must be able to assess students’ comprehension and word-study skills. This is important so that teachers can adequately address students’ misconceptions, build on their current understanding, and challenge them appropriately. Assessment is a long-term process that often involves careful analysis of student responses from a lesson discussion, a project, a practice sheet, ora test. When analyzing the data, it is important for teachers to reflect on how their teaching practices may have influenced students’ responses and to identify those areas where additional instruction may be required. In short, the data gathered from assessments should be used to inform instruction: slow down, speed up, or reteach. This type of assessment is called formative assessment. © Shel Education +#50923—180 Days of Reading for Second Grade 3HOW TO USE THIS BOOK 180 Days of Reading for Second Grade offers teachers and parents a full page of daily reading comprehension and word-study practice activities for each day of the school year. Easy to Use and Standards Based These activities reinforce grade-level skills across a variety of reading concepts. The questions are provided as a full practice page, making them easy to prepare and implement as part of a classroom morning routine, at the beginning of each reading lesson, ot as homework Every second-grade practice page provides questions that are tied to a reading or writing standard. Students are given the opportunity for regular practice in reading comprehension and word study, allowing them to build confidence through these quick standards-based activities. Days 1-3 Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it or Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Reading Foundational Skills Standard: Know and apply grade-level phonics and word analysis skills in decoding words. Reading Anchor Standard 4: Interpret words and phrases as they are used in a 4 | text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone, Day4 Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it. Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Day5 Writing Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. +#50923—180 Days of Reading for Second Grade © Shell EducationHOW TO USE THIS BOOK «.... Using the Practice Pages Practice pages provide instruction and assessment opportunities for each day of the school year. The activities are organized into weekly themes, and teachers may wish to prepare packets of each week's practice pages for students. Days 1, 2, and 3 follow a consistent format, with a short piece of text and four corresponding items. As outlined on page 4, every item is aligned to a reading standard. emunr ® ou Orenar oun Orson Oem One © conus Using the Scoring Guide Use the scoring guide along the side of each practice page to check answers and see at a glance which skills may need more reinforcement. Fill in the appropriate circle for each problem to indicate correct (®) or incorrect (®) responses. You might wish to indicate only incorrect responses to focus on those skills. (For example, if students consistently miss items 2 and 4, they may need additional help with those concepts as outlined in the table on page 4.) Use the answer key at the back of the book to score the problems, or you may call out answers to have students self-score or peer-score their work, © Shell Education +#50923—180 Days of Reading for Second Grade 5A longer text is used for Days 4and 5. Students answer more in-depth comprehension questions on Day 4and complete a written response to the text on Day 5. This longer text can also be used for fluency practice (see page 7). Writing Rubric Score students’ written responses using the rubric below. Display the rubric for students to reference as they write (writingrubric.doc; writingrubric.pdf). + Uses an appropriate organizational sequence to produce very clear and coherent writing 4 + Uses descriptive language that develops or clarifies ideas + Engages the reader + Uses a style very appropriate to task, purpose, and audience + Uses an organizational sequence to produce clear and coherent writing + Uses descriptive language that develops or clarifies ideas + Engages the reader + Uses style appropriate to task, purpose, and audience + Uses an organizational sequence to produce somewhat clear and coherent writing 2 + Uses some descriptive language that develops or clarifies ideas + Engages the reader in some way + Uses a style somewhat appropriate to task, purpose, and audience + Does not use an organized sequence; the writing is not clear or coherent + Uses little descriptive language to develop or clarify ideas + Does not engage the reader + Does not use a style appropriate to task, purpose, or audience 0 Offers no writing or does not respond to the assignment presented 4#50923—180 Deys of Reading for Second Grade © Shell EducationHOW TO USE THIS BOOK «.,.. Developing Students’ Fluency Skills What Is Fluency? According to the National Reading Panel Report, there are five critical factors that are vital to effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension (2000). Rasinski (2006) defines fluency as “the ability to accurately and effortlessly decode the written words and then to give meaning to those words through appropriate phrasing and oral expression of the words.” Wolf (2005) notes that the goal of developing fluency is comprehension rather than the ability to read rapidly. Becoming a fluent reader is a skill that develops gradually and requires practice. Reading text repeatedly with a different purpose each time supports the development of fluency in young children (Rasinski 2003). Assessing Fluency Fluent readers read accurately, with expression, and at a good pace. A Fluency Rubric along with detailed instructions for scoring and keeping oral reading records is included on the Digital Resource CD (fluency.pdf). The table below lists fluency norms by grade level (Rasinski 2003): 1 = = 60 wepm 2 53 78 94 3 79 al 93 114 4 99 12 118 5 105, 118 128 6 115 132 145 © Shell Education +#50923—180 Days of Reading for Second Grade 7HOW TO USE THIS BOOK «.,.. Diagnostic Assessment Teachers can use the practice pages as diagnostic assessments. The data analysis tools included with the book enable teachers or parents to quickly score students’ work and monitor their progress. Teachers and parents can see at a glance which reading concepts or skills students may need to target in order to develop proficiency. After students complete a practice page, grade each page using the answer key (pages 231-237). Then, complete the Practice Page Item Analysis for the appropriate day (pages 10-11, or pageitem|.pdf and pageitem2.pdf) for the whole class, or the Student Item Analysis (pages 1213, or studentitem1.pdf and studentitem2.pdf) for individual students. These charts are also provided as both Microsoft Word’ files and as Microsoft Excel" files. Teachers can input data into the electronic files directly on the computer, or they can print the pages and analyze students’ work using paper and pencil. ‘To complete the Practice Page Item Analyses: + Write or type students’ names in the far-left column. Depending on the number of students, more than one copy of the form may be needed, or you may need to add rows. + The item numbers are included across the top of the charts. Each item correlates with the matching question number from the practice page. + For each student, record an X in the column if the student has the item incorrect. If the item is correct, leave the item blank. + Ifyou are using the Excel file, totals will be automatically generated. If you are using the Word file or if you have printed the PDF, you will need to compute the totals. Count the Xs in each row and column and fill in the correct boxes. To complete the Student Item Analyses: + Write or type the student's name on the top row. This form tracks the ongoing progress of each student, so one copy per student is necessary. + The item numbers are included across the top of the chart. Each item correlates with the matching question number from the practice page. + For each day, record an X in the column if the student has the item incorrect. If the item is correct, leave the item blank. + Ifyou are using the Excel file, totals will be automatically generated. If you are using the Word file or if you have printed the PDF, you will need to compute the totals. Count the Xs in each row and column and fill in the correct boxes. #50923—1 80 Days of Reading for Second Grade © Shell EducationHOW TO USE THIS BOOK «.,.. Using the Results to Differentiate Instruction Once results are gathered and analyzed, teachers can use the results to inform the way they differentiate instruction. The data can help determine which concepts are the most difficult for students and which need additional instructional support and continued practice. Depending on how often the practice pages are scored, results can be considered for instructional support on a daily or weekly basis. Whole-Class Support The results of the diagnostic analysis may show that the entire class is struggling with a particular concept or group of concepts. If these concepts have been taught in the past, this indicates that further instruction or reteaching is necessary. If these concepts have not been taught in the past, this data is a great preassessment and demonstrates that students do not have a working knowledge of the concepts. Thus, careful planning for the length of the unit(s) or lesson(s) must be considered, and extra frontloading may be required. Small-Group or Individual Support The results of the diagnostic analysis may show that an individual or small group of students is struggling with a particular concept or group of concepts. If these concepts have been taught in the past, this indicates that further instruction or reteaching is necessary. Consider pulling aside these students while others are working independently to instruct further on the concept(s). Teachers can also use the results to help identify individuals or groups of, proficient students who are ready for enrichment or above-grade-level instruction. These students may benefit from independent-learning contracts or more challenging activities. Students may also benefit from extra practice using games or computer-based resources. Digital Resource CD ‘The Digital Resource CD provides the following resources: + Standards Correlations Chart Reproducible PDFs of each practice page Directions for completing the diagnostic Item Analysis forms Practice Page Item Analysis PDFs, Word documents, and Excel spreadsheets Student Item Analysis PDFs, Word documents, and Excel spreadsheets Fluency Assessment directions and rubric © Shell Education +#50923—180 Days of Reading for Second Grade 9PRACTICE PACE ITEM ANALYSIS DAYS 1-3 uonsanb yea Suyssym syuapnys jo # We x wapnys ajdmeg auren ops 2 wom shea, 199M 3024309 ¢ “way! ypra passiur oy syuapnys Jo Joquinu [e103 axp (g) pue qUapMys Y>LA 10} a109s yDa1109 [e90} aYp (z) SUOpMs Jod posstus axOM SUID} YoryM (T) ‘BuLMOTTOS ayy maja ued NOK “s[e10) ay dn ppy “suopsanb passtur aavy sUApMs a1ayM ayeITPUT OF s{]29 UT X Ue PIODaY SUORIAIG © Shell Education #50923—1 80 Days of Reading for Second GradePRACTICE PAGE ITEM ANALYSIS DAYS 4-5 aderoay, asuodsay wanEA uonsanb yea Suyssrur syuapnys jo ¢ y991I09 ¥ aun uapms sapnys 2jdineg co rhea DPA Jo saquinu [e}0} ayp (g) pue GuAapnys Yea 40j a109s 4991109 [e}0} ay} (Z) ‘uapnys Jad passtw azaM SULA YoIyM (T) “wioy! yea passiw oym syuapNys: g 8 g 3 & g 2 & 8 3 4 g 2 © Shell EducationSTUDENT ITEM ANALYSIS DAYS 1-3 Directions: Record an X in cells to indicate where the student has missed questions. Add up the totals. You can view the following: (1) which items the student missed; (2) the total correct score per day; and (3) the total number of times each item was missed. Student Name: Sample Student Item 1 2 3 4 # correct Week Day 1 1 xX 9/t Total 12 #5092380 Days of Reading for Second Grade © Shell EducationSTUDENT ITEM ANALYSIS DAYS 4-5 Directions: Record an X in cells to indicate where the student has missed questions, Add up the totals. You can view: (1) which items the student missed; (2) the total correct score per day; and (3) the total number of times each item was missed. Student Name: Sample Student Day4 Day 5 Item eon eae eee # correct Written Response Week 1 x 5 3 Total Written Response Average: © Shell Education +##50923—180 Days of Reading for Second Grade 13STANDARDS CORRELATIONS Shell Education is committed to producing educational materials that are research and standards based. In this effort, we have correlated all of our products to the academic standards of all 50 United States, the District of Columbia, the Department of Defense Dependent Schools, and all Canadian provinces. How To Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at http://www.shelleducation.com and follow the on-screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-877-777-3450. Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre-K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state. Common Core State Standards The activities in this book are aligned to the Common Core State Standards (CCSS). The chart on page 4 and on the Digital Resource CD (standards.pdf) lists each standard that is addressed in this product. TESOL and WIDA Standards The activities in this book promote English language development for English language learners. The standards listed on the Digital Resource CD (standards.pdf) support the activities presented in this product. #50923—I 80 Days of Reading for Second Grade © Shell Education"Why do we wear bike helmets?” Lola asked. What are Lola and her mom talking about? @®) head injuries bike helmets © tickets @®) laws B What is the main idea? ® It is easy to fall off your bike. Helmets protect your head. © Tickets are given if you break the law. @® Wearing a helmet is safe and it is the law. © Shell Education DATE: Read the text and then answer the questions. "It is a way to stay safe,” said her mom. "If you fall, the helmet will protect your head. It is a law, too. You could get a ticket if you are caught riding without a helmet.” “Oh!” Lola said. "I don't want a ticket. I guess I will be safe.” How would the word helmet be divided into two syllables? @ he-|met h-elmet © helm-et @®) hel-met Which of these words means the same as protect? @® lose expose © guard ®) injure +#50923—180 Days of Reading for Second GradeNAME: Who has to follow the teacher's rules? @® the student the teacher © the principal @®) the whole class Which title best fits the text? @®) A Caring Student Running Is Not Fun © Keeping Order with Rules ® Breaking the Rules #50923—I80 Days of Reading for Second Grade DIRECTIONS | Read the text and then answer the questions. My teacher has rules for our class. The rules keep us : safe and make sure we can all learn. One rule is to not trun inside. This rule was made so no one would get hurt. I : think my teacher really cares about us. The rules keep us : in order, so I follow them every day. DATE: What is the root word in teacher? @®) teach each © eacher ©@® cher Oo What does the phrase in order mean in the text? @®~ quiet ina line © organized and behaved ®) inacircle © Shell EducationNAME: The bell rings many times a day at Jack's school. It tells him when the day starts. It tells him when the day ends. Lunch starts and ends witha bell. Bells tell Jack where to go. How does he know when recess is over? The bell alerts him. B What is the setting? @®) Jack's bike Jack's home © Jack's school ® Jack's room How do bells help students? @® Bells tell students where to go. Bells ring on Mondays. © Bells only ring at lunchtime. ® Bells are loud. © Shell Education yy) {zat ) Read the text and then answer the questions. DATE: How many syllables are in the word recess? @® one syllable two syllables © three syllables @®) four syllables Which of these words means the same as starts? @® concludes rings © begins ®) lasts +#50923—180 Days of Reading for Second Grade18 Fire Drill Seth learned about fire drills at school. His class went on a field trip to the fire station. The firefighters talked to the students about safety. Schools have fire drills to prepare students for a fire. The firefighters told the students that they should have fire drills at home, too. Seth went home and told his parents what he learned. His family decided to try a fire drill. First, they tested their smoke alarms. They wanted to make sure that the alarms were still working. Then, they pretended that an alarm went off. They got out of their house, and they timed the drill. It took them three minutes. They all agreed they could do better. They would try again. Seth was happy. He felt safe. He was glad his family had done a fire drill. He knew the firefighters would be proud. +#50923—180 Days of Reading for Second Grade © Shell EducationNAME: aN) Read “Fire Drill" and then answer the questions. Which shows a connection to this text? @®) Ihave done a fire drill with my own family so I feel safe, too. My family likes to watch movies together. © I went ona field trip to a museum. ® Ilike recess at school. What did Seth's family practice? @® adell a doll © adull ® adrill How did Seth's family know how long the drill took? @®) They timed it. They timer it. © They timid it. @®) They tamed it. © Shell Education DATE: Where did Seth first hear about having fire drills at home? @® at home at the fire station © at his neighbor's house ®) inthe classroom QD) whet important lesson did Seth learn? @® Fire drills should be shorter than three minutes. Firefighters are brave. © Fire drills are more important at home than at school. ® Fire drills are important to practice. #50923—I 80 Days of Reading for Second GradeNAME: Reread the text "Fire Drill.” Think about some of the ways that you are safe with your own family. Write about one thing your family does to stay safe. +#50923—180 Days of Reading for Second Grade © Shell EducationNAME: DATE: DIRECTIONS | Read the text and then answer the questions. Surfing is a very fun sport for people who enjoy thrilling 1.68 rides. Surfers ride waves on their surfboards. They learn : how to stand up. They ride the best parts of a wave. They : are always looking for a fun ride! BS What is the main topic? & Which of these words from the text is a @®) sports compound word? the ocean @® thrilling es © waves looking @® surfing © surfboards —" Total ® surfers B According to this text, who enjoys surfing? o What does the word @® people who live near thrilling mean? the ocean people who can swim @® ee aercauel © people who are looking Oi for a thrilling ride © scary @® people who can @® water stand up © Shell Education +#50923—180 Days of Reading for Second Grade 2i huge waves. Which title best fits the text? @®) Lifeguard Training Staying Safe at the Beach © Flying Flags @ More Huge Waves B® What is a lifeguard’s main job? @®) to watch huge waves to swim in the ocean © to fly flags ® to make sure the beach is safe +#50923—180 Days of Reading for Second Grade od Read the text and then answer the questions. Lifeguards make sure that beaches are safe. Some days, it is too rough to swim in the ocean. The waves are too big. Lifeguards fly a flag. A double red flag lets people know the beach is closed. The ocean is very : powerful. Even the strongest swimmers cannot swim in DATE: 3 What is the root word in powerful? @® owe power © wer ® ful Which of these things might be considered too rough? @®) jumping on the bed swinging high on the swings © a hard push in a game of tag @® asoccer goal © Shell Educationod Read the text and then answer the questions. eating a seal. What is this text mostly about? @® seals shark attacks © the ocean ®) shark food What does this text not say about shark attacks on humans? @) Shark sometimes mistake humans for food. ©) They are scary. y Y: © They happen in warm water. @ They are rare. © Shell Education Shark attacks are scary. Most sharks eat meat. They : like large fish or seals. They do not hunt humans, but DATE: : attacks do happen. Attacks are very rare. Sharks may bite 3 a person swimming in the ocean. They may think they are Which word has the same root word as eating? @®) each eaten © at ® tingly Which words from the text have similar meanings? @®) rare and scary like and bite © attack and hunt ® think and like +#50923—180 Days of Reading for Second GradeInvestigating Tide Pools Tide pools are small, rocky pools. They are found on the beach. They fill with water at high tide. At low tide, the water goes away. People can then walk to them. Plants and animals live inside. A tide pool is a unique habitat. The organisms must survive in high and low tides. They are at great risk. They might be swept away by the ocean. Seagulls like to snack on tide pool creatures. Too much sun can dry them out, too. Starfish live in tide pools. Starfish come ina variety of sizes and colors. They like to eat mussels. A starfish wants a mussel before a gull eats it instead! Anemones (uh-NEM-uh-neez) also live in tide pools. They eat very tiny fish. Anemones are fun to spot. They look a bit like flowers. They adda lot of color to a tide pool. #50923—180 Days of Reading for Second Grade © Shell EducationDmRECTIONS | Read "Investigating Tide Pools” and then answer the questions. Which shows a connection to the text? @®) I like to play in the sandbox at the park. I play at the beach with my grandparents. © I noticed a tide pool on the beach and studied the creatures inside. ©® A starfish is a star. What kind of bird likes to snack on mussels? ®) seagalls seagulls © seagulps @® seagails When does the water leave the tide pool? @® ona low ride at low tide © ona low side ® witha law ride Shell Education DATE: Why is a tide poola unique habitat? @® Starfish all look the same. Birds prey on the food there. © It exists in low and high tides. @®) It is found on the beach. Which is the best summary of the text? @®) Tide pools are unique habitats with interesting plants and animals. Starfish like to eat mussels. © Tide pools take up space on our beaches. @® Anemones eat tiny fish. #50923—180 Days of Reading for Second GradeDATE: Reread the text "Investigating Tide Pools.” Think about what you would want to see ona trip to the beach. Write about which creatures you would look for when you walk along the sand. +#50923—180 Days of Reading for Second Grade © Shell EducationCs Read the text and then answer the questions. a i collection. Where does Felix find items for his nature box? @®) ina box outside on his walks © at home ®) at school ee What is the main topic? @® eyes a collection © walking @®) flowers © Shell Education has a special collection. He adds many items. They go into a nature box. He finds things on walks. Items catch his eye. Some days, he sees arock. Other times, he finds a stick. He sees pretty flowers. Felix is proud of his DATE: What is the root word in collection? ®) lection collect © coll ® lect What does the phrase catch his eye mean in the text? ®) get his attention poke him in the eye © look at him ® sparkle in the sun +#50923—180 Days of Reading for Second GradeNAME: Who is the narrator of the text? @® a student a teacher © aprincipal @® amom PD) which title might best describe the main idea? @) A Teacher's Words Fun with Toys © Math in the Real World @®) Categories at Home +#50923—180 Days of Reading for Second Grade DmRECTIONS | Read the text and then answer the questions. My teacher said that math is all around us. I was not sure what she meant. She told us to think about how we i sort toys at home. We had to put them into different categories. My mom helped me. We sorted all my things : into groups. I made a special chart that showed the £ groups. My teacher really liked my work. DATE: What is the root word in showed? @® show how © howed @® owe What did the teacher mean when she said math is all around us? @® Math time goes on all day. Math homework is never done. © Math is about what is in the air. @® Math is found everywhere in the real world. © Shell EducationDIRECTIONS | Read the text and then answer the questions. Max loves his toy cars. Some days, he plays with them for hours. He has all different kinds of cars. Some of ; them are race cars, and others are trucks. He has a lot of : different games he plays with them. His friends like cars : too, so they trade cars with each other. Max prefers his i cars to any other toy in the house. What does Max like to play with more than his toy cars? @®) clocks trucks © games © nothing DP) what is the main idea? @® Max has friends. Max likes race cars. © Max enjoys his toy cars more than any other toy. @® Max trades cars. © Shell Education Mean) DATE:___ Which word has the same root word as preferred? @® preformed preference © referred ®) referee Which of these words means preferred? @®) asked favored © chose @® decided +#50923—180 Days of Reading for Second GradeThings that Come in Groups Chloe is curious about something. She wonders what objects she can find at home that come in groups. First, she thinks about groups of two. What comes in groups of two? Chloe goes into her closet first. Shoes and socks come in twos, and mittens and earmuffs do, too. Chloe visits her kitchen. The salt and pepper shakers come in twos. A fork anda knife on the table come in twos. She notices the toaster and sees that it has two slots. That works in this group, too. Chloe's mom gives her an idea. Look in the mirror! There are other things that come in twos. That reminds Chloe of something. Fingers and toes come in groups of five. They can also make groups of ten! What about groups of twelve? Chloe counts eggs, her muffin tin, and her horse collection. All of those things come in groups of twelve. Her mom has a question. She asks Chloe why she cares about groups. Chloe says, “I like it when things are not alone because a group is like a family.” Her mom likes the kind thoughts behind Chloe's answer. +#50923—180 Doys of Reading for Second Grade © Shell EducationDIRECTIONS | Read "Things that Come in Groups” and then answer the questions. Which shows a connection to the text? @® Ihave a sticker collection. My eggs come in groups of 12, too. © Ihave no socks on today. @® My closet is probably smaller than Chloe's closet. Which group do mittens belong to? @® groups of two groups of too © groups of tow ® groups of twee © Shell Education What does the toaster have? ®) two slots two slats © two slits @®) two salts DD which question did Chloe answer? @® what is 5 + 5? What objects at home come in groups? © Where are my mittens? @® Why do eggs come in a carton? Which would not belong in the text "Things that Come in Groups”? ® earrings thumbs © flip-flops © belly buttons +#50923—180 Days of Reading for Second Grode SCORE 1.00 —/5 Total 31DATE: @ Reread the text "Things that Come in Groups.” Q Think about the groups that exist in your home. Write about and describe the groups and which categories they belong to. +#50923—180 Doys of Reading for Second Grode © Shell EducationCons Read the text and then answer the questions. DATE: ee What is the main idea? @®) States are made up of cities and towns, and countries are made up of states. A state is larger than a town. © Towns and cities are different. ® People in a country are not the same. What is the difference between towns and cities? @) States are made up of cities, not towns. People live farther from each other in a town. © Towns are in the country. @®) Towns are smaller than cities. © Shell Education People live i in small and large places. Smaller areas are called towns. Larger areas are called cities. These are grouped in one large space. This is called a state. Many states make a country. The people in one country are all : different. But they have some things in common, too. What is the root word in grouped? @® gro group © uped ® rouped Which definition of space is used in this text? @®) blank between words galaxy © area ® room 450923180 Days of Reading for Second GradeNAME: erent kinds of flags. They are usually in the shape of a rectangle. A flag can be held, or it can be flown. Some flags are even twirled! Flags wave in the wind. They have all sorts of designs on them. People hang flags to show respect. They may want to There are many : honor a special day. Which title best fits the text? @® Flag Time Show Respect © Flags for All Reasons ® Twirling According to this text, how are flags used? @® They are held. They are flown. © They are twirled. ©® all of the above +#50923—180 Days of Reading for Second Grade DIRECTIONS | Read the text and then answer the questions. DATE: How many syllables are in the word designs? @ one syllable two syllables © three syllables ®) four syllables What else is in the shape of a rectangle? @® a door a clock © apizza slice @® a cupcake © Shell EducationNAME: i for their country! DD what is the main topic? @® sports the Olympic Games © athletes @® summer and winter games Which does not describe the Olympic Games? @) a sporting event in summer and winter a sporting event with countries competing against one another © a sporting event that no one watches ©@® a sporting event with medals for the winners © Shell Education pi dzati'is) Read the text and then answer the questions. The Olympic Games are a sporting event. They happen every two years. Athletes compete from around the world. They compete for medals. There are summer games. There are winter games. The athletes are the best in their sport. People all over the world like to watch. They root BE) which word has the same root word as sporting? @ snorting sports © chatting @® port Which word means to try to win? @® watch root © compete ® athletes #50923—180 Days of Reading for Second GradeSymbols of a Country People feel pride for a country. They share that pride with others. It makes a nation special. Symbols show pride. They stand for a country. One type of symbol is a flag. Each flag is unique. People wave the flag. It shows respect. Flags are treated with honor. ) li, Countries have anthems. An anthem is a song. People learn the words. Anthems are sung at special times. They show support for a country. There are other special songs about countries, too. They are patriotic songs. People like to sing these songs. This means they are loyal. People love their country. They want to visit special sites. These sites are part of a nation’s history. A site might be a statue. Or it could be a monument. These are national treasures. They help people know about where they come from. Each nation is unique. People feel pride for their homeland. 36 +#50923—180 Days of Reading for Second Grade © Shell EducationNAME: Ee Who might easily make a connection to the text? @) a person who loves to sing a student who says the Pledge of Allegiance each day © a lifeguard who waves flags on the beach @a person who enjoys road trips Be What is an anthem? @® asong a sung © asang @a singe What is an example of a country’s symbol? @® afalg a flig @®a flag @ afew © Shell Education Vitae) Read "Symbols of a Country” and then answer the questions. DATE: According to this text, how do people feel about their country? @®) supportive scared © full of pride ® confused Which gives the best summary of the text? @®) An anthem is a patriotic song. A flag is a symbol. @©aA country’s symbols are used to show pride and loyalty. @® Amonument is a special site. +#50923—I80 Days of Reading for Second GradeDATE: NAME: Reread the text "Symbols of a Country.” Think about symbols of your home country. Write about the symbols that are important to you. Why are they important to you? +#50923—180 Days of Reading for Second Grade © Shell Educationfo Read the text and then answer the questions. & What happens right after the girl saw the fin? @® She knew it was a mermaid. She saw a head. © She kept her eye on the same spot. @®) She screamed. How do you know the text is fantasy? @® Young girls don't walk on the beach alone. Mermaids are not real. © Mermaids are not girls. ®) Sharks and whales eat mermaids. © Shell Education The young girl walked on the beach. What did she see in the water? Was it a dolphin, a shark, or a whale? She knew something was out there. It had an interesting fin. She kept her eye on the same spot. Then, from the water emerged the head of a beautiful girl. She realized something amazing. She had just seen a mermaid. DATE: How many syllables are in the word amazing? @® one syllable two syllables © three syllables ® four syllables Which word means realized? @® mentioned found © breathed @® understood 450923180 Days of Reading for Second GradeNAME: Mom and Dad did not seem normal today. Our routine was different. They both got ready for work while I ate breakfast. They seemed a bit anxious about walking out the door. I got ready to walk to the bus stop. I looked for Dad to walk with me. That is when I noticed the odd object on our lawn. Why were Mom and Dad going 2 inside it? Who is the narrator of the text? @® achild a mother © a father @® a Martian Which title best fits the text? @® The Bus Stop A Normal Day © A Strange Morning ©@® Breakfast with the Family +#50923—180 Days of Reading for Second Grade Cs Read the text and then answer the questions. DATE: Which word has the same root word as walking? ® walked wall © talking ® king Which word does not give the reader a clue about the tone of the text? @®) different ready © anxious @® odd © Shell EducationDIRECTIONS Read the text and then answer the questions. Jesse walked down the street and kept his eyes on the : ground. “What are you doing, Jesse?” his mom asked. She DATE: i was perplexed. Jesse kept hopping over something. "I'm trying to avoid the cracks, Mom,” said Jesse. } Jesse was trying not to step on each crack in the superstitious. B Why is Jesse keeping his eyes on the ground? @® He does not want to talk to his mom. He is looking for cracks in the sidewalk. © He is looking for insects to step on. @ He is trying to be good. DP) why is Jesse avoiding sidewalk cracks? @® He thinks something bad might happen. He likes to hop. © He is frustrated with his mom. @) He cannot see them. © Shell Education : sidewalk, and it was hard work. He thought something bad might happen if he stepped ona crack. He was being Which root word with an -ed ending is not in the text? @® walk perplex © step ® work What is an example of being superstitious? ®@ wearing a bicycle helmet not ever choosing unlucky number 13 © not watching television for a week @® walking backwards out of aroom +#50923—180 Days of Reading for Second Grade Ween) —/4 Total aA Magical Surprise Nate loved his new magic set. He practiced his tricks every day, he knew all the words to say, and he knew how to use his props. He wanted to put on a special magic show. Nate decided to invite all his friends and family to his show. On the day of the show, people came over to his house. When everyone sat down, Nate started the show. He did three tricks. Each trick went well. The audience was enjoying his magic. Then he took out his final trick. He hid a stuffed rabbit in a big, black hat. When he said the magic words, the rabbit was supposed to come back. He had practiced the trick many times. But this time, it did not work. Kids in the audience started to laugh. Nate was mortified. Nate held his wand tight. He closed his eyes. He made a wish. He said, "I wish this magic show would disappear.” He said the magic word, and then he opened his eyes. The room was empty! His wand was magical. It granted Nate his wish. Nate was not sure what to do next. Should he tell his parents? Should he wish for a million dollars? Instead he began to worry. He thought about what might have happened to his friends. He was scared for them. So Nate closed his eyes. He used his wand again. When he opened his eyes, the audience was waiting for him. It was like they had never been gone. Nate finished his final trick and took a bow. The audience clapped loudly. His first show was a success. Had Nate really made the audience disappear, or did he just think he did? Nate won't ever tell. A magician never reveals his secrets! +#50923—180 Days of Reading for Second Grade © Shell Educationod Read "A Magical Surprise” and then answer the questions. Which shows a connection to this text? @ I make posters for a lot of events. Ido not know many of my neighbors. © I like to imagine that Ihave secret magical powers, too. ®) I think a magic wand is dangerous. What did Nate practice? @® a trip ® atrim © a train @® atrick What did Nate make using his wand? @® awind a dish © awish @® aswish © Shell Education How does Nate respond to learning about the magic of his wand? @® He went to his brother for help. He decided to no longer do any magic. © He thought of everything he could wish for. @® He was worried about people being hurt by his magic. Which gives the best summary of the text? @) Nate was surprised by the magic that was created at his own magic show. @® Nate got a new magic set. © Nate did four tricks at a magic show. @® Nate made posters for his neighbors. +#50923—180 Days of Reading for Second Grade SCORE 1.08 260 3.66 4.00 5.©© —/5 TotalNAME: DATE:. Reread the text "A Magical Surprise.” Think about how Nate reacted to having a magic wand. Write about what you would do with a magic wand. #50923—180 Days of Reading for Second Grade © Shell Educationfo Read the text and then answer the questions. never know the real truth. What is the main idea of this text? ®) Scientists develop theories. @® The reason why dinosaurs are gone is a mystery. © Asteroids hit Earth. @® An ice age may have happened. DP) which idea is not suggested as a reason why dinosaurs are gone? @®) disease asteroids © anice age @® a volcano eruption © Shell Education Dinosaurs used to roam Earth. Now they are gone. We do not know for sure where they went or what happened to them. Scientists have theories. Some say an asteroid hit Earth, while others think a disease spread among the dinosaurs. An ice age may have started it all. We may DATE: Re What is the root word in started? ®) tart start © ted ® art Which word is a synonym for roam? @® destroy attack © rule ® travel #50923—I80 Days of Reading for Second GradeNAME: i This is a big problem. Which title best fits the text? @® Nest Disturbance A Long Swim © Sea Turtles in Danger ® All About Baby Turtles eS What is the problem? @® Sea turtles swima long way. Sea turtles’ nests and eggs are disturbed. © Sea turtles cross oceans. ® Sea turtles are amazing. #50923—I80 Days of Reading for Second Grade os Read the text and then answer the questions. Sea turtles are amazing. They can swim a long way. They can swim over 1,000 miles! But sea turtles are in trouble. Their numbers are low. Nests are disturbed by humans. Eggs are often taken. Babies cannot survive. DATE:. How many syllables are in the word survive? @® one syllable two syllables © three syllables ®) four syllables What does the phrase numbers are low mean in the text above? @®) Sea turtles are swimming lower. The number of sea turtles is shrinking. © Sea turtles are getting smaller. @® Sea turtles are eating less. © Shell EducationDATE: Read the text and then answer the questions. Plants can become extinct. When they are extinct, they are gone forever. One fewer species might not seem like a big deal. There are many others left. Yet plants are vital to life. We need plants to stay alive. Other living things depend on plants, too. te What is the main idea? & Which word has the same root word @®) extinct animals as living? extinct plants @® having © plant species lived © living things © loving li eS People should worry @ olive about plants becoming extinct because Which words are synonyms? @® we would have no dirt. I Fi Pheyareimore @ plant and things important than animal and vital extinct animals. 7 aa © alive and living © we need plants 7 Peveanives ® extinct and less ® plants are pretty to look at. © Shell Education +#50923—180 Days of Reading for Second GradeEcosystems Our world has many creatures. We all depend on one another. We need one another to survive. One creature may die out. That changes the rest of the living world. Many fish are close to extinction. Imagine a lake full of fish. Humans have hunted them. We wanted them for food. We fished for them. We kept fishing for them. Over time, there were fewer fish. But the fish are part of a large ecosystem. They eat tadpoles. They eat insects. With fewer fish, there are now more insects. There are many more frogs. The frogs need more food. Frogs eat dragonflies. But now they have eaten too many dragonflies. One lake has been overfished. The ecosystem has changed. Humans caused this problem. The fish are almost extinct. What can humans do now? How can we fix the problem? Some people may suggest closing the lake. Perhaps there will be no fishing there for several years. This would give the fish time to come back. It would help restore the balance of life in that lake. These kinds of problems are happening in many places. Many animals face this kind of issue. Humans are often the problem. But they can be the solution, too. +#50923—180 Days of Reading for Second Grade © Shell EducationCs Read “Ecosystems” and then answer the questions. Which experience would help you understand the text? ® Yesterday, I noticed there were not many birds by my house and there have been a lot of insects around lately. I have tasted fish before and I don't like it. © My sister andI swim in the lake on the weekends. @® The local pond is closed for the winter because the water is too cold. ee What is the text about? @® a lock a leek © aluck ® a lake © Shell Education DATE: BS What animal is described in the text? @® a fish a dish © a flash @® a fit eo What is the problem? @®) hungry frogs a destroyed ecosystem © a lack of fish for fishermen ® acold lake B Which best summarizes the text? @ All living creatures eat tadpoles. Living creatures depend on one another for a healthy ecosystem. © All living creatures need clean lakes as a habitat. @®) A lake needs more fish. +#50923—180 Days of Reading for Second Grade@ Reread the text “Ecosystems.” Q Think about how everything that is alive is connected. \ Write about what this reminds you of in your own life. #50923—180 Days of Reading for Second Grade © Shell EducationNAME: yy) iseilo |) Read the text and then answer the questions. Luis wanted to go camping. said no, too. But Luis could not give up on his idea. His parents said they were too busy. Camping took a lot of time to plan. It was a long drive to the lake. Wait! Luis had an idea. He got the tent. He set it up in the yard. He a 2c -amping trip ever! Pica What problem does Luis solve? ® His brother was too scared to sleep outside. His parents didn't want to plan a camping trip. © His dad lost the tent. ®) His mom did not know how to cook a hot dog. | 2. | What is Luis's idea? @ He decides to put upa tent in the yard. He asks his mom and dad to go camping. © He gets marshmallows for s'mores. @® He goes to sleep in the tent. © Shell Education DATE: is mom said no. His dad te hot dogs and s'mores with his family. It was the best 3) What is the root word in camping? @ camping camp © -ing @® camper Which of these words means idea? @ busy good © thought © route #50923—180 Days of Reading for Second GradeDATE:. DIRECTIONS | Read the text and then answer the questions. ; Cassie and Lily had a pillow fight. They were giggling. } One of the pillows ripped. Feathers were everywhere! It } was raining feathers! Cassie's mom heard the ruckus. She took one look in Cassie's room. She laughed. The girls helped her clean up the feathers. What does the text tell eS Which suffix could be you about Cassie and added to rain to make a Lily's friendship? new word? @® They always make ® -ed a mess. -ly They like to have fun. © -tion © They argue over toys. ® -er ® They do not like to clean up. What does it mean when the author says it B® Which title best fits was raining feathers? the text? @®) The feathers got wet. @® Playdate Fun The feathers came from Itchy Feathers the pillow. © Pillows Are for Sleeping © The feathers fell from 7 above like rain. ® Cassie's Room @® The feathers made everyone sneeze. #50923—1 80 Days of Reading for Second Grade © Shell EducationDATE: Read the text and then answer oo the questions. {The two sisters had worked out a plan for nighttime, : when their parents were asleep. They had to stay quiet ¢ so that no one would know they were staying up late. The : two girls used flashlights to send signals to each other. : They had agreed ona code. They felt like secret spies! It to sleep. Why do the two sisters use the flashlights? @®) to read books at night to send messages to each other © to see the way to the bathroom ® to make things look spooky D) which adjective best describes what the girls do at night? @® useful spoiled © sneaky ® fast © Shell Education = was a lot of fun. This was why they never wanted to go Which word has the same root word as staying? @ saying stayed © starving © starry Which is another example of a code? @ acomputer password a cell phone © aboard game @® a baseball bat +#50923—180 Days of Reading for Second GradeThe Fort Max knew that a fort would be easy to make. First he found some pillows. Then he got a blanket from his bed. He picked a spot near the couch to build his fort. It was wobbly, but it still stood up. The fort became his calm spot that he liked to go into every day. He put his toys in there, including his new robot. That took up a lot of room, but he didn't care. When Sam came over for a visit, the two boys added on to the fort. They wanted to have room for both of them, but they did not always agree on how to build the fort. Sometimes, Max wanted things to be a certain way. Sam would get angry, and the two friends would argue about it. But they always found a way to work it out. One day, Max's little sister, Grace, wanted to come into his fort. He yelled at her to get out. His mom was really upset. "Max, you can't keep your sister out because this room is her space, too,” said his mom. Max felt frustrated because it was his only quiet space in the whole house. For a long time, he thought about how to solve his problem. "Grace, do you want your own fort? I will help you make one,” Max told his sister. Grace was thrilled. The two kids spent the morning getting it all ready. They worked together. Now there were two great forts in the house! +#50923—180 Deys of Reading for Second Grade © Shell EducationNAME: Who might make a connection to the text? @®) a girl who argues with her teacher a mother who does not like forts © a boy who does not like to share with his sister @ a babysitter who gets mad when siblings fight What spot does Max pick to build his fort? @®) near the coach near the crouch © near the couch ® near the cowch Sam and Max about the fort. @® angry are ©) added @® argued © Shell Education taal) Read "The Fort” and then answer the questions. & What clue helps you DATE: Max's mother says that this was Grace's space, too, because @® Grace does not like forts. the fort is built ina place where Grace is allowed to go. © Grace and Max share a bedroom. @®) Grace watches television on the couch. understand that Max will solve the problem with Grace? @® Max likes to be in his fort by himself. Max gets frustrated by his wobbly fort. © Max's mother is upset with him and his angry tone. @® Max solves problems well with Sam. +#50923—180 Days of Reading for Second GradeNAME: Reread the text "The Fort.” Think about a time when you wanted to be alone and not share space with anyone else. Write about making a quiet place for yourself. How does being alone help you? +#50923—180 Days of Reading for Second Grade © Shell Educationnext meal. What is the text mostly about? ®) snowy owls an owl's diet © snow @® an owl's sense of hearing Why does a snowy owl's name make sense? @®) They fly south, away from the snow. They live in the snow. © They are as white as snow. © They eat snow. © Shell Education Read the text and then answer the questions. A snowy owl is a beautiful creature. The name of the owl is a good one because the owl is as white as snow. A male snowy owl grows whiter with age. The females have more dark spots. Snowy owls wait for prey. They have a keen sense of hearing that helps them catch their DATE: What is the root word in beautiful? ® tiful beauty © beau @ ful What does the word prey mean? @®) nocturnal animals smart animals © meat eaters ©® animals hunted by other animals ##50923—180 Days of Reading for Second Grade= moon. Which title best fits the text? @®) Things That Orbit A Changing, Orbiting Moon © Half Moons ® New Moons Are No Moons eS What does the cycles of the moon mean? @® We only see a full moon in the summer. Our view changes as the moon orbits Earth. © We see a different moon than others. @ The moon changes over time. +#50923—180 Days of Reading for Second Grade DATE: DIRECTIONS | Read the text and then answer the questions. 2 goes through cycles, which means that our view of the : moon is changing even though a whole moon is always in i space. Some nights, we see a full moon. Other nights, it is : a half-moon. A quarter-moon looks like a skinny sliver. On : some nights, we see no moon at all! This is called a new How many syllables are in the word orbiting? @® one syllable two syllables © three syllables ® four syllables When might you use the word half to describe something? @® when reading a recipe when discussing the hoof of a horse © when talking about something you own @® when describing the playground at school © Shell EducationCs Read the text and then answer the questions. The night sky is beautiful to watch. There are millions of stars. Some stars form pictures. People have named those pictures. They are called constellations. They make stargazing fun! Ge What is the main idea? @®) Shooting stars are rare. It is fun to look for constellations in the night sky. © There are millions of stars to see. ® Constellations are weird pictures. ee Why is the night sky beautiful to watch? @ because stars are so far away because you never know what you will find © because stars twinkle @® because you can see constellations © Shell Education DATE: Which word has the same root word as named? @® nominee tamed © rename @) medicine What are constellations? @®) the night sky the moon © stars that form pictures ® stargazing +#50923—180 Days of Reading for Second GradeWhat Comes Alive at Night? It's the middle of the night. Most people are home in bed. A whole other world comes alive at night. These creatures are alert. They are nocturnal. They stay awake at night and sleep during the day. Nocturnal animals have ways to survive at night. They must find food. They also have to escape predators. Nocturnal animals may have a strong sense of sight. This helps them see things in the dark. Many nocturnal animals also smell quite well. They can smell food. They can also sense danger. A cat is a nocturnal animal. Cats can see well in the darkness. This helps them spot food. They have excellent hearing, too. They can even hear the high-pitched sounds mice make. Humans cannot hear these pitches. An owl is also nocturnal. It has strong hearing and vision, too. This helps an owl swoop down on its prey. Owls, like cats, are good hunters. +#50923—180 Doys of Reading for Second Grade © Shell EducationNAME: Which shows a connection to the text? @® My dog likes to go to the dog park. I had an interesting dream last night. © Ihave a cat that likes to explore at night. @I get scared by the dark. ey What can cats hear? @® ahigh pits a high pitch © ahigh stitch ® a high pit eB Where are most people at night? @®) in bed in bid © inbad ®) in bud © Shell Education po) iseto hs Read "What Comes Alive at Night?” and then answer the questions. ® Which summary best Which statement about owls and cats is true? @®) Owls and cats are good hunters. Owls and cats are nocturnal. © Owls and cats have strong hearing and vision. @® all of the above describes the text? @®) Nocturnal animals can only survive at nighttime. Owls are nocturnal. They are good at hunting at night. © Nocturnal animals are awake at night and sleep during the day. They have strong senses to help them hunt. ® Owls and cats hunt at night. This means they are nocturnal. #50923—I 80 Days of Reading for Second GradeNAME: DATE: Reread the text "What Comes Alive at Night?” Think about how different creatures are awake at night while you sleep. Write about a time when you noticed a nocturnal animal. What did the animal look like? What was it doing? +#50923—180 Days of Reading for Second Grade © Shell EducationNAME: w))ia TS) Read the text and then answer the questions. DATE: 3 Kevin did not want to take lessons at the pool. “I know how to swim,” he insisted. What does Kevin's dad say about swimming? @ Kevin should be wild in the pool. Kevin does not need lessons. © Kevin has to be safe in the water. ® Lessons will take the fun out of swimming. What is the text mostly about? ®) being wild Kevin's dad © swim lessons ®) swimming pools © Shell Education "You have to be really safe in the water,” his dad said. Kevin thought swim lessons would take the fun out of i it. He liked to be wild in the pool. His dad wanted him to : know that it was important to be safe while swimming. & What is the root word in wanted? @® ted ant © anted ® want @ What does the phrase take the fun out of it mean in the text? @® make something safe make something less fun © make something more fun @® make something dangerous ##50923—180 Days of Reading for Second GradeCOAT: DIRECTIONS | Read the text and then answer the questions. : Owen had to get stitches. He had been climbing a i tree. He stepped up to a branch but fell to the ground. On : his way down, he hit the side of his head. Owen thought i it was fine, but his mom was concerned. She wanted the : doctor to examine Owen's head. The doctor knew right i away that Owen needed stitches. WD whet happens right after Owen steps up to a branch? @® He cried out for his mom. He hit his head and fell to the ground. © He had to get stitches. @® He went to the doctor. What is the text mostly about? @® why Owen had to get stitches where Owen had to get stitches © how many stitches Owen had to get @® how Owen felt about getting stitches +#50923—180 Days of Reading for Second Grade How many syllables are in the word concerned? @® one syllable ® two syllables © three syllables ©®) four syllables GD what does it mean for the doctor to examine Owen's head? ® feel bandage © measure ©®) look closely at © Shell EducationNAME: DATE: y)) ae) Read the text and then answer the questions. 3 Marla was excited about her trip. She was going on {an airplane! She was visiting her family. Marla told her : friend Beth about the trip. Beth asked Marla when she was : leaving, because Beth's birthday party was soon. Oh no! : Marla was going to miss Beth's party. How sad! eh What is the problem? ® Which word is a compound word? @® Marla will miss her friend's party when she @® excited i her trip. . is on her trip. eineiane Marla and Beth are ©! . not friends. eaving © Beth is having a party. ® going Marla i . i anveirpianete a oo What does miss mean in this text? DP) what is the main idea? @ unable to attend something @®) Marla going on . an airplane not hit a target Beth's party © avoid something © Marla’s trip and its ® forget something bad timing @® Marla’s family visit © Shell Education +#50923—180 Days of Reading for Second GradeNo Swimming this Summer Breaking an arm is never good news. Anna knew this now for sure. She broke her arm on Saturday. She was climbing a ladder at the park. Anna loved to climb. She wanted to go down the slide. But she fell to the ground. When she landed, her arm hurt terribly. Anna's mother knew something was wrong, so they went to the doctor right away. The doctor took an X-ray with a special camera. The pictures showed Anna's bones. It was clear that one of her bones was broken. Anna was sad. She would have a cast on her arm for six weeks. She could not write or play catch. Worst of all, she could not go swimming. It was summertime, and Anna loved to swim each day. What would she do without her swim time? This was going to be the worst summer ever! Anna's mom felt bad for Anna because she knew that being in a cast would be no fun. She knew how much Anna loved being in the water. She had an idea. Anna's mom got a special plastic bag. She wrapped it around Anna's cast. Anna could sit on the steps of the pool. As long as she kept her arm dry, she could play a bit in the water. It was not perfect. Anna still could not swim, but now she could go in the water. She was grateful that her mom had helped her. Maybe this summer would not be so bad after all. +#50923—180 Days of Reading for Second Grade © Shell EducationCes Read "No Swimming this Summer” and then answer the questions. Which shows a connection to the text? @®) Ilike to play soccer. I sprained my ankle and missed a dance recital. © I think bones are fragile. @®) I don’t like how hot it gets in the summertime. What does Anna have to get? @® acost a crast © acast @® achast Anna's mom gets a special plastic bag to around her arm. @® rap wrap © wrape ® rope © Shell Education DATE: ® What is the problem? @®) Anna's mom was nice to Anna. Anna could not run fast. © The doctor saw Anna's broken arm. @® Anna had a broken arm and could not enjoy the pool. & How does Anna feel by the end? ®) grateful and optimistic angry © confused and sad ® irritated +#50923—180 Days of Reading for Second GradeNAME: DATE: Reread the text "No Swimming this Summer.” Think about how Anna's plans for the summer had to change even though she did not want them to. Write about a time when you had to change your plans. Why did you change them, and what happened instead? +#50923—180 Days of Reading for Second Grode © Shell EducationNAM DIRECTIONS Read the text and then answer the questions. ae What is the main idea? ®) travel direction © compasses ® ships Which idea is not suggested in this text? @® A compass shows direction. A compass is a globe. g © Acompass tells people which way to travel. @ Compasses have been used for a long time. © Shell Education DATE: A compass shows direction. It tells you where north, south, east, and west are. Compasses have been used for along time. Ships used to rely on compasses. Compasses told them which way to travel. People still use compasses today. They are smaller. They are easier to use. Yet they are still the same tool found in history. ep Which word has the same root word as smaller? ®) smallest mall © taller ® smell Which word in the text means instrument? ® travel tool © direction ® time +##50923—180 Days of Reading for Second GradeWasa DAY r 260 Which title best @®) Lakes and Oceans Drawing to Scale © A Mapmaker's Work ® An Artist's Skill Total What is the text mostly about? @® maps scale © architects ® artists 70 1450923—180 Days of Reading for Second Grode A lake on a map should not look larger than an ocean! } Drawing to scale is important. It means that objects are i sized as they look next to other objects. Artists think about scale. So do architects. They draw designs to scale. : Mapmakers work with scale, too. captures the main idea? DATE: Read the text and then answer the questions. How many syllables are in the word architect? @®) five syllables two syllables © three syllables ®) four syllables Which definition of scale is used in this text? @® fish skin weighing machine © climb @® correct size © Shell EducationNAME: i241) NS) Read the text and then answer the questions. A globe is a model of Earth. It is in the shape of a sphere. Globes have to be updated. They have to show what the world looks like today. Countries’ borders shift, and names can change. Sometimes, a lake or a river even disappears. The world never stays the same. ED What is the main idea? @® Ariver can disappear. A globe is a model of Earth, which is always changing. @®DaA globe is a sphere. @ A globe changes. DP) why does a globe always have to change? @®) because the borders of lakes change @® because borders disappear © because maps are a lot of work ®) because the world is changing © Shell Education DATE: Which word has the same root word as updated? @® ate dating © upstairs ® dash Which of these words have similar meanings? @® updated and change shift and disappear © shape and world @®) model and sphere #50923—1 80 Days of Reading for Second Grade