Milliken 02 reading well reading comprehension grades 2 3

Reading Well 2–3Milliken’s Reading Well reading series provides teachers and parents with a wide variety of activities to use at home or in the classroom to enhance your reading program

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Includes Assessment Pages!

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Reading Well 2–3

Milliken’s Reading Well reading series provides teachers and parents

with a wide variety of activities to use at home or in the classroom to enhance your reading program

Reading materials and styles of writing include realistic fiction, biography, poetry,

fantasy, informational articles, myths, legends, tall tales, and plays or skits.

The comprehension activities have been selected to provide opportunities for students

to practice a variety of reading skills A list of comprehension skills for all grade levels is included on the Reading Comprehension Chart on page 1.

A variety of assessment rubrics helps you track progress in achieving those skills.

Each book in the series is sequential, allowing students to build on skills previous

learned The various levels available allows you to select the one most appropriate for

an individual student or class.

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Book Design and Production

Good Neighbor Press, Inc.

Milliken Publishing Co.

The purchase of this book entitles the individual teacher/purchaser to reproduce copies

by any reproduction process for single classroom use The reproduction of any part of this book for use by an entire school or school system or for any commercial use is strictly prohibited.

written by Cindy Barden

illustrated by Corbin Hillam

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3 Using Student Assessments

4 Individual Activity Assessment

5 Oral Reading Assessment

6 Story Summarizing Assessment

7 Student Reading Comprehension Skills Assessment

8 Student Reading Log and Assessment

9 A Trip to the Farm

10 The Four Seasons

11 Terrible Lizards

12 Recipe for Lemonade

13 Color Coded

14 More House Work

15 Katie Goes Hopping

16 What Will Happen Next?

17 He Had a Dream

18 Happy Holidays

19 Baa, Baa, Black Sheep

20 Cause and Effect

21 The Rest of the Story

22 City or Country? Which Is Better?

24 Alligators and Crocodiles

25 The Land Down Under

26 How About a Parakeet?

28 Gingerbread Houses

30 Devan’s Letter

32 Hurray for the Red, White, and Blue!

33 Crispy Waffles Cereal

34 Two Great U.S Presidents

36 Yi-Fei’s Hobby

38 Jeremy to the Rescue

40 A New Story

41 Answers

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Reading Comprehension Skills

Activities provide opportunities for students

in grades 2 and 3 to practice these reading

comprehension skills.

1

Relate pictures to text 9, 10, 12, 17, 25, 32

Distinguish between reality 15

and fantasy

Detect cause and effect 20, 39

Recognize the main idea 9, 18, 30

Compare and contrast 14, 23, 24, 31, 32, 35

Identify significant details 11, 25, 30, 32, 35, 37, 39

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Bloom’s Taxonomy

Bloom’s Taxonomy, developed by Benjamin Bloom,

divides cognitive objectives into six categories

ranging from simple to complex Milliken’s Reading

Well series provides opportunities for children to

meet these six objectives.

Knowledge is the ability to memorize information

and recall specific facts.

Skills include recording, outlining, listing, discriminating between facts and opinions, classifying items, distinguishing between definitions and examples, and summarizing material.

Comprehension is the ability to grasp the meaning of what has been learned rather

than simply memorizing facts.

Skills include comparing and contrasting like and unlike items, identifying steps in a process, interpreting charts and graphs, translating verbal material to mathematical terms, estimating consequences, patterning, and predicting outcomes.

Application is the ability to use material previously learned in new situations.

Skills include inferring, estimating, applying concepts to new situations, ordering,

sequencing, understanding changes in word meanings, and constructing graphs and charts.

Analysis is the ability to understand both the content and structural form of material

and the ability to break material into its component parts.

Skills include writing analogies, decoding, using logic, drawing conclusions, predicting sequences, making inferences, and distinguishing between cause and effect.

Synthesis is the ability to put parts together to form a new whole.

Skills include planning, deductive reasoning, creative thinking, testing hypotheses,

drawing conclusions, problem solving, and planning a project

Evaluation is the ability to use definite criteria to judge the value of material for a

given purpose.

Skills include developing and evaluating criteria, determining appropriateness and

relevancy of information, discovering common attributes, and evaluating material for extraneous information.

2

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Using Student Assessments

Assessment forms can measure student progress on a variety of reading comprehension skills They also enable you to track a child’s literary development over time Completed forms can be shared with students and their parents, used as motivational tools, and used as guides when completing report cards.

Individual Activity Assessment

Most activities in the Reading Well series provide opportunities for students to sharpen

several reading comprehension skills

The Individual Activity Assessment form can be used as a follow-up for any activity in this book A copy of it can be attached to the completed activity for students to take home

Oral Reading Assessment

This form allows you to track students’ oral reading skills It can be used on a monthly or quarterly basis and will be a helpful reference tool at parent/teacher conferences.

Story Summarizing Assessment

This form provides a means to assess a student’s reading comprehension level through oral or written summaries completed by students

When used to assess an oral summary, the form can be completed with the student at the end of the summary.

For written summaries and/or book reports, this form can be attached to the student’s work and sent home for parent review.

Student Reading Comprehension Skills Assessment

This form allows you to assess a student’s overall level on many reading comprehension skills It can be used on a quarterly basis to track progress and provides valuable

information for parents about their child’s progress.

Student Reading Log and Assessment

This form is a self-assessment tool for students as well

as a progress report It provides an opportunity to

learn at what level a student is comfortable reading

and to suggest appropriate reading material for the

future, providing input for both students and parents.

3

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Individual Activity Assessment

Student’s name: _ Date: _ Activity title:

Skill Level

4 Student has mastered this skill

3 Student shows high level of proficiency

2 Student has basic understanding of this skill

1 Student needs improvement on this skill

Skills needed to complete this activity

Check all that apply Skill level

_ Relate pictures to text _

_ Distinguish between reality and fantasy _

_ Detect causes and effects _

_ Recognize main idea _

_ Compare and contrast _

_ Identify significant details _

_ Determine point of view _

Suggestions to help student improve these skills: _

4

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Oral Reading Assessment

Student’s name: _

Skill Level

5

Notes to help student improve: _ _ _ _

Recognizes when words do not

make sense or sound right _ _ _

Self-corrects if word doesn’t

make sense or sound right _ _ _

Pays attention to end punctuation _ _ _

Reads fluently _ _ _

Reads with expression _ _ _

Understands what he/she has read _ _ _

Overall assessment _ _ _

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Story Summarizing Assessment

Student’s name: _ Date: _ Story Title:

Scoring

3 detailed 2 partial

1 fragmentary 0 inaccurate

Story elements

Description of setting (time and place) Score:

Description of main characters Score:

Description of problem(s) encountered Score:

Sequencing of major events Score:

Resolution of problem Score:

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Student Reading Comprehension Skills Assessment

Student’s name: _

Skill Level

N/A not applicable at this time

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Dates of assessment

Relates pictures to text _ _ _ _

Distinguishes between reality and fantasy _ _ _ _

Detects causes and effects _ _ _ _

Recognizes the main idea _ _ _ _

Compares and contrasts _ _ _ _

Identifies significant details _ _ _ _

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Student Reading Log and Assessment

Student’s name: _

Easy Just right Hard _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

The book I liked best was: because _

Assessment of Student Reading Log

_ Student is reading above level expected

Keep up the great work!

_ Student is reading at level expected

Good job!

_ Student is reading below level expected

He/she needs to work harder.

Suggestions for books student might enjoy are: _ _ _ _

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Last week Jay’s class went to visit a farm They saw many animals.

Three pigs played in a mud puddle Two ponies ate hay A cow tried tojump over the fence! They saw a chicken and four baby ducks The

farmer also had a striped cat and a spotted dog

9

Name: Date: _

A Trip to the Farm

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\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\Draw the animals Jay’s class saw at the farm

This story is about

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Write a title for each picture Color the pictures.

10

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Dinosaurs lived millions and millions of years ago Some ate plants andsome ate meat.

Tyrannosaurus was the largest meat-eater Its teeth were six inches long.Stegosaurus was a

plant eater It had

sharp points on its tail

The word dinosaur

means “terrible lizard.”

Some dinosaurs were

All dinosaurs were very large YES NO

Write the answers

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Number the pictures in order from 1 to 5 to show how to make lemonade.

Ask an adult to help you make lemonade

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Lemonade

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Use the code to color each house the right colors.

Examples: H/Y means color the house yellow

R/P means color the roof purple

H/G R/Y W/B D/P

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Look at the houses you colored on the last page Follow the directions.Dave’s house is blue with a purple roof Draw Dave standing by the door.Leah’s house has blue windows and a purple door Put a sun in the sky byLeah’s house.

Toby lives in a purple house with a yellow door Draw a tree by

Toby’s house

Jo’s house is the only one with a green roof Put the number 1 on thedoor of her house

Fill in the chart In the first column, write the colors of your house

What if you could paint your house any colors at all? In the second

column, write the colors you’d like your house to be

14

Name: Date: _

More House Work

My house ishouse

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One day Katie, the kangaroo,

Went exploring at the City Zoo

She started off to see the frogs

Then visited with the three wart hogs

She hopped into the lion’s den,

But quickly hopped back out again

She hopped some more and found herself

Face to face with the rhino, Ralph

She saw an ostrich, a wallaby,

And three koalas high in a tree

She jumped so far she went ker-plunk

And landed on the elephant’s trunk

When she hopped into the gorilla’s lap,

She reached in her pocket and pulled out a map

“I’ve seen the giraffes and the buffalo,

But now I think it’s time to go

Back to the place where kangaroos

Are safe and happy in the zoo.”

15

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Could this really happen? Why or why not?

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A robin searched for food for her babies

She found a large tasty worm

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Name: Date: _

What Will Happen Next?

Cal dumped the cake mix into a bowl He added

eggs and water and mixed it all together Then he

put the batter in a pan

Tasha was excited about the new computer

game her friend gave her She turned on the

computer and put in the disk

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What do you think will happen next?

\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\What do you think Shamara and her friends will do next?

What do you think Tasha will do next?

Shamara and her friends raked all the leaves into

huge piles Then they put their rakes away

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Martin Luther King, Jr was

born in Atlanta, Georgia on

January 15, 1929 As a boy, he

enjoyed baseball, basketball,

football, and other sports He

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