format weekly assessmentachievement tests (fcat) in grade 3. the test includes questions that cover...

Grade 2

WeeklyAssessment

Format

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Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,Two Penn Plaza, New York, New York 10121.

Copyright © by Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

Printed in the United States of America

1 2 3 4 5 6 7 8 9 045 10 09 08 07

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Introduction to the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

How to Use and Administer the Weekly Assessment . . . . . . . . . . . . . . . . . . . 6

Scoring Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Tip for Taking the Format Weekly Assessment. . . . . . . . . . . . . . . . . . . . .8

Unit 1

Week 1 Assessment David’s New Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Week 2 Assessment Mr. Putter & Tabby Pour the Tea . . . . . . . . . . . . . . . . . . . . 19

Week 3 Assessment “Fighting the Fire” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Week 4 Assessment Meet Rosina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Week 5 Assessment My Name Is Yoon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Unit 2

Week 1 Assessment The Tiny Seed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Week 2 Assessment A Harbor Seal Pup Grows Up . . . . . . . . . . . . . . . . . . . . . . . 69

Week 3 Assessment “A Trip to the Emergency Room” . . . . . . . . . . . . . . . . . . 79

Week 4 Assessment Farfallina and Marcel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Week 5 Assessment There’s Nothing Like Baseball . . . . . . . . . . . . . . . . . . . . . 99

Unit 3

Week 1 Assessment Head, Body, Legs: A Story From Liberia. . . . . . . . . . . . . .109

Week 2 Assessment Office Buckle and Gloria . . . . . . . . . . . . . . . . . . . . . . . . . 119

Week 3 Assessment “Meet the Super Croc” . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Week 4 Assessment The Alvin Ailey Kids: Dancing As a Team . . . . . . . . . . . . 139

Week 5 Assessment Click, Clack, Moo: Cows That Type . . . . . . . . . . . . . . . . . 149

Unit 4

Week 1 Assessment Splish! Splash! Animal Baths . . . . . . . . . . . . . . . . . . . . . . 159

Week 2 Assessment Goose’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169

Week 3 Assessment “A Way to Help Planet Earth” . . . . . . . . . . . . . . . . . . . . 179

Week 4 Assessment Super Storms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189

Week 5 Assessment Nutik, the Wolf Pup . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199

Contents

Florida Weekly Assessment • Grade 2 3

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Unit 5

Week 1 Assessment Dig, Wait, Listen: A Desert Toad’s Tale . . . . . . . . . . . . . .209

Week 2 Assessment Pushing Up the Sky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Week 3 Assessment “Columbus Explores New Lands” . . . . . . . . . . . . . . . . .229

Week 4 Assessment The Ugly Vegetables . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239

Week 5 Assessment The Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249

Unit 6

Week 1 Assessment Mice and Beans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259

Week 2 Assessment Stirring up Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . .269

Week 3 Assessment “Music of the Stone Age” . . . . . . . . . . . . . . . . . . . . . . . .279

Week 4 Assessment African-American Inventors . . . . . . . . . . . . . . . . . . . . . .289

Week 5 Assessment Babu’s Song. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .309

Sunshine State Standards and Benchmarks . . . . . . . . . . . . . . . . . . . . . . . .322

Rubric for the Short-Response Questions. . . . . . . . . . . . . . . . . . . . . . . . . . .332

Scoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside of Back Cover

4 Florida Weekly Assessment • Grade 2

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The Weekly Assessment is designed to assess your children’s mastery of the skills taught throughout the week. The test questions use formats your children will encounter on the Florida Comprehensive Achievement Tests (FCAT) in Grade 3. The test includes questions that cover the following areas:

■ Reading Comprehension

■ Vocabulary Strategies

■ Grammar, Mechanics, and Usage

■ Phonics

Purpose of the Weekly

Assessment

Each week, there will be a new passage for children to read. The passage will be either fiction or nonfiction, depending on the genre of the core selection for the week.

The passage will be followed by twelve questions that cover the skills for the week.

Providing children with a new read allows you to assess how well they have mastered the skills for the week. When children apply what they have learned, you can evaluate the degree of mastery they have achieved.

Using the Results to Inform

Instruction

Use the results of the Weekly Assessment as a formative assessment tool to help monitor the children’s progress. Information gathered by evaluating the results of this assessment can also be used to diagnose specific strengths and weaknesses of your children. If scores from the Weekly Assessments are used to help determine report card grades, then you can consider these to be summative assessments as well.

Introduction to the Weekly Assessment


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Each Weekly Assessment consists of 11 multiple-choice questions, and one short-response question. The format and length of the test is the same each week. You may want to explain each section of the test to children the first time you administer it. The assessment should take approximately 20 minutes.

■ For the multiple-choice questions, children should fill in the circle next to the best answer. Remind children to fill in the circle completely for each correct answer.

■ For the short-response question, children should write the answer in the space provided on the page.

The Answer Key to score the tests can be found on pages 309–321.

Sample score points for the short-

response questions can be found on the website: http://www.macmillanmh.com.

Phonics, page 7: For the Phonics questions, say: Look at question number ten. I will say the name of the picture. Read the four answer choices. Then fill in the circle next to the word that names the picture. Repeat this for questions eleven and twelve.

General Procedures

Before the test: Distribute copies of Weekly Assessment.Directions: Say: Write your name and the date on the cover of your test booklet. When all children are done, say: Open the booklet to page 2. You will read a passage. Then carefully read the questions that follow. For each multiple-choice question, read all four of the answer choices. Then fill in the circle next to the best answer. For question number six, you will write your answer on the lines on the page. When you finish question number nine, put down your pencils and look at me. You may begin now.

During the test: Monitor children’s test-taking behavior to make sure that each child is following the directions and writing responses in the correct places. Answer questions about procedures and materials, but do not help them answer questions.

After the test: Before collecting the papers, make sure that children have written their names on the cover of the test booklet.

How to Use and Administer the Weekly Assessment


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After each Weekly Assessment there is a Student Evaluation Chart. It lists all of the skills covered and the number of the question that assesses each skill.

■ In the column labeled “Number Correct,” fill in the point value for the questions answered correctly for each skill. Count the total point value of correct responses, and write the number for each subtest above the total possible score.

■ Add the scores for each skill (point value of the number of items answered correctly) to determine the totaltest score.

■ To convert these raw test scores to percentages, see the Scoring Chart on the inside of the back cover of this book.

Multiple-choice questions are worth one point each, the short-response questions are worth two points. Use the Rubric for the

Short-Response Questions on page 332 to help you score the short-response question.

Evaluating the Scores

The primary focus of the Weekly Assessment is to measure children’s progress toward mastery of each skill. Scores that fall below the 80th percentile suggest that children require additional instruction before mastery of that skill can be achieved.

Evaluating the results of this assessment provides specific information about children’s daily instructional needs. We recommend that you use these results for instructional planning and reteaching opportunities. Compare these results with your own observations of students’ work and identify objectives that still need reinforcement. Incorporate these into your instructional plans for the coming week for individual, small-group, or whole-group instruction as indicated.

Scoring Instructions


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Tips for Taking the

Format Weekly Assessment

Here are some tips to help you do your best. Keep these tips in mind when you answer the questions.

✓ Read the directions. Ask for help if you do not

understand the directions.

✓ Read the passage and questions. You may look

back at a passage as often as you like.

✓ Answer the questions you know. If a question

seems hard, skip it and go back to it later.

✓ Fill in the answer bubbles completely. Do not

mark outside the bubble.

✓ Be positive. Some questions may seem hard,

but others will be easy.

✓ Double check each answer.

✓ Try to answer every question and do your best.

Directions for Taking the Format Weekly Assessment

The test contains one reading passage, 11 multiple-choice questions and one short-response question. A multiple-choice question is followed by several answer choices. Read all the answer choices under each question and decide which answer is correct. For this test, you will fill in the bubble next to the answer choice you think is correct. For the short-response question, write your answer on the lines. You will write your answers in this book.


FormatWeeklyAssessmentTESTED SKILLS AND STRATEGIES

• Vocabulary Strategies• Reading Comprehension• Grammar, Mechanics, and Usage• Phonics

Name

Date

Grade 2 • Unit 1 • Week 1

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Read the story “The Guinea Pig.” Then

answer Numbers 1 to 6.

The Guinea Pig

“Good morning,” said Mr. Garcia.“Good morning, Mr. Garcia!” said the class.“What’s that?” Paula asked. She pointed to a

large cage in the corner.Mr. Garcia walked over to the cage. He

reached inside. The class was quiet. What was inside?

Mr. Garcia took out a guinea pig.The children were excited. They did not

usually have pets in class. Some of them had never seen a guinea pig.

Jason asked, “Can I hold it? I know how to hold it. I have a guinea pig at home.”

“You will all get a turn,” said Mr. Garcia.Mr. Garcia handed the guinea pig to Paula.

She held it carefully. It was warm and soft. “Welcome to our class,” she tried to whisper. Paula wished she had a guinea pig at home, like Jason.

The children all held the guinea pig. At the end of class, Paula put the guinea pig back in its cage.

10 Florida Weekly Assessment • Grade 2 • Unit 1 • Week 12

Format Weekly Assessment UNIT1

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“Will it be here tomorrow, too?” Paula asked. “No,” answered Mr. Garcia. “It will visit a

different class.”Paula let out a groan because she was sad

the guinea pig had to leave. She wished her class could have a pet every day.

Florida Weekly Assessment • Grade 2 • Unit 1 • Week 1 11 3


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Student Name

Now answer Numbers 1 to 6. Base your answers

on the story “The Guinea Pig.”

1 Read this sentence from the story.

The children were excited.

Where in the dictionary would you fi nd excited?

a the end c the beginning

b the middle d the table of contents


She held it carefully.

Where in the dictionary would you find carefully?

a the end c the beginning

b the middle d the table of contents


“Welcome to our class,” she tried to whisper.

Which words mean almost the SAME as whisper?

a sad voice c loud voice

b soft voice d angry voice


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4 Where does the story take place?

a on a farm c at Paula’s house

b in a classroom d at Jason’s house

5 How are Jason and Paula DIFFERENT?

a Paula has pets at home.

b Jason holds the guinea pig.

c Paula does not like animals.

d Jason has a guinea pig at home.

Tell how the children feel when they see the guinea pig and explain why they feel that way. Use details from the story in your answer.

6


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Student Name

Read and answer questions 7 to 9.

7 Which sentence below is a question?

a What is your favorite food?

b I like to eat apples and crackers.

c This is a great snack for a hot day!

8 Which sentence below is a statement?

a What time is it?

b I want to go home.

c Will you go to camp next year?


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9 In which sentence below is all capitalization and punctuation correct?

a Why is the sky blue.

b Why is the sky blue?

c why is the sky blue?


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Student Name

Fill in the bubble next to the word that names

the picture.

10 a cut

b can

c cat

d cap

11 a bit

b bet

c bad

d bat

12 a pin

b bin

c pen

d pan

STOP


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Student Evaluation Chart

Tested SkillsNumber Correct

Percent Correct

Vocabulary Strategies: Use a dictionary/alphabetical order, 1, 2; synonyms, 3

/3 %

Reading Comprehension: Plot development: setting, 4; plot development: character, 5

/2 %

Short response: Plot development: character, 6 /2 %

Grammar, Mechanics, and Usage:

Statements and questions, 7, 8; capitalization and punctuation of sentences, 9

/3 %

Phonics: Short /a/a, /i/i, 10, 11, 12 /3 %

Total Weekly Test Score /13 %

Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.92 LA.2.1.6.93 LA.A.1.2.3 LA.2.1.6.74 LA.E.1.2.3 LA.2.2.1.25 LA.E.1.2.3 LA.2.2.1.26 LA.E.1.2.3 LA.2.2.1.27 LA.2.3.4.68 LA.2.3.4.69 LA.2.3.4.2

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3

* See benchmarks and standardson pages 323–331.




Name

Date


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Read the story “A New Friend.” Then answer

Numbers 1 to 6.

A New Friend

The first day of summer camp delighted Frida. She and her best friend, Gina, were going to learn to play tennis. Frida got on the camp bus. She looked for Gina. Gina was not on the bus. Frida sat by herself. Where was Gina?

“May I sit here?” a girl asked.Frida nodded. Sitting alone was not fun.

Frida was glad to have some company.“My name is Elaine,” said the girl, smiling.Frida smiled back. The bus arrived at camp.

Frida asked one of the camp counselors if Gina was coming. The counselor told her that Gina was ill. She would not be at camp that day. Frida was sad. She wanted to play tennis with Gina.

“Let’s play together,” said Elaine.The girls learned how to hit the ball.



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Frida had a wonderful day at camp. She missed Gina. But she still enjoyed herself.

The next day, Frida told Gina about camp. She told Gina about Elaine. She could not wait to share her new friend with her best friend.



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Student Name


on the story “A New Friend.”


The girls learned how to hit the ball.

In this sentence, the –ed ending on the word learned means something that

a will happen.

b did not happen.

c is happening now.

d already happened.


The bus arrived at camp.

In this sentence, the word arrived means

a did arrive. c did not arrive.

b will arrive. d will not arrive.


Frida had a wonderful day at camp.

Which word means almost the SAME as wonderful?

a sad c scary

b great d lonely


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4 What happens BEFORE Frida meets Elaine?

a Frida goes to Gina’s house.

b Frida and Elaine get off the bus.

c Frida and Elaine learn to play tennis.

d Frida looks for Gina on the bus but cannot fi nd her.

5 What happens AFTER the fi rst day of camp?

a Frida leaves camp early.

b Frida plays tennis with Elaine.

c Frida asks if she can go home.

d Frida tells Gina about her new friend.

In What is Frida’s BIGGEST problem in the story? Be sure to include details from the story in your answer.

6


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Student Name

A Busy Day

Mother says, “Tomorrow will be a busy day.”

Lee says, “Yes. Tomorrow we will drive to visit my cousins. I can hardly wait!”

Mother says, “We have things to do before we go. Set your alarm for six (7) ”

7 Which answer should go in blank (7)?

a o’clock.

b o’clock?

c o’clock,

Read the story “A Busy Day.” Choose the word that

correctly completes question 7.


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Read and answer questions 8 and 9.

8 In which sentence below is all capitalization and punctuation correct?

a they enjoyed the ice cream cones.

b They enjoyed the ice cream cones

c They enjoyed the ice cream cones.

9 In which sentence below is all of the punctuation correct?

a Where have you been.

b This trip has been so much fun!

c My brother’s name is Juan?


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Student Name


the picture.

10 a tin

b ten

c tan

d ton

11 a pet

b pat

c pot

d put

12 a cub

b cob

c cup

d cap

STOP


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Percent Correct

Vocabulary Strategies: Inflected verbs, 1, 2; synonyms, 3 /3 %

Reading Comprehension: Plot development, 4, 5 /2 %

Short response: Plot development , 6 /2 %

Grammar, Mechanics, and Usage: Commands and exclamations, 7, 9; capitalization and punctuation of sentences, 8

/3 %

Phonics: Short /e/e, /o/o, /u/u, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.2.1.6.53 L.A.A.1.2.3 LA.2.1.6.74 L.A.E.1.2.2 LA.2.2.1.25 L.A.E.1.2.3 LA.2.2.1.26 L.A.E.1.2.3 LA.2.2.1.27 LA.2.3.4.68 LA.2.3.4.29 LA.2.3.4.6

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3

* See benchmarks and standardson pages 323–331




Name

Date


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Read the article “Dressed to Save Lives.”

Then answer Numbers 1 to 6.

Dressed to Save Lives

Firefighters have to be prepared for any kind of fire. Buildings and houses can catch on fire. The trees in a forest can catch on fire, too. Firefighters wear special clothes to keep them safe.

Firefighters need protection from head to toe. In a fire, things can fall from above. These things can hit firefighters on their heads. Firefighters wear hard helmets to protect their heads. They wear hoods under their helmets. The hoods cover their ears and keep them from getting burned.

Firefighters work close to the flames. It can get very hot. Firefighters wear jackets to protect them from the heat.

Firefighters use water to put out fires. They wear boots to help keep their feet dry. The boots also protect them if something falls on their feet.



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In a fire there is a lot of thick smoke. Firefighters carry air tanks. These tanks help them breathe. It is also hard to see. Firefighters carry radios. They tell others where they are.

Firefighters are dressed to save lives.

helmet

hood

jacket

gloves

boots



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on the article “Dressed to Save Lives.”

1 Read this sentence from the article.

Firefi ghters wear jackets to protect them

from the heat.

Which words below are in the SAME word family as heat?

a hat, hit, hot c hear, near, pear

b hide, ride, side d meat, heat, seat


They tell others where they are.

Which word below is in the SAME word family as tell?

a ten c sell

b belt d mall


The trees in a forest can catch on fi re, too.

In this sentence, the word forest means

a a fi re. c a bush.

b a tree. d the woods.


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4 What is the MAIN idea of this article?

a People get hurt in fi res.

b Firefi ghters live in a fi rehouse.

c Special clothes help keep fi refi ghters safe.

d It is hard to breathe when there is a lot of smoke.

5 Firefi ghters wear helmets to keep their

a faces dry. c ears warm.

b heads safe. d eyes covered.

The article tells about dangers fi refi ghters face. Tell how fi refi ghters’ clothes protect them. Use details from the article in your answer.

6


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Student Name

Tameka’s Letter

Tameka went to summer camp. She wrote this letter to her sister Sandy.

Dear (7) ”

We are having a nice time at camp. Today, we went for a boat ride. Maybe next year you can come, too. Love, Tameka


a Sandy.

b Sandy,

c Sandy!

Read the story “Tameka’s Letter.” Choose the word that

correctly completes question 7.


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8 Read the sentence in the box.

Pat bought a birthday present for her

brother, Alex.

Which word below is the subject of this sentence?

a Pat

b Alex

c brother


The big dog is barking in the yard

next door.

Which word below is the subject of this sentence?

a dog

b yard

c door


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the picture.

10 a sat

b sad

c said

d sand

11 a plan

b plate

c plant

d plane

12 a can

b cap

c cane

d came


STOP

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Tested SkillsNumber

Correct

Percent

Correct

Vocabulary Strategies: Word families, 1, 2; synonyms, 3 /3 %

Reading Comprehension: Main idea and details, 4, 5 /2 %

Short response: Main idea and details, 6

Grammar, Mechanics, and Usage: Letter punctuation, 7; subjects, 8, 9 /3 %

Phonics: Short a/a, long/a–/a_e, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.4

2 LA.2.1.6.4

3 L.A.A.1.2.3 LA.2.1.6.7

4 L.A.A.2.2.1 LA.2.1.7.3

5 L.A.A.2.2.1 LA.2.1.7.3

6 L.A.A.2.2.1 LA.2.1.7.3

7 LA.2.3.4.3

8 LA.2.3.4.5

9 LA.2.3.4.5

10 LA.2.1.4.3

11 LA.2.1.4.3

12 LA.2.1.4.3





Name

Date


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Read the article “Helen Keller.” Then answer

Numbers 1 to 6.

Helen Keller

Helen Keller was born in 1880. When she was a baby, she became very ill. The illness made her blind and deaf. That meant she could not see or hear. Helen’s life changed.

Life with Helen was hard. She did not speak. She threw things. She kicked people. This upset her relatives. They could not help her. They got her a teacher. Her name was Anne Sullivan.

Anne lived with Helen and her family. She taught Helen to speak with her hands. This is called sign language. At first, Helen did not understand the words. Then, Anne took Helen to a well. She poured water on Helen. She spelled w-a-t-e-r on Helen’s hand. Helen felt the water. She knew what it was. She learned that w-a-t-e-r spelled water.



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Helen started to sign all the time. Helen could not speak. But she learned language.

Helen did not let being blind and deaf stop her. She traveled. She met people from other cultures. She helped other blind and deaf people. People still celebrate Helen Keller’s life.



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Student Name


on the article “Helen Keller.”


Helen started to sign all the time.

In this sentence, the word sign means

a a chart. c write your name.

b a + or – mark. d speak with your hands.

2 Read the sentences from the article.

Then, Anne took Helen to a well. She poured

water on Helen.

In these sentences, the word well means

a fi ll up.

b a long time.

c in the right way.

d a deep hole in the ground.


Helen did not let being blind and deaf stop her.

Someone who is deaf cannot

a see. c walk.

b hear. d spell.


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In the article Helen learned to use a special kind of language. Use details from the article to tell how Helen learned to use language.

4 Which sentence BEST tells what the article is about?

a Helen Keller was a great woman.

b Anne Sullivan was a good teacher.

c Helen Keller could see and hear as a baby.

d Anne Sullivan lived with Helen and her family.

5 Helen Keller became very sick when she was

a a baby. c in a different country.

b a young woman. d teaching sign language.

6


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Jack and I hiked for two hours.

What is the predicate of this sentence?

a hiked for

b for two hours

c hiked for two hours


My sister and I swim in the big pool.

What is the predicate of this sentence?

a sister and I

b sister and I swim

c swim in the big pool


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9 In which sentence below is all punctuation correct?

a Today’s date is December 15 2007.

b Today’s date is December 15, 2007.

c Today’s date is December, 15 2007.


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the picture.

10 a hill

b him

c hall

d hive

11 a fi r

b fi re

c fi ne

d fare

12 a lion

b like

c line

d lime

STOP


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Tested SkillsNumber

Correct

Percent

Correct

Vocabulary Strategies: New meanings for known words, 1, 2; synonyms, 3 /3 %


Short response: Main idea and details, 6 /2 %

Grammar, Mechanics, and Usage: Predicates, 7, 8; commas, 9 /3 %

Phonics: Short /i/ i, long / i–

/i_e, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 L.A.A.1.2.3 LA.2.1.6.8

2 L.A.A.1.2.3 LA.2.1.6.8

3 L.A.A.1.2.3 LA.2.1.6.7

4 L.A.A.2.2.1 LA.2.1.7.3

5 L.A.A.2.2.1 LA.2.1.7.3

6 L.A.A.2.2.1 LA.2.1.7.3

7 LA.2.3.4.4

8 LA.2.3.4.4

9 LA.2.3.4.3

10 LA.2.1.4.3

11 LA.2.1.4.3

12 LA.2.1.4.3





Name

Date


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Read the story “Rice for Everyone.” Then


Rice for Everyone

Sunny opened her lunch box.“What do you have?” asked Angel.“I have a cheese sandwich,” Sunny answered.“I have rice,” Angel said.“We do, too,” said Kim and Paul.They all had rice. Kim’s rice was brown.

Angel had rice and beans. Paul’s rice was yellow and smelled great.

That evening, Sunny set the table for dinner. Then she went into the kitchen. Her grandmother was cooking. Sunny wrinkled her nose.

“What are you making?” Sunny asked.“I am making fried rice,” Grandma said.“What is fried rice?” Sunny asked.“It is a rice dish from China,” she said. “It

was my favorite food when I was your age. I ate it every day.”

“Can I taste it now?” Sunny asked.



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“It is not ready yet. You must be patient and wait,” said Grandma.

Sunny settled down. “Can I watch?” she asked.

“Of course,” Grandma said. She showed Sunny everything that went into the rice dish. Sunny practiced stirring the rice.

The next day, Sunny had fried rice for lunch.“What is that?” asked Kim.“It is called fried rice,” said Sunny.“Now we all have rice for lunch!” said Kim.



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on the story “Rice for Everyone.”


Sunny wrinkled her nose.

In this sentence, the word wrinkled means

a did wrinkle. c did not wrinkle.

b will wrinkle. d will not wrinkle.


Sunny practiced stirring the rice.

In this sentence, the word practiced means

a did practice. c practice later.

b practice now. d did not practice.

3 Read these sentences from the story.

“It was my favorite food when I was your

age. I ate it every day.”

In these sentences, the word favorite means

a someone who is kind.

b something that is new.

c something that is liked best.

d two things that are the same.


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4 What will Sunny MOST LIKELY tell Grandma?

a She never wants rice again.

b She does not like fried rice.

c She likes eating rice for lunch.

d Her friends made fun of her rice.

5 The next time Grandma makes rice, Sunny will MOST LIKELY

a help make the rice.

b stay out of the kitchen.

c ask to go to a friend’s house for dinner.

d tell Grandma to make something else.

Will Sunny bring rice to school for lunch again? Use detail from the story in your answer.

6


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The Big Tree

1 Dad and Sam went for a walk. 2 Dad

pointed to a big tree. 3 He said it was the oldest

tree on the farm. 4 He said it was the biggest tree

on the farm. 5 Sam sat under the tree. 6 Dad sat

under the tree.

Andy wrote the story below. It has mistakes.

Read the story to answer questions 7 and 8.

1

What do these mean?

This type of symbol is in the Florida test to show a sentence number.

This symbol in the test shows a new paragraph.

The test may include the kinds of writing you might do. You will be asked to change and improve the writing.


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7 Which sentence below correctly combines sentences 3 and 4 ?

a He said it was the oldest biggest tree.

b He said it was the oldest tree the biggest tree.

c He said it was the oldest and biggest tree on the farm.

d He said it was the oldest tree on the farm the biggest tree.


a Sam Dad sat under the tree.

b Sam, Dad sat under the tree.

c Sam sat Dad sat under the tree.

d Sam and Dad sat under the tree.

Read and answer question 9.


a I like ice cream, Jim said.

b “I like ice cream,” Jim said.

c “I like ice cream, “Jim said.”


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the picture.

10 a mop

b map

c mom

d mope

11 a own

b bond

c bone

d bowl

12 a hoe

b hole

c halt

d hold

STOP


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Percent Correct

Vocabulary Strategies: Inflected verbs, 1, 2; context clues, 3 /3 %

Reading Comprehension: Plot development: make predictions, 4, 5 /2 %

Short response: Plot development: make predictions, 6 /2 %

Grammar, Mechanics, and Usage:

Sentence combining, 7, 8; quotation marks, 9

/3 %

Phonics: Short /o/o, long / o–/o_e, 10,11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.2.1.6.53 LA.2.1.6.34 LA.E.2.2.1 LA.2.1.7.45 LA.E.2.2.1 LA.2.1.7.46 LA.E.2.2.1 LA.2.1.7.47 LA.2.3.3.28 LA.2.3.3.29 LA.2.3.4.6

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



Name

Date



• Vocabulary Strategies • Reading Comprehension• Grammar, Mechanics, and Usage• Phonics

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Read the story “The Window Garden.” Then


The Window Garden

Joe loved plants. He wished he could have a garden. But his family lived in an apartment. There was no place for a garden. His plants were in pots instead. Joe had plants in front of every window in the apartment. He called them his window gardens.

Joe’s family had planned a vacation. They were going away for two weeks. Joe asked his neighbor Al to water his plants. Al had many plants, too.

“Dust drifts down onto the plants,” Joe told Al. “You need to wipe off the leaves.”

He also said, “A cactus lives in the desert. It drowns and dies if it gets too much water.”

One of the plants had three large buds. Joe knew they were about to burst into flowers. They would be very pretty. He was sad he would miss that.



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I’ll take good care of your plants,” said Al.Joe thanked Al. It was time to go. He waved to

his plants. Just then, a breeze blew through the window. The wind moved the leaves of Joe’s plants. It was as if the plants were waving to him, too.



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on the story “The Window Garden.”


“Dust drifts down onto the plants,” Joe

told Al.

Which word means almost the SAME as drifts?

a pours c breaks

b floats d crashes

2 Read the sentence from the story.

“. . . It drowns and dies if it gets too

much water.”

In this sentence, the word drowns means

a sinks. c floats away.

b dries out. d covers with water.


Joe knew they were about to burst

into fl owers.

When the author says the fl owers burst it means they

a opened. c bounced around.

b slipped down. d stayed tightly closed.


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4 Al probably agrees to water Joe’s plants because he

a does not like to water plants.

b likes plants as much as Joe.

c is Joe’s only friend in the building.

d does not know anything about plants.

5 Joe tells Al two things about cactus plants because he

a is afraid Al will not water his plants.

b knows Al has cactus plants at home.

c does not want Al to touch the cactus.

d wants to help Al learn about cactus plants.

At the end of the story, Joe waves to his plants.Use details from the story to explain how Joefeels when it is time to go.

6


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Jack wrote the story below. It is a first draft. The story

has mistakes. Read the story to answer question 7.

What do these mean?



The text may include kinds of writing that you might do for a first draft. The test will ask you to make changes to improve the writing.

1

My Backpack

1 I packed my backpack this morning.

2 I put in my pencils homework and lunch.

3 Then I put in an apple for a snack. 4 After

that, I put in my favorite book.


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7 Which sentence below shows the correct way to write sentence 2 ?

a I put in my, pencils homework and lunch.

b I put in my pencils homework, and lunch.

c I put in my pencils, homework, and lunch.

d I put in my, pencils, homework and lunch.



The sweet young girl sang.

Which word is a noun from the sentence?

a girl b sang c sweet


He writes his name with a yellow pencil.

Which word is a noun from the sentence?

a a b his c pencil


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the picture.

10 a top

b tub

c tab

d tube

11 a mall

b mile

c mule

d mole

12 a cub

b cool

c cape

d cube

STOP


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Percent Correct

Vocabulary Strategies: Synonyms, 1; context clues, 2, 3 /3 %

Reading Comprehension: Plot development: draw conclusions, 4, 5 /2 %

Short response: Plot development: draw conclusions, 6 /2 %

Grammar: Commas in a series, 7; nouns, 8, 9 /3 %

Phonics: Short /u/u, long / u– /u_e, 10, 11, 12 /3 %

Total Unit Test Score /13 %

Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.2.1.6.72 LA.A.1.2.3 LA.2.1.6.33 LA.A.1.2.3 LA.2.1.6.34 LA.E.1.2.2 LA.2.2.1.25 LA.E.1.2.2 LA.2.2.1.26 LA.E.1.2.2 LA.2.2.1.27 LA.2.3.4.38 LA.2.3.4.49 LA.2.3.4.4

10 LA.2.1.4.211 LA.2.1.4.212 LA.2.1.4.2



Name

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Read the article “Save the Whales.” Then


Save the Whales

Whales live in water. But they are not fish. Fish lay eggs. Whales do not. A whale is born like any other mammal. A young whale drinks its mother’s milk like other mammal babies.

A whale breathes with a small hole on its head. It swims to the top of the water. It breathes air through this hole. Then it swims back below the water.

It is not normal to see whales on land. But sometimes they swim too close and get stuck. They must get back into the water. They cannot stay on land too long. They can die from hunger. You may see a whale on land. If you do, you need to get help. Call a park worker. Tell them where to find the whale.

Whales cannot get back into the water alone. A wildlife expert examines the whale. Other wildlife workers help, too. They keep the whale wet. They try to get the whale back into the ocean.



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In 2003 more than 150 whales were stuck on a beach. People were scared. They called for help. Everyone worked together. They helped the whales get back into the water. They rescued 39 whales.



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on the article “Save the Whales.”

1 Read this sentence.

The baby whale was not old; it was young.

Which word from the sentence means almost the OPPOSITE of young ?

a old c baby

b very d whale

2 Read the sentences.

It is strange to see whales on land. This is

not a normal event.

Which word from the sentences means almost the OPPOSITE of normal ?

a land c whales

b event d strange

3 Read the sentence from the article.

A wildlife expert examines the whale.

Which word means almost the SAME as examines?

a hurts c feeds

b fi nds d checks


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4 What happens AFTER a baby whale is born?

a The baby whale swims away.

b The mother whale swims to land.

c The mother whale lays more eggs.

d The baby whale drinks milk from its mother.

5 AFTER 150 whales got stuck on the beach people

a called wildlife workers.

b ran away from the whales.

c gave the whales some water.

d went swimming in the ocean.

In the article, workers help whales that are stuck on land. Use details from the article to describe what workers do AFTER fi nding a whale on land.

6


Student Name

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Marta wrote the letter below. The letter has

mistakes. Read the letter to answer question 7.

1 Dear helen

2 This past week has been so nice. 3 Thank you for

letting us stay with you. 4 It was great to see you again.

Love,

Marta

What do these mean?




1


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7 Which answer shows the correct way to write the greeting 1 ?

a dear Helen c Dear, helen,

b Dear Helen, d Dear, Helen,



The lions looked across the grass and

saw a tree.

Which word is a plural noun from the sentence?

a tree

b lions

c grass


Soft rain fell from the clouds for two days.

Which words are plural nouns from the sentence?

a rain, days

b rain, clouds

c clouds, days


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the picture.

10

11

12

a slip

b slid

c sled

d step

a den

b disk

c desk

d deck

a sore

b straw

c store

d score

STOP


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Percent Correct

Vocabulary Strategies: Context clues: antonyms, 1, 2; synonyms, 3 /3 %

Reading Comprehension: Retell events in order, 4, 5 /2 %

Short response: Retell events in order, 6 /2 %

Grammar: Capitalization and commas, 7; plural nouns, 8, 9 /3 %

Phonics: Consonant blends /sl/sl, /sk/sk, st/st, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.2.1.6.72 LA.A.1.2.3 LA.2.1.6.73 LA.A.1.2.3 LA.2.1.6.74 LA.A.2.2.1 LA.2.1.7.55 LA.A.2.2.1 LA.2.1.7.56 LA.E.2.2.1 LA.2.1.7.57 LA.2.3.4.3

8 LA.2.3.4.4

9 LA.2.3.4.4

10 LA.2.1.4.1

11 LA.2.1.4.1

12 LA.2.1.4.1





Name

Date


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Read the article “Play It Safe.” Then answer

Numbers 1 to 6.

Play It Safe

Playing sports is fun. It is good exercise. But sometimes people get hurt. A hard fall can break a bone. A broken bone is serious. If you break a bone, you need to go see a doctor.

Most hospitals have emergency rooms. Doctors there know what to do. First, you need to fill out a form. The form asks personal questions. You write in your name. You write in other things about yourself, too. The doctor gets this piece of paper. The paper informs the doctor about how to help you. You may need to wait. Then someone will call your name.

You may need to get an X-ray. There is a special room for taking X-rays. A machine takes a picture of your bone. The doctor looks at this picture. The picture tells the doctor if the bone is broken. This helps the doctor decide what to do next.



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You may need to wear a cast. A cast is hard. It protects the broken bone. A cast helps the bone heal the right way. After a few weeks, the cast can come off.



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on the article “Play It Safe.”


A cast helps the bone heal the right way.

In this sentence, the word heal means a

a cure. c contraction for he will.

b part of the foot. d contraction for he shall.

2 Read the sentence.

Amy fell down and broke a bone in her heel.

In this sentence, the word heel means a

a cure. c contraction for he will.

b part of the foot. d contraction for he shall.

3 Which pair of words from the story has almost the SAME meaning?

a informs, tells

b doctor, someone

c machine, picture

d decide, protects


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4 What do you do FIRST when you go to the emergency room?

a see a doctor c put on a cast

b get an X-ray d fi ll out a form

5 What do you do AFTER someone calls your name?

a You break a bone.

b You write your name.

c You fi ll out a few forms.

d You go in to see a doctor.

What does a doctor do when she thinks someone has broken a bone? Be sure to include details from the article.

6

5Florida Weekly Assessment • Grade 2 • Unit 2 • Week 3 83

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Read the story “Paulo’s Rabbit.” Choose the words that

correctly complete questions 7 and 8.

Paulo’s Rabbit

Paulo had a pet rabbit. The rabbit’s name was (7) . Paulo kept the rabbit at (8) Patel’s farm. Lots of other rabbits lived on the farm, too. One of the other rabbits was named Joe.


a little snow

b Little snow

c Little Snow


a mr.

b Mr’

c Mr.


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9 In which sentence is all capitalization correct?

a Have you seen Maria?

b Have you seen maria?

c Have you seen MARIA?


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the picture.

10 a clay

b clip

c clap

d club

11 a rail

b rain

c ram

d rake

12 a hail

b her

c hay

d hair

STOP


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Percent Correct

Vocabulary Strategies: Homophones, 1, 2; context clues, 3 /3 %



Grammar: Proper nouns, 7, 9; capitalization and punctuation of abbreviations, 8

/3 %

Phonics: Long / a_

/ay, ai, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.2.1.6.72 LA.A.1.2.3 LA.2.1.6.73 LA.A.1.2.3 LA.2.1.6.34 LA.A.2.2.1 LA.2.1.7.55 LA.A.2.2.1 LA.2.1.7.56 LA.A.2.2.1 LA.2.1.7.57 LA.2.3.4.28 LA.2.3.4.29 LA.2.3.4.2

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3





Name

Date


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Read the story “Baby Animals.” Then answer

Numbers 1 to 6.

Baby Animals

My mother and I went to the zoo. We wanted to see baby animals. I peered at a small monkey. It was snuggled under its mother.

We walked through the zoo. We stopped to say “hello” to a baby goat. My mother recognized some footprints in the dirt.

“Do you know what those are?” she asked.I looked at the ground. The tracks were

small. They were too small to be human footprints.

“Is it a bird?” I asked.“Those are deer tracks,” she said. We

looked up. An adult white-tailed deer was near us. A baby deer was next to it. They stared at us. I giggled.

“Why does the baby deer have spots?” I asked my mom.

“Some baby deer are born with spots. These spots help them hide from other animals,” she told me.

“Why doesn’t the adult deer have spots?”



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“Adult deer don’t need to hide. When the baby deer is an adult, all of its spots will have vanished. It will have new adult fur.”

“Can we come back next week?” I asked.“Sure.”As we left, a baby bird fluttered by us.“Goodbye, baby bird,” I called out. “See

you soon!”



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Now answer Numbers 1 to 6. Base your answers on the story “Baby Animals.”

1 Which pair of words from the article has almost the SAME meaning?

a went, wanted c peered, looked

b giggled, asked d snuggled, walked


It was snuggled under its mother.

Which word means almost the SAME as snuggled ?

a lost c cuddled

b smiled d disappeared


When the baby deer is an adult, all of its

spots will have vanished.

Which word means almost the SAME as vanished ?

a gone c changed

b moved d grown up


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4 The narrator probably went to the zoo to fi nd baby animals because

a zoos sell baby animals.

b baby animals visit zoos.

c zoos are not safe for older animals.

d some baby animals are born in zoos.

5 The narrator MOST LIKELY wants to come back next week because he wants to

a catch a bird. c bring his friends.

b miss school. d see more baby animals.

What happens to the deer’s spots as it grows up?Use details and information from the story to explain what happens to them.

6


Student Name

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Read the story “This Coat Is Too Big!” Choose the

words that correctly complete questions 7 and 8.

This Coat Is Too Big!

The day started out cold, but Kim had no coat. Her sister said, “Here, wear my blue coat.” Kim tried on her (7) coat. It was too big. The coat almost touched the floor. It covered (8) hands.


a sister’s

b sisters’

c ‘sisters


a Kims

b Kim’s

c Kims’


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9 Which sentence below has an apostrophe?

a “Mike, where are you?”

b The dog’s name was Mike.

c We heard Mike answer, “Woof!”


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the picture.

10 a left

b luck

c light

d fi ght

11 a pin

b pie

c pea

d pile

12 a fl y

b fl ip

c fl at

d fl ag

STOP


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Percent Correct

Vocabulary Strategies: Synonyms, 1, 2, 3 /3 %

Reading Comprehension: Plot development: make inferences, 4, 5 /2 %

Short response: Plot development: make inferences, 6 /2 %

Grammar: Possessive nouns, 7, 8; apostrophes, 9 /3 %

Phonics: Long / i–/i, igh, ie, y, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3





Name

Date


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Read the story “Making the Team.” Then


Making the Team

Paul ran to the gym. Basketball tryouts would be starting soon. The coach was placing cones all around the floor. “What are those for?” Paul asked.

“Pretend that each cone is an imaginary player from the other team. You must bounce the ball around them,” she said. Paul knew he could do that.

The coach blew her whistle. Everyone lined up. Paul was first in line. The coach threw the ball to Paul. He ran down the court and ran back quickly. He passed the ball to the next person in line. “This is easy,” he thought.

Then they shot free throws. Paul missed his. “Free throws are hard,” said the coach.

The coach blew her whistle. “Let’s play a game,” she said. Paul was a starting player on one team. He made a basket!



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Soon tryouts were over. “Thank you for trying out,” the coach said. “I will put a list of names on the gym door tomorrow. If you see your name, come to my office. I will give you your uniform. You should wear the shorts and shirt to practice. Practice will be every afternoon next week. Good luck.”

Paul did not need luck. He was sure he had made the team. He could not wait until tomorrow.



Student Name

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on the story “Making the Team.”


The coach was placing cones all around

the fl oor.

In this sentence, the word coach means

a to lead a team.

b to help someone.

c a carriage to ride in.

d the person who leads a team.

2 Read the sentences from the story.

I will give you your uniform. You should

wear the shorts and shirt to practice.

Which word means almost the SAME as uniform?

a team c players

b clothes d basketball


He passed the ball to the next person in line.

In this sentence, the word passed means

a threw. c went by.

b ended. d made a good grade.


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4 If Paul’s name is on the list on the gym door, he

a has made the team.

b has not made the team.

c is in trouble with the coach.

d needs to try out again next week.

5 Paul is sure he has made the team because he

a missed his free throw.

b made a basket during his game.

c was fi rst in line to bounce the ball.

d gave the ball to the next person in line.

In the story, Paul takes part in a basketball tryout. Use details from the story to explain why the coach holds a tryout.

6


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Read the story “A Book about Games.” Choose the


A Book about Games

Alan and Mac are making a book. The (7) title is Rainy Day Fun. The book is about (8) children can play inside. Mac draws pictures for the book. Alan writes about how to play.


a books

b books’

c book’s


a games

b game’s

c games’


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9 Which sentence below has an apostrophe?

a My brothers are twins.

b Both cars are dark blue.

c The cat’s tail has black stripes.


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STOP


the picture.

10 a cot

b colt

c coal

d coat

11 a boy

b ball

c bow

d bowl

12 a to

b toe

c tone

d toad


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Percent Correct

Vocabulary Strategies: Multiple-meaning words, 1, 3; context clues, 2 /3 %



Grammar: Plurals and possessives, 7, 8; apostrophes, 9 /3 %

Phonics: Long /o–/oa, ow, oe, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3





Name

Date


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Read the story “The Storyteller.” Then answer

Numbers 1 to 6.

The Storyteller

“I love camping,” said Joy.“Me, too,” said Anita.Anita and Joy were Green Scouts. Their

troop was on a camping trip. The girls found wood for the campfire. They drank delicious hot chocolate that was sweet and creamy. Finally, it was time for the best part. A real storyteller was going to tell a story by the campfire!

“Look!” said Anita. “There he is!”Joy was upset. “He is wearing blue jeans! He

should be dressed in a costume,” she said.The storyteller began his story. Joy changed

her mind about his clothes. She listened to every word. Sometimes she forgot to breathe. Then he got to the scary part. Joy was so afraid that she gasped loudly for air. She felt as if she were in the story herself. And all of these things were really happening around her!



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Anita was scared, too. She attached herself to Joy’s arm. The storyteller spoke about things that lived in the woods. They heard a noise. Both girls swung around. They looked frantically behind them. Then they laughed. It was just a storyafter all.

Then the story was over. The storyteller waved good-bye and left.

“I think I want to be a storyteller when I grow up,” said Joy. “It seems like a fun job.”

Format Weekly Assessment UNIT 3


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on the story “The Storyteller.”


They drank delicious hot chocolate that was

sweet and creamy.

Which word means almost the SAME as delicious?

a hot c cold

b bad d tasty


Joy was so afraid that she gasped

loudly for air.

In this sentence, the word gasped means

a told a joke. c laughed quietly.

b said good-bye. d took a deep breath.


Both girls swung around. They looked

frantically behind them.

Which word means almost the SAME as frantically ?

a angrily c carefully

b happily d nervously


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4 Joy forgets to breathe because

a she fell asleep.

b she was working very hard.

c she was listening to the story.

d the hot chocolate was too hot.

5 The girls look behind them because they

a hear a noise. c like the story.

b are laughing. d smell something.

In the story, Joy is upset when she fi rst sees the storyteller. Tell why she is upset and why she changes her mind. Use details from the story in your answer.

6


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Eva wrote the story below. It is a first draft. The story

has mistakes. Read the story to answer question 7.

What do these mean?




1

Our Family Doctor

1 My sister did not feel good this morning,

so my mom took her to the doctor. 2 Our

family doctor is Dctr. Carr. 3 She’s very smart

and always tells a lot of jokes.


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7 Which sentence below shows the correct way to write sentence 2 ?

a Our family doctor is Dr Carr.

b Our family doctor is Dr. Carr.

c Our family doctor is Dtr. Carr.

d Our family doctor is Dctr Carr.



Jonas knocks on Michael’s front door.

Which word is an action verb from the sentence?

a door

b front

c knocks


Becky walks to the store with her friends.

Which word is an action verb from the sentence?

a store b walks c friends


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the picture.

10 a bee

b bead

c bean

d beak

11 a sail

b seal

c sand

d shell

12 a bib

b ball

c baby

d base

STOP


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Percent Correct

Vocabulary Strategies: Use context clues, 1, 2; synonyms, 3 /3 %

Reading Comprehension: Cause and effect, 4, 5 /2 %

Short response: Cause and effect, 6 /2 %

Grammar: Abbreviations, 7; actionverbs, 8, 9 /3 %

Phonics: Long /e-/ee, ea, y, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



Format WeeklyAssessmentTESTED SKILLS AND STRATEGIES


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Read the story “Fun at the Beach.” Then


Fun at the Beach

Nathan lives by the beach. He goes there with his mother. He loves to play in the waves. He builds enormous sandcastles that are taller than he is. Nathan knows that it is important to obey the rules at the beach. He knows that remembering the rules is the best way to stay safe.

Nathan and his mother walk to the beach together. She gives him tips on staying safe. He pays attention to everything that she says.

“What’s the first thing to remember at the beach?” his mother asks him.

“Always go to the beach with an adult.”“Good.” Nathan and his mother get to the

beach. He sees two girls wearing life vests. They are standing by the edge of the water.

“That girl has a buddy.”“Yes, she does, Nathan. Why is it important

to swim with a friend?” “One of them might get into trouble. The

other one can call for help.”

2 120 Florida Weekly Assessment • Grade 2 • Unit 3 • Week 2


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His mother nods. She reaches in her bag to get sun block. She puts it on Nathan’s arms. She does not want him to get burned. She makes sure that Nathan wears sun block every time they go to the beach.

Nathan looks around the beach. The lifeguard is sitting in a tall chair. He is looking out at the water. Seeing the lifeguard makes Nathan feel safe. Knowing the safety rules makes him feel safe, too.

3Florida Weekly Assessment • Grade 2 • Unit 3 • Week 2 121


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on the story “Fun at the Beach.”


He builds enormous sandcastles that are

taller than he is.

Which word means almost the SAME as enormous?

a loud c small

b huge d strong


a rules, adult c beach, waves

b buddy, friend d chair, lifeguard


Nathan knows it is important to obey the rules

at the beach. He knows that remembering

the rules is the best way to stay safe.

Which word means almost the SAME as obey ?

a see c explore

b follow d discover


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4 What safety rule are the girls in the picture following?

a Children should talk to a lifeguard.

b Children should not run at the beach

c Children should go swimming with a buddy.

d Children should not swim in the ocean after dark.

5 In the picture, Nathan’s mother puts sun block on him so he does not

a get sunburned c go in deep water

b fall in the sand d get hit by a wave

The picture shows some things that happen in the story. Use details from the picture to tell what is happening.

6


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Read the story “A Car Game.” Choose the words that


A Car Game

We sometimes play a car game . I (7) my mother, “Would you rather be a bird or a puppy?” She (8) , “I would rather be a bird. I think flying would be fun.” Then, she gives me a question.


a ask

b asks

c asking


a answer

b answers

c answering


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a ask

b asks

c asking


a answer

b answers

c answering



a We put bananas grapes and apples in the salad.

b We put bananas grapes and apples, in the salad.

c We put bananas, grapes, and apples in the salad.


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the picture.

10

a roll

b role

c rule

d ruler

11 a tub

b tug

c tuba

d tube

12 a tall

b ton

c toot

d tune

Student Name


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Percent Correct

Vocabulary Strategies: Context clues:synonyms, 1, 2, 3 /3 %

Reading Comprehension: Plot development: use illustrations, 4, 5 /2 %

Short response: Plot development: use illustrations, 6 /2 %

Grammar: Present tense verbs, 7, 8; commas, 9 /3 %

Phonics: Long/ u–/u, u_e, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.2.3.4.311 LA.2.1.4.312 LA.2.1.4.3

* See benchmarks and standardson pages 323-331.




Name

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Read the article “The End of the Dinosaurs.”


The End of the Dinosaurs

People love dinosaurs. There are toy dinosaurs. There are dinosaur books. Dinosaurs are the best known of all ancient animals. The last dinosaurs died about65 million years ago.

People have different ideas about how dinosaurs died. Some people think that a big space rock hit Earth. They believe that this rock shook the ground. This made volcanoes appear. Hot rock poured from the volcanoes. Plants and animals died. The dinosaurs had nothing to eat. They died, too.

Others think that the weather hurt the dinosaurs. They believe that the earth became too cold. They think that it was too dry. It was hard for the dinosaurs to stay warm. There was no rain for drinking water. Dinosaurs could not live without water. They could not live in such cold.



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These are some ideas about what happened to the dinosaurs. The unhappy truth is, no one really knows for sure. People who study dinosaurs are still unable to confirm what really happened. They have listened to a lot of ideas. They are hopeful that they will find an answer to their questions. One day we may know what really happened to the dinosaurs.



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on the article “The End of the Dinosaurs.”


They are hopeful that they will fi nd an

answer to their questions.

In this sentence, the word hopeful means

a hope again. c without hope.

b full of hope. d something like hope.


The unhappy truth is, no one really knows

for sure.

In this sentence, the word unhappy means

a not happy. c very happy.

b less happy. d happy again.


Dinosaurs are the best known of all

ancient animals.

Which word means almost the SAME as ancient ?

a old c large

b toy d young


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4 The FIRST paragraph is about

a children who play with dinosaur toys.

b movies that teach people about dinosaurs.

c children who read dinosaur books in school.

d how dinosaurs are well known ancient animals.

5 Which sentence below tells what the SECOND paragraph is about?

a No one really knows how dinosaurs died.

b Dinosaurs stopped eating plants and became ill.

c Plants and animals died after a volcanos erupted.

d Some people think dinosaurs died after a rock from space hit Earth.

Tell what the article is mainly about. Use details from the article in your answer .

6


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7 Which sentence below is written in past tense?

a We are walking to school.

b Amy walked to school on Tuesday.

c I will ask my mother if I can walk tomorrow.

8 Which verb below is written in past tense?

a takes

b running

c laughed


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9 Read the letter in the box.

Dear Eddie

I can’t wait to tell you everything I

saw in the city. I’ll see you Monday.

Love,

April

What is the correct way to write the greeting in this letter?

a Dear Eddie,

b Dear, Eddie

c Dear Eddie!


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the picture.

10 a chin

b chair

c chain

d cheek

11 a shirt

b short

c shelf

d sheet

12 a wall

b while

c white

d whale


STOP

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Percent Correct

Vocabulary Strategies: Prefixes and suffixes, 1, 2; synonyms, 3 /3 %



Grammar: Past-tense verbs, 7, 8; letter punctuation, 9 /3 %

Phonics: Consonant digraphs: ch/ch; /sh/sh; /hw/wh, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.2.1.6.62 LA.A.1.2.3 LA.2.1.6.63 LA.A.1.2.3 LA.2.1.6.74 LA.A.2.2.1 LA.2.1.7.35 LA.A.2.2.1 LA.2.1.7.36 LA.A.2.2.1 LA.2.1.7.37 LA.2.3.4.48 LA.2.3.4.4

9 LA.2.3.4.3

10 LA.2.1.4.311 LA.2.1.4.3 12 LA.2.1.4.3

* See benchmarks and standardson page 323–331.


FormatWeeklyAssessment TESTED SKILLS AND STRATEGIES


Name

Date


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Read the article “A School Play.” Then answer

Numbers 1 to 6.

A School Play

Have you ever seen a play? The actors perform on a stage. They get to dress up. People watch the play. They sit in rows of seats. At the end of the play, people clap their hands. The actors bow.

Students can put on a play, too. Some schools have a play every year. Some students act in the play. They perform on the stage. There are many other jobs, too. Some students make signs that tell about the play. They put them up in different places. They want people to know about the play. Teachers and parents help, too. They help make the costumes. They help build the set. They help the actors in the play learn their parts.

After weeks of work, the play is ready. All the actors know their lines. They put on their costumes. They are ready to go on stage.



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Parents and other family and friends come to watch the play. They are proud of the children. They know putting on a play is a big job. It takes a lot of time and effort. Actors work hard to remember their lines.

After the play, there is a big party. Everyone is in a good mood. They had fun doing the play.



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on the article “A School Play.”


Actors work hard to remember their lines.

Which word means almost the OPPOSITE of remember ?

a find c pretend

b forget d perform


They are proud of the children.

Which word means almost the OPPOSITE of proud ?

a angry c afraid

b happy d embarrassed

3 Read the sentences from the article.

They know putting on a play is a big job. It

takes a lot of time and effort.

Which words mean almost the SAME as effort ?

a hard work c good feelings

b loud voices d strong pushes


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4 Who performs on a stage in a school play?

a parents c families

b students d teachers

5 Which sentence below tells the main idea of the SECOND paragraph?

a Children make signs.

b Wearing a costume is fun.

c A school play is hard work.

d It takes a lot of people to put on a play.

Tell what the article is mostly about. Use details and information from the article in your answer.

6


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7 Which sentence below is written correctly?

a Deron has a red truck.

b Anson have a question.

c Kimberly haves a bad cold.


a Mark have a dog named Sporty.

b Jake and Gina had pizza last week.

c Ramona and Juan has a birthday today.


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9 In which book title below is all capitalization correct?

a the cat and the mouse

b The cat and the mouse

c The Cat and the MouseThe Cat and the Mouse


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the picture.

10 a back

b bean

c bench

d beach

11 a dill

b dish

c dine

d dash

12 a father

b farther

c further

d feather

STOP


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Percent Correct

Vocabulary Strategies: Antonyms, 1, 2; context clues, 3 /3 %



Grammar: The verb have, 7, 8; book titles, 9 /3 %

Phonics: Medial and final consonant digraphs: ch/ch, tch; /sh/sh; /th/th, 10, 11, 12

/3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.2.1.6.72 LA.A.1.2.3 LA.2.1.6.73 LA.A.1.2.3 LA.2.1.6.34 LA.A.2.2.1 LA.2.1.7.35 LA.A.2.2.1 LA.2.1.7.36 LA.A.2.2.1 LA.2.1.7.377 LA.2.1.6.5LA.2.1.6.588 LA.2.1.6.5LA.2.1.6.599 LA.2.3.4.2LA.2.3.4.2

1010 LA.2.3.4.2LA.2.3.4.21111 LA.2.1.4.3LA.2.1.4.31212 LA.2.1.4.3LA.2.1.4.3





Name

Date


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Read the story “On the Farm.” Then answer

Numbers 1 to 6.

On the Farm

My class took a field trip to a farm. We met Farmer Pete. He told us that the work day begins early on a farm. He has to get up before the sun rises. There is a lot to do.

Farmer Pete told us that cows need to be milked twice each day. He comes to milk them early in the morning. The cows do not like to wait too long. They get impatient if he is late. They are not comfortable when they carry too much milk.

All of Farmer Pete’s animals demand breakfast in different ways. The horses bump their noses against the feed bucket. The pigs make loud sounds in their pen. The chickens scratch at the ground. Farmer Pete knows they are all ready to eat.

Farmer Pete wants breakfast, too. There may be fresh eggs in the henhouse. But the eggs are hard to find. The hens hide them. He needs to snoop around to find them.



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Sometimes the goats get out of their pen. They can get into the garden. They may eat the vegetables. This makes Farmer Pete furious.

Sometimes there is an emergency. An animal might be sick or hurt. When that happens Farmer Pete calls the animal doctor. An animal doctor is called a veterinarian.

At the end of the day, Farmer Pete is tired. He goes to bed and gets ready for the next day.



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on the story “On the Farm.”


The cows do not like to wait too long. They

get impatient if he is late.

In these sentences, the word impatient means

a calm. c able to wait.

b tired. d unable to wait.


He needs to snoop around to fi nd them.

Which word means almost the SAME as snoop?

a talk c hide

b look d drive


They may eat the vegetables. This makes

Farmer Pete furious.

Which word means almost the SAME as furious ?

a sad c happy

b tired d angry


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4 Farmer Pete has to get up early because he

a needs to milk the cows.

b needs to ride the horses.

c wants to see the sun rise.

d wants to get to the market.

5 When the hens hide the eggs, Farmer Pete

a milks the cows. c calls the veterinarian.

b feeds the horses. d looks in the henhouse.

In the story, Farmer Pete knows when the animals are ready to eat. Explain how he knows. Use details from the story in your answer.

6


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Blake wrote the story below. The story has mistakes.

Read the story to answer questions 7 and 8 .

What do these mean?




1

Time for School

1 It was time for school. 2 Jackie

walked to school. 3 Ben walked to school.

4 They waited for school to start. 5 Ben read

a book. 6 Jackie talked with friends. 7 Jackie

played on the slide.


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7 Which sentence below correctly combines

sentences 2 and 3 ?

a Jackie, Ben walked to school.

b Jackie and Ben walked to school.

c Jackie walked to school Ben walked.

d Jackie walked and Ben walked to school.


a Jackie talked with friends and the slide.

b Jackie talked with friends, played on the slide.

c Jackie talked with friends and played on the slide.

d Jackie talked with friends, she played on the slide.



a Why is the sky blue!

b Why is the sky blue.

c Why is the sky blue?


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the picture.

10 a cruel

b scroll

c screw

d scratch

11 a stray

b spray

c spring

d sprout

12 a sting

b stripe

c string

d strong

STOP


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Percent Correct

Vocabulary Strategies: Context clues, 1; synonyms, 2, 3 /3 %



Grammar: Combining sentences, 7, 8; sentence punctuation, 9 /3 %

Phonics: Initial triple-consonant blends /scr/scr, /spr/spr, /str/str, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3


Florida Weekly Assessment • Grade 2 • Unit 3 • Week 5 157Florida Weekly Assessment • Grade 2 • Unit 3 • Week 5 157 9



Name

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Read the article “Taking Care of Pets.” Then


Taking Care of Pets

A lot of people have pets. Dogs make good pets. So do cats. Birds can be pets, too. It is fun to watch pet fish swim. These pets are different kinds of animals, but they all have needs. All pets need care. All pets need food. All pets need water. All pets need a safe place to live.

Some pets do not need help to get clean. Fish do not need baths. Birds bathe themselves in pools of water. They clean their feathers with their beaks. But other pets may need help getting clean.

Some dogs like to play in muddy puddles. When they start scratching the itches on their skin, it is time for a bath. Some people wash their dogs inside, but dogs can make a mess in the bathroom. It is better to wash them outside. A big tub and hose are handy for washing a dog outside. Giving the dog a biscuit to nibble during a bath may help also.



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Cats are good at keeping clean. But sometimes they need help. They may have fleas or something caught in their fur. Cats can be bathed in a sink. They need a special shampoo. Have someone help so you do not get scratched. No matter what kind of pet you have, it needs your care and attention.



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on the article “Taking Care of Pets.”

1 Which noun forms its plural by adding –es?

a itch c biscuit

b sink d student


Some dogs like to play in muddy puddles.

In this sentence, the word puddles means

a no puddle.

b only one puddle.

c more than one puddle.

d something like a puddle.


Giving the dog a biscuit to nibble during

a bath may help.

Which word means almost the SAME as nibble?

a fi nd c smell

b chew d touch


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4 How are all pets ALIKE?

a They do not need food.

b They clean their feathers.

c They play in mud puddles.

d They need a safe place to live.

5 How are dogs and pet fi sh DIFFERENT?

a Fish do not need food, but dogs do.

b Fish do not need water, but dogs do.

c Fish do not need to swim, but dogs do.

d Fish do not need to take baths, but dogs do.

In the story, the author writes that it is best to wash a dog outside. Use details from the article to explain why it is better to wash a dog outside than inside.

6


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Read the story “My Sister, Rita.” Choose the


My Sister, Rita

My sister Rita (7) four years old. When my friends come over, Rita always wants to talk to them. She likes Tran and Jay best, out of all my friends. Tran and Jay (8) our neighbors.


a is

b be

c has


a be

b are

c can


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9 In which sentence below is all capitalization correct?

a My favorite holiday is memorial day.

b My favorite holiday is Memorial day.

c My favorite holiday is Memorial Day.


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the picture.

10 a car

b cat

c cart

d care

11 a for

b fort

c fork

d force

12 a host

b horn

c hose

d harm

STOP


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Percent Correct

Vocabulary Strategies: Inflected nouns, 1, 2; synonyms, 3 /3 %

Reading Comprehension: Compare and contrast, 4, 5 /2 %

Short response: Compare and contrast, 6 /2 %

Grammar: Linking Verbs, 7, 8; capitalization, 9 /3 %

Phonics: R-controlled vowels /är/ar, /ŏr/or, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.2.1.6.53 LA.A.1.2.3 LA.2.1.6.74 LA.A.2.2.7 LA.2.1.7.55 LA.A.2.2.7 LA.2.1.7.56 LA.A.2.2.7 LA.2.1.7.5

7 LA.2.3.4.4

8 LA.2.3.4.49 LA.2.3.4.2

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3





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Read the story “The Pond.” Then answer

Numbers 1 to 6.

The Pond

There is a small pond near Alex’s house. It is wider at one end than at the other. Alex visits the pond with his mother.

In the early spring, Alex cups his hands in the water. Sometimes he catches tadpoles. He looks at them. Then he lets them go.

In the summer, Alex and his mother swim in the pond. Alex sees fish, frogs, and turtles.

In the fall, a tall bird visits the pond. Alex watches the bird balance on one foot as it looks for something to eat.

In the winter, the pond freezes. Alex and his mother skate on the pond. Alex likes to skate. But he misses the animals. The pond looks deserted. Alex does not see any frogs. He does not see any fish. He does not see any turtles. It is empty.

“Where are all the animals?” Alex asks his mother. He hopes they did not all die. That would be the saddest thing.



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“Some animals bury themselves in the mud at the bottom of the pond,” explains his mother. “That is how they live through the winter.”

Alex tries to imagine the animals buried in the mud and waiting for spring. He can barely wait until the weather gets warmer and he can see his animal friends again.



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on the story “The Pond.”


It is wider at one end than at the other.

In this sentence, the word wider means

a not wide. c most wide.

b less wide. d more wide.


That would be the saddest thing.

In this sentence, the word saddest means

a too sad.

b not sad.

c less sad.

d most sad.


a wider, tall c deserted, empty

b small, early d barely, warmer


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4 Why does Alex cup his hands in the water?

a to get a drink c to scare the animal

b to catch tadpoles d to splash his mother

5 The tall bird visits the pond because it

a is looking for food.

b wants to go swimming.

c wants to bury itself in the mud.

d likes to visit Alex and his mother.

In the story, Alex does not see animals at the pond in winter. Use details from the story to explain why Alex does not see animals at the pond in the winter.

6


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Andy wrote the draft below. Read the story to

answer questions 7 and 8.

Summer Fun

1 I like swimming in the summer. 2 My family

and I go to the pool on weekends. 3 On Saturday,

my friend Jenna be going with us. 4 Jenna is gone

swimming with us many times.

What do these mean?



The test may include the kinds of writing you might do. Most of the writing is in draft form. You will need to make changes to improve the writing.

1


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7 Which sentence below is the correct way to write sentence 3 ?

a On Saturday, my friend Jenna going with us.

b On Saturday, my friend Jenna will go with us.

c On Saturday, my friend Jenna to is go with us.

d On Saturday, my friend Jenna will going with us.

8 Which sentence below is the correct way to write sentence 4 ?

a Jenna gone swimming with us many times.

b Jenna be gone swimming with us many times.

c Jenna has gone swimming with us many times.

d Jenna have gone swimming with us many times.



a Don’t forget to brush your teeth, Mom said.

b “Don’t forget to brush your teeth, Mom said.”

c “Don’t forget to brush your teeth,” Mom said.


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the picture.

10 a girl

b gift

c grill

d glad

11 a dirt

b dart

c door

d dime

12 a cure

b curl

c curb

d cube

STOP


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Percent Correct

Vocabulary Strategies: Comparatives and superlatives, 1, 2; synonyms, 3 /3 %



Grammar: Helping verbs, 7, 8; quotation marks, 9 /3 %

Phonics: R-controlled vowels /ûr/er, ir, ur, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.2.1.6.53 LA.A.1.2.3 LA.2.1.6.74 L.A.E.2.2.1 LA.2.1.7.45 L.A.E.2.2.1 LA.2.1.7.46 L.A.E.2.2.1 LA.2.1.7.47 LA.2.3.4.48 LA.2.3.4.49 LA.2.3.4.6

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



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Read the article “Doing Our Part.” Then answer

Numbers 1 to 6.

Doing Our Part

Our planet is in trouble. The air is dirty. Some places do not have clean water. People cut down a lot of trees. They build shopping centers. Forests are gone. Some forest animals are dying out. Others are already extinct.

This is a big problem, but there are things we can do to help. We can practice conservation. We can save water. We can use some things again. We can recycle.

Are there cans, bottles, and paper where you live? Take them to a recycling center. You will see large bins with writing on them. There will be bins for metal, paper, and glass. There will be other bins, too. Do not be afraid to recycle. The hardest part is getting started.

Have you ever had a picnic? Pick up the trash that remains after you finish eating. Do not leave it on the ground. Litter is messy. It makes parks and other places look dirty. It can hurt animals that eat it.



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Imagine what a clean planet would look like. The oceans would be pure and clear. The air you breathe would smell fresher. People and animals would share a clean, safe earth. By being more careful, we can help our planet.



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on the article “Doing Our Part.”


The hardest part is getting started.

What does hardest mean?

a diffi cult c more diffi cult

b most diffi cult d not very diffi cult


The air you breathe would smell fresher.

In this sentence, the word fresher means

a more fresh.

b not as fresh.

c the most fresh.

d not fresh at all.


Pick up the trash that remains after you

fi nish eating.

What does remains mean?

a begins c changes

b goes up d is left over


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4 What is a recycling center?

a a place for shopping

b a place with clean air and water

c a park with a lot of trash from picnics

d a place with bins for used glass, paper, and metal

5 What is the FIRST paragraph mainly about?

a Earth’s problems

b ways to save water

c reasons why some animals are dying out

d things people can do to help keep Earth clean

How would Earth be different if people kept it clean? Be sure to use details from the article in your answer.

6


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Read the story “The Library.” Choose the words that


The Library

Our class (7) to the library yesterday. We learned how the card catalog works. We (8) a movie about books and writers. Each child checked out one book and carried it back to the classroom.


a go

b went

c wented


a saw

b seed

c sawd


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9 What is the correct way to write the greeting for a letter?

a Dear, Aunt Myra

b Dear Aunt Myra,

c Dear Aunt Myra.


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the picture.

10 a fool

b four

c foot

d food

11 a word

b wool

c worm

d wood

12 a boot

b book

c brook

d block

STOP


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Percent Correct

Vocabulary Strategies: Comparatives and superlatives, 1, 2; context clues, 3 /3 %


Short response: Main idea anddetails, 6 /2 %

Grammar: Irregular verbs, 7, 8; letter punctuation, 9 /3 %

Phonics: Variant vowel /u./oo, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.2.1.6.53 LA.A.1.2.3 LA.2.1.6.34 L.A.A.2.2.1 LA.2.1.7.35 L.A.A.2.2.1 LA.2.1.7.36 L.A.A.2.2.1 LA.2.1.7.37 LA.2.3.4.48 LA.2.3.4.49 LA.2.4.2.4

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



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Read the article “Tornado Alley.” Then answer

Numbers 1 to 6.

Tornado Alley

A tornado is a scary thing to see. It appears as part of a storm cloud. In a tornado, wind blows round and round in a circle. The wind blows very fast. It can destroy everything in its path.

Tornadoes can be violent. They can knock trains off the tracks. They can pick up cars. Then they throw the cars back down. People can be badly hurt by tornadoes.

A tornado can tear the roof off a house. It can rip trees out of the ground. Falling trees can crash into homes.

Most storms do not have any tornadoes. Some storms have more than one. A group of tornadoes is called a swarm. Some tornadoes are big. Others are small. Small tornadoes can be even more powerful than big ones. It depends on how hard the wind inside the tornado is blowing.

What can you do if there is a tornado warning? Go inside. Stay away from windows. Go downstairs into a basement if you can. If you do not have a basement, go to a downstairs room in the middle of the house.



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One area in the middle of the United States is known to have many tornadoes. It is called Tornado Alley. There are farms and grasslands in Tornado Alley. There are cities, too. People who live there know what to do when there is a tornado. This can save their lives.



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on the article “Tornado Alley.”


It can destroy everything in its path.

Which word means almost the SAME as destroy?

a ruin c wind

b lose d build

2 Which word from the article is a compound word?

a violent

b swarm

c warning

d grasslands


a train

b tornado

c basement

d downstairs


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4 For safety in a tornado, people would MOST LIKELY

a get into their cars.

b go out in the yard.

c go to their basements.

d stand under large trees.

5 To be safe, people living in Tornado Alley probably

a live only in cities.

b stay away from basements.

c watch for tornado warnings.

d never worry about the weather.

Predict what you would do if you saw a tornado and explain why. Use details from the article in your answer.

6


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Megan wrote the draft below. Read the story to answer

questions 7 and 8.

Music Class

1 Today, we wented to music class. 2 We

learned a new song. 3 Shawna and I singed it over

and over. 4 It was a lot of fun. 5 I like singing

songs with my friends.

What do these mean?




11


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7 What is the correct way to write sentence 1 ?

a Today, we goed to music class.

b Today, we went to music class.

c Today, we goed to music class.

d Today, we have went to music class.


a Shawna and I sang it over and over.

b Shawna and I sung it over and over.

c Shawna and I sanged it over and over.

d Shawna and I sunged it over and over.



a I wrote a book report on the book peter rabbitpeter rabbit.

b I wrote a book report on the book Peter rabbitPeter rabbit.

c I wrote a book report on the book Peter RabbitPeter Rabbit.


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the picture.

10 a pile

b pail

c pole

d pool

11 a span

b spool

c spine

d spoon

12 a tool

b truth

c tenth

d tooth

STOP


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Percent Correct

Vocabulary Strategies: Synonyms, 1; compound words, 2, 3 /3 %

Reading Comprehension: Cause and effect: make predictions, 4, 5 /2 %

Short response: Cause and effect: make predictions, 6 /2 %

Grammar: Irregular verbs, 7, 8; titles, 9 /3 %

Phonics: Words with variant vowel /u /oo, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.2.1.6.72 LA.2.1.6.53 LA.2.1.6.54 L.A.E.2.2.1 LA.2.1.7.45 L.A.E.2.2.1 LA.2.1.7.46 L.A.E.2.2.1 LA.2.1.7.47 LA.2.3.4.58 LA.2.3.4.59 LA.2.3.4.2

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



Name

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Read the story “Kevin’s Surprise.” Then answer

Numbers 1 to 6.

Kevin’s Surprise

Kevin glanced at the clock. He had promised to mow the lawn before dinner. He opened the garage door. He could hear a soft crying sound. It was coming from inside the garage.

“MEOW!” A cat wiggled out of a box. Then it rubbed up against Kevin’s leg.

“Who are you?” Kevin asked the cat. “And how did you get in here?”

Kevin looked at the black cat. Its fur was so shiny it gleamed. But the cat looked thin. Kevin went into the kitchen. He opened a can of tuna. He brought it out for the cat. The cat ate all of it. Then it curled up in the garage. It went to sleep. Kevin mowed the lawn. The cat was still sleeping when he finished.

Kevin’s mother was making dinner inside. He told her about the cat. “Can we keep it?” he asked.



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“No,” said his mother. “I am sure it has an owner who wants it back. Taking it to the animal shelter is the right thing to do. If nobody claims it, then we can keep it.”

The next day they drove to the animal shelter. The cat sat in Kevin’s lap. He had only had the cat for a day. But he was sad. He would miss new friend.



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on the story “Kevin’s Surprise.”


A cat wiggled out of a box.

In this sentence, the word wiggled means

a did wiggle. c can wiggle.

b will wiggle. d cannot wiggle.


He had promised to mow the lawn

before dinner.

What is the base word for promised?

a is c prom

b mis d promise


a looked, glanced c making, taking

b wiggled, rubbed d promised, opened


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4 Kevin probably feeds the cat because

a it meows. c its fur gleams.

b it looks thin. d it rubs against his leg.

5 Kevin’s mother MOST LIKELY wants to take the cat to the animal shelter because she

a does not like cats.

b does not want a new pet.

c wants Kevin to learn about pets.

d thinks the cat should go back to its owner.

At the end of the story, Kevin feels sad. Use details from the story to explain why Kevin feels sad.

6


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No Fun Without

My Friends

Berto told his mother that he (7) going to the park. Rory and Tabitha (8) go with him. They

were both sick. Berto said, “I won’t go without them. It wouldn’t be much fun.”

Read the story “No Fun Without My Friends.”

Choose the words that correctly complete

questions 7 and 8.


a wasnt’

b wasn’t

c wasnot


a couldnt’

b could’nt

c couldn’t


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9 In which sentence below is all punctuation

correct?

a Why dont’ you want to play?

b Why dont’ you want to play?

c Why don’t you want to play?


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the picture.

10 a other

b offer

c ought

d author

11 a law

b line

c lane

d lawn

12 a sow

b sew

c saw

d sore

STOP


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Percent Correct

Vocabulary Strategies: Inflected verbs and base words, 1, 2; synonyms, 3 /3 %



Grammar: Contractions, 7, 8, 9 /3 %

Phonics: Variant vowel/ŏ/au, aw, 10,11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.2.1.6.53 LA.A.1.2.3 LA.2.1.6.74 LA.E.1.2.2 LA.2.2.1.25 LA.E.1.2.2 LA.2.2.1.26 LA.E.1.2.2 LA.2.2.1.27 LA.2.3.4.38 LA.2.3.4.39 LA.2.3.4.3

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3





Name

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Read the story “A Trip to Joshua Tree.” Then


A Trip to Joshua Tree

Our class took a field trip to Joshua Tree National Park. Two deserts come together inside the park. One is the Colorado Desert. The other is the Mojave Desert.

We did not go to the Colorado Desert in the eastern part of the park. It is one of the hottest deserts in the country. Instead, we went to the Mojave Desert, which is cooler. We look at the park’s desert plants and animals. The Joshua-tree forests are there. They are interesting plants. The tallest one in the park is 40 feet tall. We also got to see a desert tortoise there. The guide told us that the lengthy summer and winter months are hard for the tortoise. We watched the tortoise dig a deep burrow underground. It lives in this burrow to escape the heat and cold. Rattlesnakes live in the park, too. The rattling sound that a snake makes is a warning to stay far away.

210 Florida Weekly Assessment • Grade 2 • Unit 5 • Week 1210 Florida Weekly Assessment • Grade 2 • Unit 5 • Week 12


Our teacher told us to look beyond the park’s desert plants and animals. We saw distant rock forms. I wonder what they look like up close?

I had a lot of questions about the park. My teacher told me to ask a ranger. Part of a ranger’s job is to protect plants and animals in the park. Being a ranger at Joshua Tree sounds like a fun job.

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3Florida Weekly Assessment • Grade 2 • Unit 5 • Week 1 211Florida Weekly Assessment • Grade 2 • Unit 5 • Week 1 211


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on the story “A Trip to Joshua Tree.”


We look at the park’s desert plants

and animals.

In this sentence, the word park’s means

a there is no park.

b there is more than one park.

c the park is like the plants and animals.

d the plants and animals belong to the park.

2 Which word means almost the SAME as lengthy ?

a dry c cool

b long d short

3 Read this sentence.

A ranger’s job is to protect animals.

The –’s ending on word ranger’s means

a there is no ranger.

b the job is like a ranger.

c the job belongs to a ranger.

d there is more than one ranger.


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4 Why did the author write “A Trip to Joshua Tree”?

a to make readers laugh

b to teach readers about rattlesnakes

c to tell a story about the Mojave Desert

d to persuade readers to become park rangers

5 The author uses details about the Colorado and Mojave deserts to show

a where each desert is.

b why the Mojave Desert is better.

c how much alike the two deserts are.

d how interesting and different the deserts are.

The author includes details about rattlesnakes. Use examples from the story to explain why they are included.

6


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A Goldfish Named Flipper

Jacob went to the pet store. (7) bought a goldfish and took the fish home. (8) seemed to like living in Jacob’s room. Jacob’s new pet needed a name, so Jacob named the goldfish Flipper.

Read the story “A Goldfish Named Flipper.”

Choose the words that correctly complete

questions 7 and 8.


a He

b We

c Them


a It

b Its

c Us


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a Please raise your hand, said Mr. Carr.

b “Please raise your hand,” said Mr. Carr.

c “Please raise your hand, said Mr. Carr.”


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Fill in the bubble next to the word that

names the picture.

10 a oil

b owl

c owe

d own

11 a fi re

b fl oor

c fl avor

d fl ower

12 a cold

b close

c cloud

d clown

STOP


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Percent Correct

Vocabulary Strategies: Possessives, 1, 3; synonyms, 2 /3 %

Reading Comprehension: Author’s purpose, 4, 5 /2 %

Short response: Author’s purpose, 6 /2 %

Grammar: Pronouns, 7, 8; quotation marks, 9 /3 %

Phonics: Diphthong /ou/ow, ou, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.A.1.2.3 LA.2.1.6.73 LA.2.1.6.54 L.A.A.2.2.2 LA.2.1.7.25 L.A.A.2.2.2 LA.2.1.7.26 L.A.A.2.2.2 LA.2.1.7.27 LA.2.3.4.58 LA.2.3.4.59 LA.2.3.4.6

10 LA.2.1.4.411 LA.2.1.4.412 LA.2.1.4.4





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Behind the Scenes

Carlos liked art. He agreed to paint the set for the class play. It was a big job. He painted every afternoon. He worked next to the space where the other students practiced. He heard them say their lines over and over again. Soon he knew everyone’s lines.

The day before the play, an actor named Paul became ill. The other students gathered together. They asked other actors if they knew Paul’s lines. No one knew them. They could not randomly choose a new actor’s name from a hat. Then, slowly everyone looked at Carlos.

“You know Paul’s part,” they said. Carlos kept jabbing his paintbrush into jars

of paint. He shook his head. He was shy. He did not like speaking in front of a lot of people.

Then one of the students had a great idea. “You could say Paul’s lines from behind the stage. No one needs to see you at all.”

Read the story “Behind the Scenes.” Then answer

Numbers 1 to 6.



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Carlos thought about this. He would not have to speak in front of a lot of people. He agreed.

The night of the play arrived. Carlos said Paul’s lines from behind the set he had painted. Carlos gave the actors a thumbs-up signal. Everyone was happy, and the play was a real hit!



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on the story “Behind the Scenes.”


They could not randomly choose a new

actor’s name from a hat.

In this sentence, the word randomly means

a with a plan. c without a vote.

b with a signal. d without a plan.


Carlos kept jabbing his paintbrush into jars

of paint.

In this sentence, the -ing ending in jabbing means

a it already happened. c it will happen later.

b it will never happen. d it is happening now.


He would not have to speak in front of a lot

of people. He agreed.

What is the base word in agreed ?

a agre c agree

b reed d greed


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4 The other actors’ BIGGEST problem in the story is

a that the set is not painted.

b that Paul does not know his lines.

c that Carlos does not know his lines.

d that Paul is ill and cannot be in the play.

5 What is Carlos’s BIGGEST problem in the story?

a He does not know how to paint.

b He does not like the other actors.

c He has something else to do the night of the play.

d He wants to help, but does not like speaking in front of people.

How do Carlos and the other actors solve their problems? Use details from the story in your answer.

6


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Kate wrote the story below. It is a first draft. The story

has mistakes. Read the story to answer questions 7– 9.

My Friend, Leila

1 Our class is going to the Museum of Earth

History. 2 Leila and me are going on the field

trip. 3 Us will be buddies at the museum. 4 At

lunchtime, i will sit by her. 5 She is my best friend.

What do these mean?




1


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a Leila and I are going on the fi eld trip.

b Leila and us are going on the fi eld trip.

c Leila and Me are going on the fi eld trip.

d Leila and them are going on the fi eld trip.


a We will be buddies at the museum.

b She and us will be buddies at the museum.

c She and we will be buddies at the museum.

d Her and me will be buddies at the museum.


a At lunchtime, I will sit by her.

b At lunchtime, me will sit by her.

c At lunchtime, Me will sit by her.

d At lunchtime, Liza will sit by her.


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Fill in the bubble next to the word that

names the picture.

10 a point

b posed

c poison

d poised

11

I NGO

D WE T R UST

a coin

b cane

c corn

d cone

12 a ties

b toys

c toes

d tails

STOP


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Percent Correct

Vocabulary Strategies: Context clues, 1; base words with inflected endings, 2, 3 /3 %

Reading Comprehension: Problem and solution, 4, 5 /2 %

Short response: Problem and solution, 6 /2 %

Grammar: Pronouns I and me, 7; pronouns we and us, 8; capitalizing the pronoun I, 9

/3 %

Phonics: Diphthong /oi/oi, oy, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.2.1.6.32 LA.2.1.6.53 LA.2.1.6.54 L.A.E.1.2.2 LA.2.2.1.25 L.A.E.1.2.2 LA.2.2.1.26 L.A.E.1.2.2 LA.2.2.1.27 LA.2.3.4.48 LA.2.3.4.49 LA.2.3.4.2

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3





Name

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Read the article “Captain James Cook.” Then


Captain James Cook

(1728–1779)

James Cook was an important man and explorer. He grew up in England. He was a captain in England’s navy. Cook made three important trips across the seas. He started his first voyage in 1768.

Cook had two goals. His first goal was to watch the planet Venus move across the sun. Cook found a place where he could see Venus. He watched it cross over the sun. He wrote down what he saw.

The second goal was to find out if there was a great southern continent. If there was such a place, Cook wanted to claim it for England. During his second trip, Cook sailed to Australia. He claimed it for England. He sailed around the islands of New Zealand. He claimed this country for England, too. Then he sailed by the South Pole. This time he did not find what he was looking for. He could not find a vast southern continent.



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Cook made a third trip. This time he explored parts of North America. Cook made maps of the areas he saw. These maps helped other people who wanted to explore.

During his life Cook did many things. He traveled across great oceans. He sailed farther south than any other European explorers before him. Cook was a great explorer.



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on the article “Captain James Cook.”


His fi rst goal was to watch the planet Venus

move across the sun.

In which category does Venus belong?

a areas

b planets

c seasons

d voyages


He could not fi nd a vast southern continent.

Which word means almost the SAME as vast ?

a tiny

b calm

c large

d rough

3 Which word is in a DIFFERENT category from oceans?

a lakes c ponds

b rivers d farms


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4 Which sentence tells the main idea of the FIRST paragraph?

a Cook was in the navy.

b Cook grew up in England.

c Cook was a great man and explorer.

d Cook started his fi rst voyage in 1768.

5 Captain Cook claimed New Zealand for

a himself. c Australia.

b England. d North America.

6 This article gives readers information. Tell what the article is mostly about. Use details and information from the article in your answer.


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Alex Finds a Book

Alex found a book in (7) desk.

It had a red cover with a picture of a

sailboat. It was not Alex’s book. He

knew that Carrie liked to read about

boats. This must be (8) book.

Read the story “Alex Finds a Book.” Choose the word or



a his

b his’

c he’s


a she

b her

c hers


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a My favorite holiday is Thanksgiving.

b My favorite Holiday is Thanksgiving.

c My Favorite Holiday is Thanksgiving.


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the picture.

10 a bull

b ball

c broom

d balloon

11 a lime

b alike

c alive

d alright

12 a arm

b alarm

c along

d almost

STOP


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Percent Correct

Vocabulary Strategies: Classify and categorize, 1, 3; synonyms, 2 /3 %



Grammar: Possessive pronouns, 7, 8; capitalization, 9 /3 %

Phonics: Schwa /ә/a, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.42 LA.A.1.2.3 LA.2.1.6.73 LA.2.1.6.44 LA.A.2.2.1 LA.2.1.7.35 LA.A.2.2.1 LA.2.1.7.36 LA.A.2.2.1 LA.2.1.7.37 LA.2.3.4.48 LA.2.3.4.49 LA.2.3.4.2

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3





Name

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Read the story “Grandma’s Garden.” Then


Grandma’s Garden

Grace and Kevin went to visit their grandmother. They found her in the garden. She was next to the roses.

“The roses are beautiful,” said Grace.“They just started blooming last week,” said

Grandma. These have no scent, but they are my favorite flowers.”

Grace sniffed the flowers. There was no smell. Then Grandma showed them a rose bush with flowers that smelled sweet.

“Careful,” said Grandma. “The thorns are prickly.”

“Gardening seems dangerous,” joked Kevin.A big bag of broken shells was next to the

rose bushes. “What are these?” asked Grace.“They are mussels,” Grandma said.“I have muscles!” Kevin showed off his arms. “Not that kind, silly,” Grace corrected her

brother.“Mussels are sea creatures with hard shells,”

Grandma said. “Their crushed shells make a nice mulch.



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“What is mulch?” asked Kevin.“We spread it on the ground,” answered

Grandma. “It keeps the soil wet. It also keeps weeds from growing.”

“So mulch is good,” said Kevin, “and weeds are bad.”

“Right,” said Grandma. “You two really know your way around a garden!”



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on the story “Grandma’s Garden.”


These have no scent, but they are my

favorite fl owers.

In this sentence, the word scent means

a coin. c mailed.

b smell. d bought.


The thorns are prickly.

Which word means almost the SAME as prickly?

a soft c sharp

b short d gentle


“I have muscles!” Kevin showed off his arms.

In these sentences, the word muscles means

a part of the body.

b animals with hard shells.

c moves something heavy.

d makes something happen.


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4 What do the children do FIRST in the story?

a They look at the roses.

b They learn about mulch.

c They fi nd their grandmother.

d They talk about the broken shells.

5 What does Grandma show the children FIRST?

a some weeds c a pile of broken shells

b a rose with thorns d a rose that has no smell

In the story, Grandma shows the children around her garden. Tell what happens at the END of the story. Use details from the story in your answer.

6


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José wrote the story below. It is a first draft. It has

mistakes. Read the story to answer questions 7 and 8.

Ms. Whitten

1 I ride to school with Annie and James.2 They in my class. 3 Our teacher is Ms. Whitten. 4 She teaches second grade at Blue Mountain

School. 5 We our teacher a lot.

What do these mean?




1


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a They is in my class.

b They be in my class.

c They am in my class.

d They are in my class.


a We like our teacher a lot.

b We likes our teacher a lot.

c We liking our teacher a lot.

d We are liking our teacher a lot.



a Today, we read a book called the carrot seedthe carrot seed.

b Today, we read a book called The carrot seedThe carrot seed.

c Today, we read a book called The Carrot SeedThe Carrot Seed.


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the picture.

10 a knit

b knot

c knee

d knob

11 a risk

b wrist

c witch

d waist

12 a limb

b lamb

c lame

d lamp

STOP


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Percent Correct

Vocabulary Strategies: Homophones, 1, 3; context clues, 2 /3 %



Grammar: Pronoun-verb agreement, 7, 8; book titles, 9 /3 %

Phonics: Consonants /n/ kn; /r/wr; /m/mb, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.2.1.4.411 LA.2.1.4.412 LA.2.1.4.4




• Vocabulary Strategies• Reading Comprehension• Grammar, Mechanics, and Usage • Phonics

Name

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Read the article “A Walk on the Moon.” Then


A Walk on the Moon

No one really discovered the moon. It has been around for millions of years. The moon is very bright in the night sky. Sometimes the moon is visible during the day, too.

The moon is our closest neighbor in space. It is much closer to us than the stars. But it is still far away. Only a few people have been to the moon.

Neil Armstrong was the first person to leave a footprint on the moon. He was part of the Apollo 11 space mission. He and two other astronauts flew to the moon on this mission. Their spacecraft was called the Columbia. Michael Collins was the pilot. The third astronaut was Buzz Aldrin. Buzz Aldrin walked on the moon, too. Michael Collins stayed inside the Columbia.

The Columbia did not land on the moon. A lunar lander called the Eagle did that. The word lunar describes something that has to do with the moon.



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Neil Armstrong and Buzz Aldrin got in the Eagle. The Eagle took them to the surface of the moon. Armstrong got out first. He climbed down the ladder. He stepped on the moon. Aldrin joined him. They put up a flag. They found moon rocks. They made history.



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on the article “A Walk on the Moon.”


a lunar c spacecraft

b surface d moon rocks


a lost, found

b bright, night

c mission, moon

d found, discovered


Neil Armstrong was the fi rst person to leave

a footprint on the moon.

In this sentence, the compound word footprint means

a a drawing of a foot.

b to write on your foot.

c to write with your foot.

d the mark that a foot makes.


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4 Michael Collins, Buzz Aldrin, and Neil Armstrong are ALIKE because they

a were all astronauts. c were born in Texas.

b all rode in the Eagle. d walked on the moon.

5 Why are Neil Armstrong and Buzz Aldrin DIFFERENT from Michael Collins?

a They walked on the moon, but Collins did not.

b They rode in the Columbia, but Collins did not.

c They piloted the Columbia, but Collins did not.

d They were on the Apollo 11 mission space mission, but Collins was not.

Tell how the Eagle and the Columbia were ALIKE. Use information and details from the article in your answer.

6


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Read and answer questions 7– 9.

7 In which sentence below is the contraction written correctly?

a Shes cleaning the living room.

b She’s cleaning the living room.

c Shes’ cleaning the living room.


Dont put your science book on the washer.

What is the correct way to write the contraction in this sentence?

a Don’t

b Dont’

c ‘Dont’


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9 Read the sentences in the box.

You’re eating Chin’s sandwich. You should

eat your own.

Which word is a contraction from the sentences?

a your

b Chin’s

c You’re


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the picture.

10 a get

b gym

c gate

d great

11 a cape

b cage

c cane

d cake

12 a skirt

b swirl

c circle

d circus

STOP


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Percent Correct

Vocabulary Strategies: Compound words, 1, 3; synonyms, 2 /3 %



Grammar: Contractions, 7, 8; contractions and possessive pronouns, 9 /3 %

Phonics: Hard consonants/k/c, /g/g; soft consonants /s/c, /j/g, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.A.1.2.3 LA.2.1.6.73 LA.2.1.6.54 L.A.A.2.2.7 LA.2.1.7.55 L.A.A.2.2.7 LA.2.1.7.56 L.A.A.2.2.7 LA.2.1.7.57 LA.2.3.4.38 LA.2.3.4.39 LA.2.3.4.3

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



Name

Date




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Read the story “Wonderful Mother’s Day.”


Wonderful Mother’s Day

Jack and Ellie were making a special Mother’s Day breakfast for their mom. Their dad had helped them plan a menu of pancakes and eggs. They assembled everything on the counter: eggs, milk, flour, butter, and sugar.

“Are we forgetting something?” asked Jack.“No,” Ellie replied. The children watched as

Dad poured the eggs into a pan. When the eggs were cooked, Dad put them on a plate.

The family’s dog, Pinky, came into the kitchen with a ball in his mouth. Jack threw the ball down the hall. “Fetch!” said Jack. Pinky chased after the ball.

“I know I am forgetting something,” said Jack.

“Oh, no!” said Ellie. Pinky had his nose in the plate of eggs. The dog devoured the breakfast they had made.

“Sorry,” Pinky said. “Now I remember! I forgot to feed Pinky,”

said Jack.



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We cannot let Pinky ruin Mother’s Day,” said Ellie. “We need a new breakfast for Mom!” Ellie snapped her fingers. A beautiful breakfast appeared.

“Mom does not like us to leave the kitchen a mess,” said Jack. He clapped his hands. The dirty dishes were clean. Then Jack and Ellie went to surprise their mom.



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on the story “Wonderful Mother’s Day.”

1 Which of the following words from the story is an infl ected verb?

a special c something

b forgetting d breakfast


Their dad had helped them plan a menu of

pancakes and eggs.

Which word in the sentence means almost the SAME as menu ?

a a list of foods for a meal

b names of actors in a play

c names of players on a team

d a list of supplies for school


Pinky chased after the ball.

In this sentence, the word chased means

a did chase. c will chase.

b can chase. dmay chase.


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4 How is “Wonderful Mother’s Day” DIFFERENT from realistic fi ction?

a Jack plays with Pinky.

b Pinky says he is sorry.

c The children make breakfast.

d It takes place on Mother’s Day.

5 Which part of the story is realistic?

a Jack forgets to feed Pinky.

b Pinky speaks to Jack and Ellie.

c Jack claps his hands to clean the dishes.

d Ellie snaps her fingers to make a new breakfast.

In the story, things happen that are not realistic. Write a DIFFERENT ending for the story that is realistic. Use details from the story in your answer.

6


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7 Which word is an adjective?

a pan

b cook

c warm


Jan wore her brown belt to the party.

Which word from the sentence is an adjective?

a belt

b party

c brown


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a Peter had eggs toast and juice for breakfast.

b Peter had, eggs toast and juice for breakfast.

c Peter had eggs, toast, and juice for breakfast.


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the picture.

10 a bring

b brick

c break

d bridge

11 a paw

b pear

c pace

d page

12 a spun

b spoon

c spring

d sponge

STOP


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Percent Correct

Vocabulary Strategies: Inflected verbs, 1, 3; context clues, 2 /3 %

Reading Comprehension: Compare and contrast: fantasy and reality, 4, 5 /2 %

Short response: Compare and contrast: fantasy and reality, 6 /2 %

Grammar: Adjectives, 7, 8; using commas in a series, 9 /3 %

Phonics: Endings: -dge, -ge, -nge, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.A.1.2.3 LA.2.1.6.33 LA.2.1.6.54 LA.A.2.2.7 LA.2.1.7.55 LA.A.2.2.7 LA.2.1.7.56 LA.A.2.2.7 LA.2.1.7.57 LA.2.3.4.48 LA.2.3.4.49 LA.2.3.4.3

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3





Name

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Read the article “Eric Carle.” Then answer

Numbers 1 to 6.

Eric Carle

Eric Carle writes books for children. He also creates the pictures. He chooses not to write books about glamorous princesses and castles. Instead, many of his books are about animals and insects that are familiar to children. Carle’s books are very popular. They are often given as gifts for special occasions.

Carle was born in the United States. Then his family moved to Germany. Carle went to art school there. But he still had happy memories of the United States. He wanted to go back. And he did.

Carle was an adult when he returned to the United States. He got a job creating art for a newspaper. A children’s book writer saw one of his pictures. The picture was of a lobster. The writer wanted Carle to do the pictures for one of his books. Later on, Carle did the pictures for other books. Then he wrote his own stories.



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Carle’s art looks different from the pictures in other children’s books. He uses hand-painted paper. Then he cuts up the paper. He puts the pieces on top of each other. This is called collage.

Eric Carle has a wonderful imagination. Both children and adults love his books.


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on the article “Eric Carle.”

1 Read these sentences from the article.

But he still had happy memories of the United

States. He wanted to go back.

In this sentence, the word memories means

a things that he wants.

b things that he forgets.

c things that he ignores.

d things that he remembers.


Eric Carle had a wonderful imagination.

The Latin root imag means “likeness or picture.” In this sentence, the word imagination means

a Carle can form pictures in his mind.

b Carle can color pictures with crayons.

c Carle can take pictures with a camera.

d Carle can send pictures to someone else.

3 Which word has the Latin root imag ?

a puma c magazine

b magic d imaginary


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4 The writer probably wanted Eric Carle to make the pictures for his book because

a he liked Carle’s lobster picture.

b they had been friends for a long time.

c he had heard about the lobster picture.

d Eric Carle had drawn pictures for other books.

5 Eric Carle probably moved back to the United States because

a he did not have friends in Germany.

b he could not write books in Germany.

c his parents wanted him to leave Germany.

d he had good memories of the United States.

Why do so many people enjoy Eric Carle’s books? Use details from the article in your answer.

6


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Patrick wrote the story below. It is a first draft.

Read the story to answer questions 7– 8.

My Friend, Ricardo

1 Ricardo is my friend. 2 He lives in apartment.

3 He has two sisters and two brothers. 4 His mom

works in an building near our school. 5 I know

everybody in Ricardo’s family. 6 They are very nice.

What do these mean?




1


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a He lives in a apartment.

b He lives inan apartment.

c He lives in an apartment.

d He lives in and apartment.


a His mom works in building near our school.

b His mom works in a building near our school.

c His mom works in and building near our school.

d His mom works in nan building near our school.



a louis lives in a small town in florida.

b Louis lives in a small town in florida.

c Louis lives in a small town in Florida.


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the picture.

10 a car

b cap

c core

d care

11 a hire

b here

c hare

d hear

12 a chart

b chair

c cheer

d chain

STOP


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Percent Correct

Vocabulary Strategies: Context clues, 1; Greek and Latin roots, 2, 3 /3 %

Reading Comprehension: Main idea and details: draw conclusions, 4, 5 /2 %

Short response: Main idea and details: draw conclusions, 6 /2 %

Grammar: Use of the articles a and an, 7, 8; capitalization of proper nouns, 9 /3 %

Phonics: R-controlled vowels /är/ar;/âr/are, air, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.2.1.6.32 LA.A.1.2.3 LA.2.1.6.63 LA.A.1.2.3 LA.2.1.6.64 L.A.A.2.2.1 LA.2.1.7.35 L.A.A.2.2.1 LA.2.1.7.36 L.A.A.2.2.1 LA.2.1.7.37 LA.2.3.4.48 LA.2.3.4.49 LA.2.3.4.2

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



Name

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Read the article “A Field Trip to an Art

Museum.” Then answer Numbers 1 to 6.

A Field Trip to an Art Museum

Field trips are nice. Going to an art museum is a pleasant field trip. There are paintings. There are sculptures. There are beautiful objects to see.

Some museums are very big. They have many rooms. It is impossible for a class to see everything in one visit.

You can see real treasures at an art museum. Some of these treasures are very old. Some are from other places in the world.

Egypt is a country in Africa. People who lived in ancient Egypt made art using gold and jewels. Some of this art was buried with people after they died. Now some of these treasures are in museums. You can see these treasures for yourself.

Art can show what people feel is important in life. Even a simple drawing made with paper and ink can be a treasure if the artist has talent.



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You can watch other people at a museum, too. People like different kinds of art. Some people will look at one piece of art for a very long time. Others will spend time looking at different things. There are many ways to enjoy the museum.



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Student Name


on the article “A Field Trip to an Art Museum.”


a nice, pleasant c ancient, simple

b big, beautiful d different, enjoy


Even a simple drawing made with paper and

ink can be a treasure if the artist has talent.

In this sentence, the word drawing means

a picture. c going.

b pulling. d contest.


You can watch other people at a museum, too.

In this sentence, the word watch means

a guard.

b care for.

c look at.

d small wrist clock.


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4 Why did the author write “A Field Trip to the Museum?”

a to tell a story about a field trip

b so readers will want to visit Egypt

c to teach readers about art museums

d to persuade readers to become artists

5 Why does the author give details about different ways people enjoy art museums?

a to teach about different kinds of art

b to show how many people visit art museums

c so readers know where to find an art museum

d to help readers find ways to enjoy art museums

Why does the author include details about things that can be found in art museums? Be sure to include examples from the article in your answer.

6


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Student Name

Read the story “Nina.” Choose the words that


Nina

Paul was the (7) runner in his class last year. Nina went to a different school last year. Now she goes to Paul’s school. She is in Paul’s class. Nina runs (8) than anyone, even Paul.


a fast

b faster

c fastest


a fast

b faster

c fastest


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a Today is Luke’s birthday.

b Today is Lukes’ birthday.

c Today is Lukes’s birthday.


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Student Name


the picture.

10 a port

b perch

c porch

d perfect

11 a dare

b desk

c deer

d door

12 a tea

b tire

c tear

d tree

STOP


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Percent Correct

Vocabulary Strategies: Context clues, 1; multiple-meaning words, 2, 3 /3 %

Reading Comprehension: Author’s purpose, 4, 5 /2 %

Short response: Author’s purpose, 6 /2 %

Grammar: Adjectives that compare, 7, 8; apostrophes, 9 /3 %

Phonics: R-controlled vowels /ŭr/er, / ĭr/eer, ear, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



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Read the article “Garrett Morgan (1877–1963).”


Garrett Morgan (1877–1963)

Garrett Morgan was born in 1877. His parents had been slaves. Morgan grew up on his family’s farm. Then he moved to a city. He learned to fix things. Then he started his own business. He also invented things.

Morgan invented a gas mask. He called it a safety hood. It allowed people to breathe when there was a lot of smoke in the air. At the time, there were not many products like his gas mask. He thought it would help firefighters do their job.

In 1916, Morgan used his invention. Workers were building a tunnel. There was a powerful explosion underground. There was a lot of smoke. The helpless workers were trapped. Morgan used his gas mask to help save some of them. The city gave him a medal. The army bought Morgan’s design. Soldiers used the masks during World War 1.



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Morgan also invented a traffic signal. This instrument told people when to stop and when to go. Morgan got the idea for his design after he saw a traffic accident. A car crashed into a carriage. The driver of the car was hurt. The horse was hurt, too. Morgan’s traffic signal made city streets safer.



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Student Name


on the article “Garrett Morgan (1877–1963).”


There was a powerful explosion underground.

In this sentence, the word powerful means

a without power.

b with great power.

c a person who has power.

d more than one kind of power.


The helpless workers were trapped.

In this sentence, the word helpless means

a needing help.

b giving a lot of help.

c a person who helps.

d more than one kind of help.


a farm, city c design, plan

b mask, smoke d medal, signal


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4 How were the gas mask and traffi c signal ALIKE?

a Both helped people breathe.

b Both were called safety hoods.

c Both helped keep people safe.

d Both stopped traffi c accidents.

5 How was life probably DIFFERENT after traffi c signals were invented?

a There were not as many cars.

b There were not as many streets.

c There were not as many carriages.

d There were not as many accidents.

In the article, two of Garrett Morgan’s inventions are described. Use details from the article to explain how they were ALIKE and how they were DIFFERENT.

6


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Student Name


7 In which sentence below is the adverb

written correctly?

a Abdul gets dressed quick.

b Abdul gets dressed quickly.

c Abdul gets dressed quicklier.


His father drives the new car slowly.

Which word below is an adverb fromthe sentence?

a new

b drives

c slowly


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a My family and I are going to canada in June.

b My family and I are going to Canada in June.

c My Family and I are going to Canada in June.


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Student Name


the picture.

10 a oil

b oar

c oat

d oak

11 a stare

b store

c story

d storm

12 a fort

b foot

c fork

d form

STOP


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Percent Correct

Vocabulary Strategies: Suffixes, 1, 2; synonyms, 3 /3 %



Grammar: Adverbs, 7, 8; capitalization, 9 /3 %

Phonics: R-controlled vowel/ŏr/or, ore, oar, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.2.1.6.52 LA.2.1.6.53 LA.A.1.2.3 LA.2.1.6.74 L.A.A.2.2.7 LA.2.1.7.55 L.A.A.2.2.7 LA.2.1.7.56 L.A.A.2.2.7 LA.2.1.7.57 LA.2.3.4.48 LA.2.3.4.49 LA.2.3.4.2

10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



Name

Date




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Read the story “A Mexican Market.” Then


A Mexican Market

Roberto lived in the United States. His grandparents lived in Mexico. Roberto liked to visit them. He loved going to the outdoor market that happened there every week.

On the morning of market day, he woke up in his grandparents’ house. He saw dark clouds in the sky. His heart fell. He frowned as he went downstairs.

“What is wrong, Roberto?” his grandmother asked him.

“Can we go to the market if it rains?” Roberto asked.

“The rain will not stop the market,” she said. “The vendors set up small tents around what they sell.”

Roberto and his grandmother walked to the market square. Everyone in the village had come there. There was a lot to see and buy. There were different kinds of fruit. There were shirts and pants. The market had everything.

Then Roberto saw a special action figure. It was a goalie. As the goalie on his soccer team, Roberto tried to keep the other team from



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scoring. He liked the action figure. Roberto had a collection of action figures at home.

“I want to buy that!” Roberto exclaimed. He asked the seller, “How much is it?”

“Ten pesos,” the man said. Roberto gave the vendor ten pesos. Then

Roberto ran to show his grandmother what he had found.



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on the story “A Mexican Market.”


“The vendors set up small tents around what

they sell.”

The word vendors means people who

a sell things. c carry things.

b buy things. d invent things.


As the goalie on his soccer team, Roberto

tried to keep the other team from scoring.

The word goalie means the player who

a runs fastest. c protects the goal.

b jumps highest. d scores most points.


Roberto had a collection of action fi gures

at home.

The word collection means a group of things that

a are big. c are small.

b are alike. d are different.


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4 Roberto is DIFFERENT from his grandparents because he

a likes to go to the market, but they do not.

b is glad it is raining, but they do not like rain.

c goes to the market, and they wait at home.

d lives in the United States and they live in Mexico.

5 How is this day DIFFERENT from days when Roberto has visited the market in the past?

a The market is closed.

b People sell food, clothing, and toys.

c Roberto does not want to visit the market.

d Dark clouds make Roberto think it might rain.

The story happens in two places. Use detailsfrom the story to tell about the two settings .

6


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Student Name

Emma wrote the story below. It is a first draft.

Read the story to answer questions 7 and 8.

The Costume Party

1 Shannon and I went to a costume party.

2 The party was very crowded. 3 I have never

seen so many people in one place! 4 I wore a fake

beard to the party. 5 Shannon dressed as a football

player.

What do these mean?



1


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7 Which word below is a synonym for crowded in sentence 2 ?

a hot

b cold

c near

d busy

8 Which word below is an antonym for fake in sentence 4 ?

a real

b long

c false

d black



a Where does your dog like to bury things,

b Where does your dog like to bury things.

c Where does your dog like to bury things?


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the picture.

10 a fair

b fi re

c four

d fear

11 a fl ier

b fl are

c fl oor

d fl ower

12 a wire

b wore

c wear

d wider

STOP


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Percent Correct

Vocabulary Strategies: Syntactic and semantic clues, 1, 2, 3 /3 %

Reading Comprehension: Plot development: character, setting, 4, 5 /2 %

Short response: Plot development: character, setting, 6 /2 %

Grammar: Synonyms and antonyms, 7, 8; sentence punctuation, 9 /3 %

Phonics: R-controlled vowel/īr/ire, ier, 10, 11, 12 /3 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.2.1.4.311 LA.2.1.4.312 LA.2.1.4.3



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Week 3

1. D 2. C 3. D 4. C 5. B

Week 2

1. D 2. A 3. B 4. D 5. D

Week 1

1. C 2. C 3. B 4. B 5. D

6. Top-Score Response: Firefighters’ helmets and boots protect them from things falling on them in a fire. Their boots also keep their feet dry. They also wear hoods under their helmets to protect their ears. Their jackets protect them from the fire’s heat.

7. B

6. Top-Score Response: Frida’s biggest problem is that Gina is sick and is not going to camp. Frida has no one to sit with on the camp bus. So Frida is a little bit lonely until Elaine sits with her.

7. A

6. Top-Score Response: Some children don’t know what the guinea pig is. They want to hold it. Everyone is excited, because having a pet in class is unusual.

7. A 8. B

Unit 1

Answer Keys

9. B 10. C 11. D 12. A

8. C 9. B 10. B 11. C 12. C

8. A 9. A 10. B 11. D 12. C


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Week 4

1. D 2. D 3. B 4. A 5. A

6. Top-Score Response: Helen’s teacher, Anne Sullivan, let her touch things, such as water from the well. Then, Anne Sullivan used sign language to spell words in Helen’s hands. Soon, Helen learned to use sign language to spell words for herself.

7. C

Week 5

1. A 2. A 3. C 4. C 5. A

6. Top-Score Response: Sunny will probably like having rice in her lunch, because now she knows she likes eating it. Also, she knows it was her grandmother’s favorite, and a lot of her friends like eating it, too.

7. C

8. C 9. B 10. A 11. C 12. C

8. D 9. B 10. A 11. C 12. B


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Week 3

1. A 2. B 3. A 4. D 5. D

8. C 9. A 10. A 11. B 12. D

6. Top-Score Response: First, the doctor takes an x-ray. The doctor looks at the X-ray. This tells her if the bone is really broken. Then, if it is, she puts a cast on it. The cast protects the bone while it heals.

7. C

Week 2

1. A 2. D 3. D 4. D 5. A

9. C 10. C 11. C 12. C

6. Top-Score Response: A wildlife expert looks at the whale to see if it is okay. Then workers keep the whale wet. They try to get the whale back into the ocean.

7. B 8. B

Unit 2Week 1

1. B 2. D 3. A 4. B 5. D

9. C 10. B 11. C 12. D

6. Top-Score Response: Joe is sad because he is going on vacation and he will miss caring for his plants while he is gone. He is also sad because he will not see the flowers.

7. C 8. A


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Week 4

1. C 2. C 3. A 4. D 5. D

9. B 10. C 11. B 12. A

6. Top-Score Response: The baby deer has spots to help it hide from dangerous animals. As it grows up, its spots disappear because it has long, strong legs and can run away from danger.

7. A 8. B

Week 5

1. D 2. B 3. A 4. A 5. B

8. A 9. C 10. D 11. C 12. B

6. Top-Score Response: The coach wants to see all the children play basketball. She wants to see them bounce the ball and throw it, and even play in a game. Then she will decide who should be on the basketball team.

7. C


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Week 3

1. B 2. A 3. A 4. D 5. D

10. C 11. A 12. D

6. Top-Score Response: It is mainly about different ideas people have about why the dinosaurs died.

7. B 8. C 9. A

Unit 3

Week 2

1. B 2. B 3. B 4. C 5. A

9. C 10. D 11. D 12. D

6. Top-Score Response: A lifeguard is watching over swimmers. Two girls are about to swim together in the ocean. Nathan’s mom is putting sun block on him.

7. A 8. B

Week 1

1. D 2. D 3. D 4. C 5. A

9. B 10. A 11. B 12. C

6. Top-Score Response: Joy is unhappy at first because she thinks the storyteller should wear a costume. She changes her mind because the story is so interesting.

7. B 8. C


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Week 4

1. B 2. D 3. A 4. B 5. D

10. D 11. B 12. D

6. Top-Score Response: The article is about all the work and fun that happens when a class puts on a school play.

7. A 8. B 9. C

Week 5

1. D 2. B 3. D 4. A 5. D

9. C 10. C 11. B 12. C

6. Top-Score Response: The animals tell him they are hungry by doing different things. The horses bump their noses against the bucket. The pigs make noises. The chickens scratch.

7. B 8. C


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Week 2

1. D 2. D 3. C 4. B 5. A

9. C 10. A 11. A 12. B

6. Top-Score Response: Alex does not see animals because it is too cold for them in winter. Some of the animals bury themselves in mud, where Alex cannot see them.

7. B 8. C

Week 1

1. A 2. C 3. B 4. D 5. D

10. A 11. C 12. B

6. Top-Score Response: It’s easier to bathe a dog outside and it’s not a problem if the dog makes a mess.

7. A 8. B 9. C

Week 3

1. B 2. A 3. D 4. D 5. A

10. C 11. D 12. B

6. Top-Score Response: The air would smell fresh and oceans would be clear and pure if people kept the Earth clean.

7. B 8. A 9. B


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Week 4

1. A 2. D 3. D 4. C 5. C

9. C 10. D 11. D 12. D

6. Top-Score Response: If I saw a tornado, I would go inside the house and stay away from windows. That is the safest place to be.

7. B 8. A

Week 5

1. A 2. D 3. A 4. B 5. D

9. C 10. D 11. D 12. C

6. Top-Score Response: Kevin feels sad because he wants to keep the cat but his mother says they have to take it to the animal shelter.

7. B 8. C


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Week 2

1. D 2. D 3. C 4. D 5. D

9. A 10. C 11. A 12. B

6. Top-Score Response: Carlos stands backstage and says Paul’s lines from there. That meant that the play could go on, but that Carlos would not have to speak in front of anyone.

7. A 8. A

Week 1

1. D 2. B 3. C 4. C 5. D

10. B 11. D 12. C

6. Top-Score Response: The author includes details about rattlesnakes to help readers stay safe in the park.

7. A 8. A 9. B

Week 3

1. B 2. C 3. D 4. C 5. B

9. A 10. D 11. B 12. B

6. Top-Score Response: This article is mostly about the great explorer James Cook and his voyages. It tells about the many places he went to, like Australia and the South Pole.

7. A 8. B


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Week 4

1. B 2. C 3. A 4. C 5. D

9. C 10. D 11. B 12. B

6. Top-Score Response: At the end of the story, the children tell what they have learned and Grandma tells them they really know their way around a garden.

7. D 8. A

Week 5

1. C 2. D 3. D 4. A 5. A

9. C 10. C 11. B 12. D

6. Top-Score Response: The Columbia and the Eagle were both spacecraft that were part of the Apollo 11 space mission to the moon.

7. B 8. A


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Week 2

1. D 2. A 3. D 4. A 5. D

9. C 10. A 11. C 12. B

6. Top-Score Response: People probably enjoy Carle’s books because the pictures are so special. Carle uses hand-painted paper to make collages.

7. C 8. B

Week 1

1. B 2. A 3. A 4. B 5. A

8. C 9. C 10. D 11. D 12. D

6. Top-Score Response: “We need a new breakfast for Mom!” Ellie said. Quickly, Ellie and Jack make more eggs. This time, they make sure Pinky cannot get them. Then Ellie and Jack go upstairs to surprise their mom.

7. C


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Week 4

1. B 2. A 3. C 4. C 5. D

8. C 9. B 10. B 11. B 12. C

6. Top-Score Response: The safety hood and the traffic signal were both invented by Garrett Morgan. They’re different because one helps people breathe and the other tells drivers when to stop and when to go.

7. B

Week 3

1. A 2. A 3. C 4. C 5. D

9. A 10. B 11. C 12. C

6. Top-Score Response: The author wanted people to know what to expect at the art museum, such as treasures from Egypt or drawings.

7. C 8. B


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1. A 2. C 3. B 4. D 5. D

9. C 10. B 11. A 12. A

6. Top-Score Response: The story starts in Roberto’s grandparents’ house. Then, the setting changes to an outdoor market where people sell things.

7. D 8. A


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FCAT Reading Assessed Benchmarks

Grades 3–5Grade 2 Sunshine State Standards

LA.A.1.2.3 Uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

LA.2.1.6.3 use context clues to determine the meaning of unfamiliar wordsLA.2.1.6.6 identify base (root) words and common prefixes to determine the meaning of prefixed wordsLA.2.1.6.7 identify antonyms, synonyms, and homophonesLA.2.1.6.8 determine the correct meanings of words with multiple meanings (e.g., mine) in context

LA.A.2.2.1 Reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.

LA.2.1.7.3 summarize information in text, including but not limited to main idea, supporting details, and connections between textsLA.2.2.2.2 use explicitly stated information to answer a questionL.A.2.1.7.5 identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text

LA.A.2.2.2 Identifies the author’s purpose in a simple text. (Includes LA.A.2.2.3 Recognizes when a text is primarily intended to persuade.)

LA.2.1.7.2 determine the author’s purpose in text and asks clarifying questions (e.g., why, how) if meaning is unclear

LA.A.2.2.7 Recognizes the use of comparison and contrast in a text.

L.A.2.1.7.5 identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text

LA.A.2.2.8 Selects and uses a variety of appropriate reference materials, including multiple representations of information such as maps, charts, and photos, to gather information for research projects. (Includes LA.A.2.2.5 Reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.)

LA.2.1.7.1 identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for readingLA.2.2.2.1 recognize and understand the purpose of text features (e.g., simple table of contents, glossary, charts, diagrams, illustrations)

LA.E.1.2.2 Understands the development of plot and how conflicts are resolved in a story.

LA.2.2.1.2 identify and explain the elements of story structure, including setting, plot, character, problem, and resolution in a variety of fiction

LA.E.1.2.3 Knows the similarities and differences among the characters, settings, and events presented in various texts.

LA.2.1.7.7 compare and contrast characters and settings in one text

LA.E.2.2.1 Recognizes cause-and-effect relationships in literary texts. [Applies to fiction, nonfiction, poetry, and drama.]

LA.2.1.7.4 identify cause-and-effect relationships in text


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New Sunshine State StandardsGrade 2 Reading and Language Arts

GRADE 2: Reading Process

Phonics/Word Analysis

Standard: The student demonstrates knowledge of the alphabetic principle and applies

grade level phonics skills to read text.

The student will:

LA.2.1.4.1 use knowledge of spelling patterns (e.g., vowel diphthongs, difficult word families);

LA.2.1.4.2 apply knowledge of spelling patterns to identify syllables;

LA.2.1.4.3 decode phonetically regular one-syllable and multi-syllable words in isolation and in context;

LA.2.1.4.4 identify irregularly spelled words (e.g., laugh) and words with special vowel spellings (e.g., bread);

LA.2.1.4.5 recognize high frequency words;

LA.2.1.4.6 recognize common abbreviations;

LA.2.1.4.7 recognize and correctly use regular and irregular plurals; and

LA.2.1.4.8 use self-correction when subsequent reading indicates an earlier misreading.

Fluency

Standard: The student demonstrates the ability to read grade level text orally with

accuracy, appropriate rate, and expression.

The student will:

LA.2.1.5.1 apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context;

LA.2.1.5.2 identify high frequency phonetically irregular words in context; and

LA.2.1.5.3 adjust reading rate based on purpose, text difficulty, form, and style.


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Vocabulary Development

Standard: The student uses multiple strategies to develop grade

appropriate vocabulary.

The student will:

LA.2.1.6.1 use new vocabulary that is introduced and taught directly;

LA.2.1.6.2 listen to, read, and discuss familiar and conceptually challenging text;

LA.2.1.6.3 use context clues to determine meanings of unfamiliar words;

LA.2.1.6.4 categorize key vocabulary and identify salient features;

LA.2.1.6.5 relate new vocabulary to familiar words;

LA.2.1.6.6 identify base (root) words and common prefixes to determine the meanings of prefixed words;

LA.2.1.6.7 identify antonyms, synonyms, and homophones;

LA.2.1.6.8 determine the correct meaning of words with multiple meanings (e.g., mine) in context; and

LA.2.1.6.9 determine meanings of unfamiliar words by using a dictionary and digital tools.

Reading Comprehension

Standard: The student uses a variety of strategies to comprehend grade

level text.

The student will:

LA.2.1.7.1 identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading;

LA.2.1.7.2 determines the author’s purpose in text and asks clarifying questions (e.g., why, how) if meaning is unclear;

LA.2.1.7.3 summarize information in text, including but not limited to main idea, supporting details, and connections between texts;

LA.2.1.7.4 identify cause-and-effect relationships in text;

LA.2.1.7.5 identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text;

LA.2.1.7.6 identify themes or topics across a variety of fiction and non-fiction selections;

LA.2.1.7.7 compare and contrast characters and settings in one text; and

LA.2.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.


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Fiction

Standard: The student identifies, analyzes, and applies knowledge of

the elements of a variety of fiction and literary texts to develop a

thoughtful response to a literary selection.

The student will:

LA.2.2.1.1 identify the basic characteristics of a variety of literary forms (e.g., fables, stories, fiction, poetry, folktales, legends) and how they are alike and different;

LA.2.2.1.2 identify and describe the elements of story structure, including setting, plot, character, problem, and resolution in a variety of fiction;

LA.2.2.1.3 identify ways an author makes language choices in poetry that appeal to the senses, create imagery, and suggest mood;

LA.2.2.1.4 identify an author’s theme, and use details from the text to explain how the author developed that theme;

LA.2.2.1.5 respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts);

LA.2.2.1.6 write a book report identifying character(s), setting, and sequence of events;

LA.2.2.1.7 identify and explain an author’s use of descriptive and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects; and

LA.2.2.1.8 select a balance of age- and ability-appropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on interest and teacher recommendations, to continue building a core foundation of knowledge.


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Non-Fiction

Standard: The student identifies, analyzes, and applies knowledge the

elements of a variety of non-fiction, informational, expository texts to

demonstrate an understanding of information presented.

The student will:

LA.2.2.2.1 recognize and understand the purpose of text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, illustrations)

LA.2.2.2.2 use explicitly stated information to answer a question;

LA.2.2.2.3 distinguish among a variety of text (e.g., reference, practical/functional); and

LA.2.2.2.4 select a balance of age- and ability-appropriate non-fiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based on interest and teacher recommendations, to continue building a core foundation of knowledge.

Pre-Writing

Standard: The student will use prewriting strategies to generate ideas

and formulate a plan.

The student will prewrite by:

LA.2.3.1.1 generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities);

LA.2.3.1.2 determines the purpose (e.g., to entertain, to inform, to communicate) and the intended audience of a writing piece; and

LA.2.3.1.3 making a plan for writing that includes the main idea, the purpose (e.g., to entertain, to inform, to communicate).


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Standard: The student will write a draft appropriate to the topic,

audience, and purpose.

The student will draft writing by:

LA.2.3.2.1 maintaining focus on a single idea and developing supporting details; and

LA.2.3.2.2 organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience.

Revising

Standard: The student will revise and refine the draft for clarity and

effectiveness.

The student will revise by:

LA.2.3.3.1 evaluating the draft for logical thinking and consistent point of view (first or third person) appropriate for the purpose and audience;

LA.2.3.3.2 creating clarity by combining related simple sentences and sequencing new ideas into paragraphs;

LA.2.3.3.3 creating interest by incorporating descriptive words and supporting details, such as sensory language; and

LA.2.3.3.4 evaluating the composition, with the assistance of teacher, peer, checklist, or rubric.


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Editing for Language Conventions

Standard: The student will edit and correct the draft for standard

language conventions.

The student will correctly use:

LA.2.3.4.1 conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new words;

LA.2.3.4.2 capitalization, including initial word in a sentence, the pronoun “I,” and proper names;

LA.2.3.4.3 commas in dates, items in a series, greetings and closings of letters, and compound sentences, colons to punctuate time, and apostrophes to correctly punctuate contractions;

LA.2.3.4.4 nouns, verbs, personal pronouns, adjectives and adverbs, singular possessive pronouns (e.g., my/mine, his/her, hers);

LA.2.3.4.5 subject/verb and noun/pronoun agreement in simple and compound sentences;

LA.2.3.4.6 end punctuation for compound sentences, statements, questions, and exclamations.

Publishing

Standard: The student will write a final product for audience.

LA.2.3.5.1 The student will produce, illustrate, and share a variety of compositions.

Grade 2: Writing Applications

Creative

Standard: The student develops and demonstrates creative writing

The student will:

LA.2.4.1.1 write narratives based on real or imagined events that include a main sequence of events and descriptive details; and

LA.2.4.1.2 compose simple stories, poems, riddles, rhymes, or song lyrics.


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Standard: The student develops and demonstrates technical writing

that provides information related to real-world tasks.

The student will:

LA.2.4.2.1 write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions,graphs/tables);

LA.2.4.2.2 record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic;

LA.2.4.2.3 write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information;

LA.2.4.2.4 write communications, including friendly letters and thank-you notes; and

LA.2.4.2.5 write simple directions to familiar locations using “left and right,” and create a map that matches the directions.

Persuasive

Standard: The student develops and demonstrates persuasive writing

that is used for the purpose of influencing the reader.

LA.2.4.4.1 The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them.

Grade 2: Communication

Penmanship

Standard: The student engages in the writing process and writes to

communicate ideas and experiences.

LA.2.5.1.1 The student will demonstrate legible printing skills.


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Listening and Speaking

Standard: The student effectively applies listening and speaking

strategies.

The student will:

LA.2.5.2.1 interpret information presented and seek clarification when needed;

LA.2.5.2.2 begin to use language appropriate for different occasions, audiences, and topics;

LA.2.5.2.3 use increasingly complex language patterns and sentence structure when communicating; and

LA.2.5.2.4 listen politely to oral presentations by classmates.

Grade 2: Information and Media Literacy

Informational Text

Standard: The student comprehends the wide array of informational

text that is part of our day to day experiences.

LA.2.6.1.1 The student will read informational text (e.g., directions, graphs, charts, signs, captions) to follow multi-step instructions, answer literal questions, perform tasks, learn tasks, and sequentially carry out the steps of a procedure.

Research Process

Standard: The student uses a systematic process for the collection,

processing, and presentation of information.

The student will:

LA.2.6.2.1 generate research questions by brainstorming, identify key words, group related ideas, and select appropriate resources (e.g., atlases, non-fiction books, dictionaries, digital references);

LA.2.6.2.2 select and use a variety of appropriate reference materials to gather information and locate information using alphabetical order;

LA.2.6.2.3 analyze and select appropriate facts and communicate information in a simple report that includes, a title, a main, and supporting details; and

LA.2.6.2.4 record the authors and titles of works.


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Standard: The student develops and demonstrates an understanding of

media literacy as a life skill that is integral to informed decision making.

The student will:

LA.2.6.3.1 recognize that nonprint media affect thoughts and feelings (e.g., graphics, music, digital video); and

LA.2.6.3.2 identify types of mass communication (e.g., film, newspapers, radio, digital technology).

Technology

Standard: The student develops the essential technology skills for using

and understanding conventional and current tools, materials and

processes.

The student will:

LA.2.6.4.1 use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations); and

LA.2.6.4.2 use digital resources (e.g., writing tools, digital cameras, drawing tools) to present and publish thoughts, ideas, and stories.


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Rubric for Short-Response QuestionsScore Description

2The student’s response demonstrates a thorough understanding of the comprehension skills needed to answer the question. Details and examples are used to support the answer and clearly come from the text.

1The student’s response demonstrates a partial understanding of the comprehension skills needed to answer the question. Some of the support and important details and/or examples are too general or are left out.

0The student’s response demonstrates a complete lack of understanding of the question or the student has left the answer blank.


format weekly assessmentachievement tests (fcat) in grade 3. the test includes questions that cover...

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