standard 2: reading comprehension -...

Department of Education

English Program

CONTRIBUTING EDUCATORSMarivel Arroyo

Yauco English Supervisor

Sandra BlondetPonce III English Supervisor

Jo - Ann FeblesJuana Diaz English Supervisor

Tulidania GonzalezGuayanilla English Supervisor

Ivelisse LeónPonce II English Supervisor

Dr. Iris LugoPonce I English Supervisor

Carmen MartínezSanta Isabel English Supervisor

Lina Pérez Adjuntas English Supervisor

Pat RiosPeñuelas English Supervisor

Inés RosadoGuanica English Supervisor

Olga HernandezSanta Isabel English Teacher

Prof. Iviana DelgadoPonce I English Teacher

Barbara González CamachoGuánica English Teacher

Prof. Olga HernándezSanta Isabel English Teacher

Brenda E. Serrano SantosGuánica English Teacher

EDITORS 2007

Dr. Evelyn VeguillaEnglish Program Director

Prof. Alvin RíosJayuya English Supervisor

Prof. Luz Selenia GarcíaVillaba English Supervisor

Prof. Aidita Vélez OrtizCidra English Supervisor

Prof. María V. MartínezBayamón I English Supervisor

Luz Magali Ramos MatosNaguabo English Supervisor

Patricia Nieves SánchezCaguas II English Supervisor

PRCS Revision 2014

Beatriz Philpott PérezEnglish Program Director

Ivette Luciano Carlo Aguadilla School District Facilitator

Tanya Isis Ayala Rivera, Ed. DcSan Juan II School District Facilitator

Nilsa Ortiz MolinaOrocovis School District Facilitator

Guillermo Rodríguez VázquezGuaynabo School District Facilitator

Reynaldo Cruz NuñezManatí School District Facilitator

Daisy Hernández GonzalézManatí School District Facilitator

Angela Massi OyolaLas Piedras School District Facilitator

Pino Gomez ClaudioGurabo School District Facilitator

Eneida Rivera Colón, Ed. DBarranquitas School District Facilitator

Jovita Flores PalosCorozal School District Facilitator

Nydia Lugo DupreyBayamón School District Facilitator

Jazmín Torres RiveraBayamón School District Facilitator

Lou Ann Rodríguez Rosado Toa Baja School District Facilitator

Marta Davíla Pérez, Ed. DGurabo School District Facilitator

Part I LISTENING

2.L.1.C Listen and respond to increasingly complex instructions, commands, and directions.

2.L.1.F Discriminate and identify sounds.

A. Instructions. Listen to the teacher. Look at the pictures. Select the picture that best describes what the teacher is saying.

Example:

1.

2.

4

3.

4.

5.

B. Instructions. Listen to the teacher read the words. Select the beginning sound of the word you hear.

Example:

d b m

5

6.

s z k

7.

t m c

8.

m l n

9.

p b g

10.

v f B

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Part II SPEAKING

S.2.5 Describe personal experiences, using extended vocabulary.

The teacher will ask the student to talk about a previous experience (a trip to the zoo, farm, another town or country, vacation, hobby, etc.) for a brief period of time (1 minute) by asking questions related to topic.

Score: 5 4 3 2 1

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2nd Grade Pre/Post Answer KeyListening

Part I. AExample: __C__I like to play with my teddy bear. 1. __B__ Today is a sunny day.2. __A__ Carly likes to fly paper airplanes.3. __C__ I love to read.4. __B__ I brush my teeth every morning.5. __B__ Let’s plant some flowers in the garden.

B. Example: __B__ ball.

6. __s__ sun7. __c__ cat8. __n__ nest9. __p__ pig10.__f__ fan

SpeakingPart II. ______________

Rubric:Speaks fluently, correctly, and appropriately to express feelings and personal experiences. Has extensive vocabulary. Speaks in complete sentences.

Speaks clearly and appropriately to express feelings and personal experiences. Has varied vocabulary.

Is able to communicate feelings and personal experience with some limitations. Has basic vocabulary.

Has difficulty expressing feelings and personal experiences. Has limited vocabulary.

Has many limitations and difficulty in expressing feelings and personal experiences. Has very limited vocabulary. Speaks only a few words.

5 points 4 points 3 points 2 points 1 point

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Table of SpecificationsEnglish Pre/Post Test for Second Grade-Listening- Speaking

ExpectationListeningSpeaking

Type of Item Total Points PMA (60%)

2.L.1.C Listen and respond to increasingly complex instructions, commands, and directions.

Multiple Choice 5 3

2.L.1.F Discriminate and identify sounds.

Multiple Choice 5 3

S.2.5 Describe personal experiences, using extended vocabulary.

Oral 5 3

Total 15 9

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Part III

2.LA.4.a Use illustrations, predictions, and context clues to help identify meaning of a word or phrase.

I. Instructions. Read each sentence. Select the word that best completes the sentence.

Example:

Have you been to the __________?

A. parkB. oceanC. country

11. We went to the __________.

A. storeB. zooC. farm

12. The farmers __________ every day.

A. playB. workC. eat

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LANGUAGE

13. I like to __________.

A. runB. walkC. jump

14. The baby is __________.

A. oldB. fullC. wet

15. My bunny rabbit is very __________.

A. soft B. wetC. ugly

Part IV

2.R.4.I Answer questions to help determine or clarify the meaning of words and phrases in a text.

2.R.3.L Describe how characters in a story respond to major events and challenges.

A. Instructions. Read the following story. Read each question. Choose the best answer.

My friend Carla has three kittens. One kitten is very small and white. Her

name is Minnie. Two are big and black. Their names are Blackie and Luna.

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READING

Saturday was my birthday. Carla told me, “Anita, I have a present for you”.

Carla gave me the pretty little white kitten. Minnie is very soft and warm. She likes

to play outside. She likes to chase butterflies. Minnie sleeps in a basket beside my

bed. I am very happy.

16. Who is the story mostly about?

A. Blackie

B. Minnie

C. Carla

17. Where does the kitten play? She plays in the __________.

A. yard.

B. house.

C. bedroom.

18. Minnie is __________ the other kittens.

A. the same color as

B. a different color from

C. bigger than

19. Minnie likes to chase butterflies. She is __________.

A. nice

B. good

C. playful

20. Carla is a __________ friend.

A. funny

B. selfish

C. good

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B. Instructions. Read each story. Read each question. Select the best answer.

Miguel wanted to play ball. Where is the ball? He cannot find it. Miguel

looked in the toy box. But it was not there. He looked under the bed. It was not

there, either. He looked in the doghouse. There was the ball! Miguel’s dog likes to

play ball, too.

21. What happened first?

A. Miguel looked in the toy box.

B. Miguel looked in the doghouse.

C. Miguel looked under the bed.

22. What happened second?




23. What happened last?




The sky was dark. It looked like rain. María started to run. But she was too

late. The rain came fast. Big drops of rain fell. María got wet. She had to put on dry

clothes when she got home.


A. The rain came fast.

B. María started to run home.

C. María got wet.

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25. What happened next?

A. The sky was dark.

B. María started to run home.

C. María got wet.


A. The rain came fast.

B. Maria got home.

C. María got wet.

Jorge wanted to surprise his mother. He wanted to prepare some pancakes

for breakfast. He put the pancake mix in a large bowl. Jorge put in two eggs. Then

he added a cup of milk. He mixed everything. He cooked the pancakes in a hot

pan. Mother was very surprised and happy. The pancakes were delicious!


A. Jorge cooked the pancakes.

B. Jorge put the pancake mix into a bowl.

C. Jorge in the eggs and milk.

28. What happened next?

A. Jorge cooked the pancakes.


C. Jorge added the eggs and milk.


A. Jorge cooked the pancakes in a hot pan.


C. Jorge in the eggs and milk.

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Part V Instructions. Read the following story out loud to the teacher.

Did you know that ducks are birds? They live in or near water. Ducks have

short legs. They have webbed feet that help them swim. They have flat beaks

called bills. Feathers keep ducks warm and dry. Baby ducks are called ducklings.

Ducklings are soft and very cute!

Score: 4 3 2 1

2nd Grade Pre/Post Answer KeyLanguage

11.C12.B13.C14.C15.A

Reading16.B17.Á18.B19.B20.C

B.21.A22.C23.B24.B25.A26.C27.B28.C29.A

Reading for Fluency. _______________

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READING FOR FLUENCY

Rubric:Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from the text may be present, these do not appear to detract from the syntax of the sentence. Some or most of the story is read with expressive interpretation. Reads at an appropriate rate. Has few misread words.

Reads primarily in three- and four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate to the syntax of the sentence. Little or no expressive interpretation is present. Reader attempts to read expressively and some of the story is read with expression. Generally reads at an appropriate rate. 5 or less mispronounced words.

Reads primarily in two-word phrase groups with some three- and four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to the larger context of the sentence or passage. A small portion of the text is read with expressive interpretation. Reads a significant section of the text excessively slowly or fast. 6-10 mispronounced words.

Reads primarily word-by-word. Occasional two- or three-word phrases may occur – but these are infrequent and/or they do not preserve meaningful syntax. Lacks expressive interpretation. Reads text excessively slowly. Ignores punctuation. Mispronounces more than 10 words.

4 points 3 points 2 points 1 points

Table of SpecificationsEnglish Pre/Post Test for Second Grade-Reading

ExpectationReading

Type of Item Total Points

PMA (60%)

2.LA.4 Use illustrations, predictions, and context clues to help identify meaning of a word or phrase.

Multiple Choice

5 32.R.4.I Answer questions to help determine or clarify the meaning of words and phrases in a text.

Multiple Choice

5 3

2.R.3.L Describe how characters in a story respond to major events and challenges.

Multiple Choice 9 6

Reading for Fluency

Oral 4 3

Total 23 15

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Part VI

2.LA.1 Demonstrate command of English grammar and usage when writing or speaking.

2.LA.2.g Generalize learned spelling patterns (word families) when writing words.

2.LA.2.c Write a letter or letters for short and long-vowel sounds (phonemes).

A. INSTRUCTIONS. Look at the capital letter. Select the corresponding lowercase letter.

Ex. A 1. c 2. d 3. a

31. H 1. f 2. k 3. h

34. J 1. j 2. g 3. y

B. Instructions. Look at the words. Select the word that follows in alphabetical order.

Ex. apple, boat, cat, _____ A. hat B. cap C. dog

37. mules, not, open, _____ A. quilt B. proud C. town

30. B 1. p 2. b 3. d

32. S 1. c 2. s 3. z

35. M 1. n 2. w 3. m

36. be, circus, do, _____ A. animal B. friend C. eat

38. car, different, egg, _____ A. home B. baseball C. food

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LANGUAGE

39. rabbit, stir, take, _____ 40. father, good, hamburger, _____ A. umbrella A. kind B. wheel B. jump C. very C. idea

C. Instuctions. Look at each picture. Complete the word with the correct letter.

Ex. d___ ck

1. o 2. u 3. a

42. dr ___ m

1. o 2. u 3. a

44. d___ g

1. o 2. u 3. a

Part VII

2.w.1 Write to express feelings, familiar topics, experiences, and describe a picture; use grade-level appropriate high frequency words (e.g., Dolch list) to write simple sentences.

41. t ___ ger

1. e 2. i 3. a

43. c___ ke

1. o 2. u 3. a

45. tr ___ e

1. e 2. i 3. a

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WRITING

Instructions. Have you ever been to the zoo? Would you like to visit the zoo? Look at the following pictures. Write three (3) sentences (3-5 words each in length) about your experience or about what you see in the pictures.

46. _________________________________________________________________

47. _________________________________________________________________

48. _________________________________________________________________

2nd Grade Pre/Post Answer KeylANGUAGE

A Ex. C

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30. B31. C32. B33. A34. C

B Ex. C

35. C36. B37. C38. A39. C

C Ex. 2

40. B41. B42. C43. A44. A

Part VII. WritingCriteria for Sentences:

5 4 3 2 1 0Student writes complete sentences (3-4 words) related to the topic. Uses correct punctuation and capitalization. Minor spelling errors.

Student writes complete sentences related to topic. Minor punctuation, capitalization, and spelling errors.

Student writes mostly complete sentences related to topic with some punctuation, capitalization, or spelling errors.

Student writes some complete sentences related to topic with some punctuation, capitalization, and spelling errors.

Student writes mostly words or phrases related to the topic with major punctuation, capitalization, and spelling errors.

Student does not write anything or is illegible.

45. - 48. _________

Table of Specifications English Pre/Post Test for Second Grade-Writing

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ExpectationLanguage

Item Format Total Points

PMA(60 %)

2.LA.1 Demonstrate command of English grammar and usage when writing or speaking.

Multiple Choice

5 3

2.LA.2.g Generalize learned spelling patterns (word families) when writing words.

Multiple Choice

5 3

2.LA.2.c Write a letter or letters for short and long-vowel sounds (phonemes).

Multiple Choice

5 3

Writing

2.w.1 Write to express feelings, familiar topics, experiences, and describe a picture; use grade-level appropriate high frequency words (e.g., Dolch list) to write simple sentences.

Extended Response

Performance Task

5 3

Total 20(70%=14)

12

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standard 2: reading comprehension -...

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