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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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Reading Well Grades 2–3 written by Cindy Barden illustrated by Corbin Hillam Author Cindy Barden Illustrator Corbin Hillam Book Design and Production Good Neighbor Press, Inc. Copyright © 2002 Milliken Publishing Co. All rights reserved. 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.
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Table of Contents 1 Reading Comprehension Skills 2 Bloom’s Taxonomy 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 ii Copyright © 2002 Milliken Publishing Co. MP3460
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Reading Comprehension Skills Activities provide opportunities for students in grades 2 and 3 to practice these reading comprehension skills. Skill Page numbers 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 Recognize rhymes 15 Sequence events 12, 16, 19, 23 Follow instructions 9, 12, 13, 14, 25, 28, 29, 37 Use context clues 15, 26, 29, 31, 36 Predict outcomes 16, 21 Draw conclusions 11, 23 Classify 26 Distinguish between fact 33 and opinion Identify supporting details 11, 26, 31, 37, 39 Make judgements 25 Increase vocabulary skills 29, 36 1 Copyright © 2002 Milliken Publishing Co. MP3460
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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 Copyright © 2002 Milliken Publishing Co. MP3460
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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 Copyright © 2002 Milliken Publishing Co. MP3460
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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 _____ _____ Recognize rhymes _____ _____ Sequence events _____ _____ Follow instructions _____ _____ Summarize material _____ _____ Use context clues _____ _____ Predict outcomes _____ _____ Draw conclusions _____ _____ Synthesize _____ _____ Determine point of view _____ Suggestions to help student improve these skills: ____________________________________ ___________________________________________________________________________________ 4 Copyright © 2002 Milliken Publishing Co. MP3460
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Oral Reading Assessment Student’s name: ___________________________________________________________________ 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 Dates of assessment Reading Skill Skill Level 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 _____ _____ _____ ____ Notes to help student improve: _____________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 5 Copyright © 2002 Milliken Publishing Co. MP3460
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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: ____ Total score: ________ Scoring Guide Level Total Score Proficient 13–15 Capable 9–12 Developing 5–8 Unsatisfactory 0–4 6 Copyright © 2002 Milliken Publishing Co. MP3460
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Student Reading Comprehension Skills Assessment Student’s name: ___________________________________________________________________ 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 N/A not applicable at this time Dates of assessment Skill Level of Skill (1–4) Relates pictures to text _____ _____ _____ _____ Distinguishes between reality and fantasy _____ _____ _____ _____ Detects causes and effects _____ _____ _____ _____ Recognizes the main idea _____ _____ _____ _____ Compares and contrasts _____ _____ _____ _____ Identifies significant details _____ _____ _____ _____ Recognizes rhymes _____ _____ _____ _____ Sequences events _____ _____ _____ _____ Follows instructions _____ _____ _____ _____ Summarizes material _____ _____ _____ _____ Uses context clues _____ _____ _____ _____ Predicts outcomes _____ _____ _____ _____ Draws conclusions _____ _____ _____ _____ Determines point of view _____ _____ _____ _____ Overall assessment _____ _____ _____ _____ 7 Copyright © 2002 Milliken Publishing Co. MP3460
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Student Reading Log and Assessment Student’s name: ___________________________________________________________________ Title of Book Check one box 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: _____________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 8 Copyright © 2002 Milliken Publishing Co. MP3460
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Name: ______________________________________________________ Date: _______________ A Trip to the Farm 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 to jump over the fence! They saw a chicken and four baby ducks. The farmer also had a striped cat and a spotted dog. \\\\\\\\\\\\\\\\\\\\\\\ This story is about \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ . Draw the animals Jay’s class saw at the farm. 9 Copyright © 2002 Milliken Publishing Co. reproducible MP3460
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Name: ______________________________________________________ Date: _______________ The Four Seasons Write a title for each picture. Color the pictures. \\\\\\\\\\\\\\ \\\\\\\\\\\\\\ \\\\\\\\\\\\\\ \\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ My favorite season is \\\\\\\\\\\\\\\\\\\\\\\\\\ because \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 10 Copyright © 2002 Milliken Publishing Co. reproducible MP3460
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Name: ______________________________________________________ Date: _______________ Terrible Lizards Dinosaurs lived millions and millions of years ago. Some ate plants and some 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 as large as whales, while some were as small as chickens. Write the answers. \\\\\\\\\\\\\\\\\\\\\\ Stegosaurus was a eater. \\\\\\\\\\\\\\\\\\\\\\\\\ It had sharp on its tail. \\\\\\\\\\\\\\\\\\ Tyrannosaurus was the largest eater. \\\\\\\\\\\\\\\\\\\\\\\\ Its teeth were long. \\\\\\\\\\\\\\\\\\\\ Dinosaur means “terrible .” All dinosaurs were very large. YES NO 11 Copyright © 2002 Milliken Publishing Co. reproducible MP3460
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Name: ______________________________________________________ Date: _______________ Recipe for Lemonade Lemonade Ingredients: 1⁄2 lemon 2 teaspoons sugar 1⁄3 cup water Squeeze 1⁄2 lemon. Pour juice into a glass. Add sugar and water. Stir. Add four ice cubes. Makes 1 serving. Number the pictures in order from 1 to 5 to show how to make lemonade. ________ ________ ________ ________ ________ Ask an adult to help you make lemonade. 12 Copyright © 2002 Milliken Publishing Co. reproducible MP3460
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Name: ______________________________________________________ Date: _______________ Color Coded Use the code to color each house the right colors. H = HOUSE R = ROOF W = WINDOW D = DOOR G = GREEN Y = YELLOW B = BLUE P = PURPLE Examples: H/Y means color the house yellow. R/P means color the roof purple. H/G R/Y W/B D/P H/Y R/G W/P D/B H/P R/B W/G D/Y H/B R/P W/Y D/G 13 Copyright © 2002 Milliken Publishing Co. reproducible MP3460
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Name: ______________________________________________________ Date: _______________ More House Work 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 by Leah’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 the door 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. My house is I’d like my house to be house roof windows doors bedroom walls bedroom floor kitchen walls kitchen floor 14 Copyright © 2002 Milliken Publishing Co. reproducible MP3460
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Name: ______________________________________________________ Date: _______________ Katie Goes Hopping 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.” \\\\\\\\\\\\\\\\\\\\ Could this really happen? Why or why not? \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Write the rhyming words from the poem. \\\\\\\\\kangaroo \\\\\\\\\frogs \\\\\\\\\den \\\\\\\\\wallaby \\\\\\\\\lap \\\\\\\\\buffalo 15 Copyright © 2002 Milliken Publishing Co. reproducible MP3460
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Name: ______________________________________________________ Date: _______________ What Will Happen Next? A robin searched for food for her babies. She found a large tasty worm. \\\\\\\\\\\\\\\ What do you think will happen next? \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Shamara and her friends raked all the leaves into huge piles. Then they put their rakes away. \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\What do you think Shamara and her friends will do 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. \\\\\\\\\\\\\\\\ What do you think Cal will do now? \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Tasha was excited about the new computer game her friend gave her. She turned on the computer and put in the disk. \\\\\\\\\\\\\\\ What do you think Tasha will do next? \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 16 Copyright © 2002 Milliken Publishing Co. reproducible MP3460
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